Residential Schools

54 Pages·2006·1.19 MB·English

Aboriginal Healing Foundation
Annual Report · 2 0 0 2
Helping Aboriginal People Heal Themselves

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Background · 3 Programs · 30
Message from the Board · 4 REsearch · 32
REporting Principles · 5 Financial Statements · 37
The Residential School System · 6 Auditor’s Report · 39
Residential School Map · 7
Statement of Financial Position · 40
AHF: Creation and Timeframe · 8
Statement of Operations · 41
Funded Projects Overview · 9
Statement of Changes in Deferred
Contributions · 42
Legal Obligations · 12
Statement of Cash Flows · 43
Project Funding Map · 15
Notes to Financial Statements · 44
Board of Directors 2001–2002 · 19
Schedule of Project Commitments
Board of Directors · 20
and Expenditures · 48
Communications · 21
Wolfcrest CapitAl Advisors · 50
Executive Director · 24
Finance · 26

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T he Aboriginal Healing Foundation was set up in These objectives apply to Aboriginal people, their
1998 with funding from the Government of families and their communities. The Board believes
Canada. We received a one-time grant of $350 mil- three things are vital to building healthy communi-
lion to provide project funding and to cover our ties in the future: prevention of future abuse, heal-
expenses, for up to 10 years. The Foundation is an ing between those who caused the abuse and those
independent, not-for-profit organisation. It is not a who suffered abuse, and healing between
government agency. Aboriginal people and Canadians.
A 17-member Board of Directors runs the The Board supports full participation of all
Foundation. Our Board reflects Canada’s diverse Aboriginal people, including Métis, Inuit and First
Aboriginal population. Nations (both on and off reserve, status and non-
status, men and women) in healing from the legacy
The Aboriginal Healing Foundation’s goals are stat- of sexual abuse and physical abuse in residential
ed in the following Mission Statement: schools, including intergenerational impacts. The
Board knows that healing may mean different
"Our mission is to encourage and support things to different groups. The Board supports ways
Aboriginal people in building and reinforcing sus- of healing that will meet the diverse needs of
tainable healing processes that address the Legacy of Aboriginal groups.
Physical and Sexual Abuse in the Residential School
System, including Intergenerational Impacts." The Board wants to make sure that Aboriginal peo-
ple will deal with their trauma in a meaningful way
As well, the Board of Directors has a Vision and that they will break the cycle of abuse and will
Statement which outlines its role in the healing heal at many levels, both now and in the future.
process. The Vision Statement says that
The Aboriginal Healing Foundation plays only a
"The Board’s role is to help Aboriginal people help small role in a greater healing movement that is
themselves by providing funds for healing projects, happening in Aboriginal communities today. The
promoting knowledge about the issues and the need Foundation’s $350 million healing fund should not
for healing, and gaining public support from be seen as the only means of healing in Aboriginal
Canadians." communities.
The Board’s approach to healing is holistic. The
Board’s objectives are to strengthen Aboriginal
people, address their healing needs and prevent
future abuse.
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Annual Report 2002
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A nnual Reports are one way in which we demon- The 2001-2002 fiscal year brought a new phase in
strate a commitment to high quality performance, the Foundation’s mandate. Following exploratory
as well as our accountability to Survivors of resi- discussions with Government of a revised and
dential schools and their descendants, to Aboriginal extended mandate, the Board decided during this
communities, and to Canadians. This Report is time to begin a devolution process which will see
informed by the method and principles adopted the final acceptance of funding proposals on August
last year to ensure accountability and a clear and 15, 2003, final funding commitments (including
accurate picture of the Foundation’s performance. multi-year) by March 31, 2004, and the
Foundation’s closure on March 31, 2009.
Four years into a ten-year mandate, we look back
upon the progress made and the lessons learned. Over the last three years many have taken steps
We believe that refinements of our funding process, toward healing, supported by grass-roots initiatives
made as a result of ongoing dialogue with Survivors funded by the AHF. Individuals have seized every
and communities, have improved the work of the opportunity – whether Regional Gatherings, con-
Foundation in all respects. ferences, letters or phone calls – to remind us that
healing requires a long-term commitment. We
Our streamlined application process, simplified understand the consequences of diminishing
handbook, and introduction of an under-$50,000 resources at a time when a growing number of peo-
application form – combined with community pro- ple are looking for our help.
posal development support and pre-submission pro-
posal review – have resulted in a record approval rate. Now that we are considering proposals for multi-
year funding and Healing Centre Programs, we
Much healing work has been accomplished in expect the remainder of the $350 million healing
2001-2002. More proposals than in any year previ- fund to be quickly committed. Time is running out
ous have become active projects making a difference for those who seek our support in healing.
in communities. From the endeavors of Aboriginal
people, much knowledge of community healing in The long-term healing needs of Survivors, their
the context of the residential school legacy has been descendants and communities, is the challenge we
gathered. This knowledge is available to those have always faced. Therefore the Aboriginal
beginning their healing as well as to those working Healing Foundation will continue to encourage and
to help them. support Aboriginal people in building and reinforc-
ing sustainable healing processes that address the
Our Interim Evaluation Report, completed in June legacy of physical and sexual abuse in the residential
2001, is a snapshot of 344 funded projects. This school system, including intergenerational impacts.
Report provides invaluable data concerning the
impact of our funded projects. A second evaluation In the spirit of healing and peace,
will take place in 2004. Board of Directors, Aboriginal Healing Foundation.
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Annual Report 2002
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G uided by the recommendations of Survivors attend- past performance, external context, and
ing the Residential School Healing Strategy, held in anticipation of future changes and challenges.
Squamish Territory in July, 1998, and by its Code
of Conduct, the Aboriginal Healing Foundation › Fair and reliable performance information
has since the beginning sought transparency in all reported. Performance information strives to
its practices. be fair, valid, reliable and understandable.
This Annual Report presents the contexts that gave Although many challenges have been met since
rise to the creation and evolution of the 1998, the AHF is committed to surmounting the
Foundation. It describes AHF governance, and obstacles ahead with unwavering determination to
operations and structure and charts the accomplish- remain transparent and accountable to the
ments of each of its units against stated objectives. Government, Aboriginal communities and
Survivors and their descendants.
AHF annual reporting follows five principles:
› Clear context and strategies. The report "The Board must communicate to Survivors of
clearly describes the mission and mandate of residential schools in a truthful, honest and
the organisation, the objectives of its pro- open manner."
grams and services, the major strategies
being used to achieve these objectives, and - Squamish Conference, 1998
the related external context.
› Meaningful performance expectations. The
performance information contains clear and
concrete key performance expectations with
a focus on results.
› Performance accomplishments against
expectations. The performance information
reports key accomplishments (attributable to
the activities undertaken) in relation to
expectations.
› Capacity to learn and adapt demonstrated.
The performance information provides a
measure of the ability to learn from past per-
formance and to modify strategies in light of
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Annual Report 2002
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R esidential schools officially operated in Canada Thousands of former students have come forward
between 1892 and 1969 through arrangements to reveal that physical, emotional, and sexual abuse
between the Government of Canada and the were rampant in the school system and that little
Roman Catholic Church, the Church of England was done to stop it, to punish the abusers, or to
(or Anglican Church), the Methodist (or United) improve conditions. Many passed the abuse they
Church, and the Presbyterian Church. suffered on to their children, thereby perpetuating
the cycle of abuse and dysfunction arising from the
Although in 1969 the Government of Canada residential school system. Subsequent generations
officially withdrew, a few of the schools continued of children were left with the consequences of what
operating throughout the 70s and 80s. Akaitcho happened to their parents and grandparents. They
Hall in Yellowknife, NWT did not close until the grew up without the opportunity to learn their lan-
1990s. During the time they operated, residential guages, to have traditional and cultural knowledge
schools subjected generations of Aboriginal chil- passed down to them, or to be part of a strong and
dren to a strict and damaging policy of assimilation. healthy family and community.
In enforcing the government’s assimilation policy After years of resistance, protest, and activism on the
and the missionary agenda of the churches, the part of many Aboriginal people and others, the first
schools strove to alienate children from their fami- major steps towards healing began. The churches
lies, communities, and cultures. In general, they involved in running the schools publicly apologized.
applied a harsh set of rules, forced children to aban- The first to apologize was the United Church of
don their cultural and spiritual ways, forcibly Canada in 1986. Other apologies and statements fol-
imposed foreign religious practices, forbade stu- lowed – by the Oblate Missionaries of Mary
dents to speak their languages and, in many cases, Immaculate (Roman Catholic) in 1991, the Anglican
provided only marginal training or education. Church in 1993, and the Presbyterian Church in 1994.
The impacts of the residential schools have been Around this same time, the Royal Commission on
felt in every segment of Aboriginal societies. Aboriginal Peoples (RCAP) was examining the issue
Communities suffered social, economic and politi- of residential schools as part of its larger mandate,
cal disintegration. Languages were attacked and and in November 1996 its final report was released.
continue to be threatened. Families were wrenched The report included a section outlining research
apart. The lives of individual students were devas- and findings on residential schools and contained
tated. Many of those who went through the recommendations specific to residential schools.
schools were denied any opportunity to develop
parenting skills and lost the ability to pass these In 1997, the Canadian Conference of Catholic
skills to their own children. They struggled with Bishops issued a statement expressing their regret for
the destruction of their identities as Aboriginal the pain and suffering that many Aboriginal people
people, the loss of personal liberty and privacy, and experienced in the residential school system. Pope
memories of abuse, trauma, poverty, and neglect. John Paul II expressed similar regrets in the year 2000.
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Annual Report 2002
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Residential SchoolsResidential Schools Sources:McCord Museum;Claims and Historical Research Centre,DIAND;National Archives of Canada;Archives Deschâtelets;Archives of Ontario;General Synod Archives of the Anglican Church;United Church of Canada Archives;University of Victoria;Provincial Archives of Manitoba;Manitobaand Northwestern Ontario Conference of the United Church of Canada Archives;Anglican Diocese of Calgary Archives;Calgary Office of ParksCanada;Nakoda Archives;Provincial Archives of Alberta;Vancouver City Archives;United Church of Canada Conference,British Columbia Archives;Archives of St.Paul's Province of Oblates;Royal British Columbia Museum;Archives of Sister St.Ann;Archives of Yukon;Social Sciences andHumanities Research Council of Canada;and Algoma University College,Sault Ste.Marie. Disclaimer:This document is under development.The information contained herein is subject to change without prior notice. Produced:April 2001,Kathy Kettler,Aboriginal Healing Foundation.