My problem is that incontinent compassion doesn’t cut it. The political left wants to close down most natural resource development, especially the petroleum industry. They believe that money cures poverty and finances affordable housing. Those on the right, as well as some indigenous leaders, expect natural resource development to generate money and jobs. But which jobs? For real conservatives, escaping poverty means acquiring employment skills that are sufficiently rewarding to pay for housing along with having a healthy and rewarding life. But there’s no vestige anywhere of an implementation plan for enabling marginalized youth to have a place in the high-tech economy.
It eluded indigenous TRC commissioners that today there are more indigenous inmates in hell-hole prisons, about 15,000, than there were students at peak enrolment in residential schools. They never suggested that the marginalized indigenous should get the education and skills training, sports and recreation, and opportunities for a rewarding career that they had in their own childhood and youth. It eluded them that those who are educated, skilled, and engaged in or preparing for gainful employment seldom commit suicide or disappear, and seldom become unemployable addicts or go to jail.
Given the overwhelming number of indigenous children in care, the TRC called for more money to fund child welfare services. But they didn’t examine causation for its need. With delivery apparently ranging from excellent to shocking, residential schools took in orphans and children from neglectful homes. Others were adopted out during the so-called Sixties Scoop. A friend of mine was adopted out after his indigenous mother, aged 13, gave birth. In due course, his degree in computer engineering and a master’s in business administration led to a rewarding career. Ethnicity has nothing to do with capacity for achievement.
Students thrive on high expectations and structure. Charter schools’ test scores far outperform even those of state-run schools in affluent areas. They generally have larger class size so there’s more money to pay teachers better. They hire those who love the subjects they teach and can inspire confidence and achievement. They don’t require a time-wasted education degree, and they can hire and fire on the basis of performance. These schools usually have a longer school day and some also function on Saturday mornings. They assign homework and work with parents to see that it’s done.
Once generally available, instruction in woodwork, metalwork, carpentry, and auto mechanics is largely missing from today’s schools. Given indigenous peoples’ evident creativity and manual dexterity, “shops” and intensive education seem certain to bring out aptitude for trades and STEM disciplines. Unfortunately, indigenous leaders don’t suggest that next generations should become the doctors and dentists, mining engineers or geologists, in the lands they claim.
With some 60 percent of all indigenous people living in urban centres, and Ottawa having Canada’s largest Inuit community, there’s a case for enabling more to leave settlements that have no economic reason to exist. The challenge then is that the marginalized need help, but don’t get help that works. That brings us back to what schools need to do.
