Colonial Education

Colonial Education By David Perley

Internal-Colonial Model • Colonizers (settlers) move into colonized territories (Wabanaki) • Refers to the establishment of domination of the Wabanakis by the colonizers • Wabanakis dominated economically and politically • Exploitation of land and raw materials • Mechanism established to maintain domination David Perley, Tobique First Nation

Internal-Colonial Model • Manipulation and management of Wabanaki people • Policy of assimilation adopted • Reservation system; land alienation and isolation • Forced involuntary entry into colonizer’s society • Exploitation and oppression justified by racism • Policy of exclusion from participation in development process and institutions David Perley, Tobique First Nation

Internal-Colonial Model Colonizer: European settlers (French, English, Spaniards, Dutch, and Germans) Settles on Wabanaki territory and eventually assumed control of the territory Colonized: First Nations/Indigenous people (Wolastoq, Mi’kmaq, Maoris, Aborigines) Originated within Wabanaki territory and therefore have strong ties to the land David Perley, Tobique First Nation

Internal-Colonial ModelColonial Mentality Colonizer: Members maintain they are superior to the Indigenous people of the territory they are invading. Colonizers believe that the culture and all aspects of the colonizer’s society is better than the culture of the colonized David Perley, Tobique First Nation

Internal-Colonial ModelColonial Mentality Colonized: Members accept the colonizer’s evaluation of the Indigenous people’s culture. The colonizer’s evaluation is that the Indigenous people are inferior and therefore should reject their culture and ways of life. Their self-esteem is extremely low. They have been conditioned to accept the views of the colonizers David Perley, Tobique First Nation

Colonial Education • Major thrust is assimilation of the colonized people • Suppresses, transforms, or destroys the values of the colonized • Colonized people are considered as “inferior children” who are unable to define their own needs • Geographic separation of schools and communities from which students came David Perley, Tobique First Nation

Colonial Education • Colonized were not consulted in the planning process regarding their education • Parents performed no role in the determination of educational content • Education for the colonized was planned and controlled by the colonizers • Language utilized in the schools was that of the colonizer David Perley, Tobique First Nation

Colonial Education • Language of the colonized was devalued and discouraged • Practical skills like agriculture and manual trades were emphasized • Content had little to do with culture or society of the colonized • In the past, only primary education was provided David Perley, Tobique First Nation

Colonial Education • Missionary/residential schools emphasized moral training • History of the colonized, if given at all, tended to focus on conflicts, famine, and “barbarism” in contrast to the “peace and orderly progress” under colonial domination David Perley, Tobique First Nation

Reactions to Colonial Education • Apathy, indifference, lack of interest • Schools are viewed as irrelevant to their needs • Hostility to colonial schools • Bitterness, resentment, anger David Perley, Tobique First Nation

Reactions to Colonial Education • Parents opposed to their children being sent to these schools • Perceived as a threat to the First Nation’s continuing existence David Perley, Tobique First Nation

Colonial Education