Treaty 2 Territory – Education is a Treaty Right, I hear this is all the time. However, it is an inherent right, granted to all from Kitchi Manitou, The Great Spirit, that flows through the family and nation your born into. The obligation and responsibility to educate flows through the family and nation, from Kitchi
Treaty 2 Territory – Education is a Treaty Right, I hear this is all the time. However, it is an inherent right, granted to all from Kitchi Manitou, The Great Spirit, that flows through the family and nation your born into. The obligation and responsibility to educate flows through the family and nation, from Kitchi Manitou, to the youth, to expand their capacity of the mind and body to the greatest extent possible. When the youth grow into adulthood and reach their full potential, the obligation and responsibility is then passed on to them to educate the next generations to the best of their knowledge and abilities.
Since colonization, disruption to the Anishinabek education system has occurred through several avenues, such as disease and famine, war and genocide, and immigration and settlement via Treaties. However, Treaties were supposed to be the International Agreement between the Anishinabek sovran nation and the Crown that re-established this ancient education system as understood from the Anishinabek perspective.
This was not the case. The Crown continued with a different education agenda and implemented the residential school system. This was their systematic way to continue waging war and genocide on the Anishinabek nations. Through this process the Crown dismantled families and further destroyed the education system as understood by the Anishinabek nations. The destruction of this education system went on to destroy the Anishinabek nations ways of life, languages, economic systems, and understandings of the Natural World.
Picture Source: https://calgaryherald.com/opinion/columnists/smith-indoctrination-in-albertas-classrooms-must-stop
In Anishinabek education everything is connected, and one natural system and process is connected to another. This is not the case in status quo education systems. Current education curriculum, specifically social, political, and agricultural sciences, limit minds to political boarders, property lines, and separate systems from nature and natural processes. In early years, boarders, boundaries, and property lines are engrained into kids minds that separate land masses. Everything from the school yard, to townships, to provinces, and Canada. The boarders and boundaries confine a specific area and is not affected by what is happening in another area confined to boarders and boundaries.
As COVID-19 hit mainstream and forced education back into the hands of the families, reality hit me hard. By reexamining my boys grade 2 social studies curriculum through my eyes today, it hit me very hard how Canada is using the status quo education system to spread mass propaganda and brainwash young kids minds into believing what Canada is portraying itself to be, as the supreme ruler over the land that they are illegally occupying. Through my research and discussions with others, it is know that the status quo education system is teaching inaccurate history to make “The Indian” look like a rebellion, and “Canada” as the true savior of the Anishinabek’s land and lives.
The Crown in right of Canada has failed in fulling education via Treaties from the Anishinabek’s perspective of what education is, and the inherent rights it entails, and the obligations of the educators to the next generations.
The following link is a great read of how Canada’s education system is conducting oppressive indoctrination to the masses: (copy and past into a search bar)
Government, First Nations in Treaty 2 Territory (FNiT2T)