The Untold History of Indigenous Peoples in Quebec and Canada

As fond as I am of Canada, I am also deeply ashamed of the ways in which we have treated and continue to treat the Indigenous peoples of this land. As Robert Green (History Teacher at Westmount High School) puts it, 'The biggest and broadest problem is that this curriculum is telling the story of the Quebec nation, not of Quebec society.'

The following video on Indigenous history, resilience and resurgence was put together by Michif artist Christi Belcourt as a reaction to Canada 150 as part of a contiuum of resistance. If you watch it try to consider the following question: Can one celebrate Canada 150 and still respect Indigenous rights?

It is important to acknowledge the historical trauma that was produced from the onset of colonization. The attempts to assimilate Indigenous peoples came to light with the arrival of the Europeans, and education was considered the most effective way the government could pursue this goal. As head of the Department of Indian Affairs, Duncan Campbell, a key advocate for the residential school program, argued that it was important for Canada to “get rid of the Indian problem."The belief at the time was that to ‘kill the Indian was to save the man’. From the government’s point of the view, it was easier to ‘kill’ children for they were considered ‘blank slates’ and were more vulnerable to assimilation and oppressive practices than full-grown adults. This sentiment was also shared by Mark Twain, who was of the belief that “Soap and education are not as sudden as a massacre, but they are more deadly in the long run because a half-massacred Indian may recover, but if you educate him and wash him, it is bound to finish him some time or other.” Thus, to ‘kill’ meant to eradicate Native culture and education was considered a critical component to carry out cultural genocide.

As a history teacher, I have a responsibility to challenge the colonial mindset of Native history and to preserve the profound intricacies of Native cultures. As such, I find myself having to supplement the history curriculum with diverse perspectives and untold stories. If we are to promote critical thinking and social cohesion, it is vital that the history program is inclusive of Quebec's diverse society. Although the revised Quebec curriculum includes more Indigenous history, it does not go far enough. So much more needs to be done here to address the deficit of knowledge.

Teaching Resources:

For my readers who are interested in reading some Indigenous work, I highly recommend Waterlily, a novel by Ella Cara Deloria (1988) and The Outside Circle, a graphic novel by Patti LaBoucane-Benson (2015). Through their storylines, both authors seek to tell the truth of their peoples’ history and to push the conversation of the ongoing systemic issues to a wider audience in the hopes of breaking down negative assumptions about Indigenous cultures. Their stories reflect the devastating realities of many Indigenous men and women, while examining how the source of historical trauma is deeply rooted within the marginalization processes of colonial practices.

Deloria, E.C. (1988). Waterlily. Lincoln: University of Nebraska Press.

Laboucane-Benson, P. (2015). The Outside Circle. House of Anansi Press.