First Nations

Witnessing as relationship

We’re experiencing a transformation in Winnipeg – one that holds hands with truth and reconciliation. Recently, a statue of Queen Elizabeth II, newly restored, was put back on a plinth in front of the Manitoba Legislature. The media showed it, fixed and shiny, and reported on the cost of repair. The next day, it was vandalized again.

Two years ago, on Canada Day, protesters knocked down two statues, those of Queens Victoria and Elizabeth II. The statue of Queen Victoria was too damaged to repair; its pedestal was covered with the protesters’ red handprints, like the blood of all the Indigenous children lost. It was both vandalism and art installation, a painful reminder of the clash between colonialism and Indigenous suffering in our country.

This struggle is ongoing and Winnipeg spells it out through violence, poverty and discrimination. Much of the time, the discrimination appears invisible to those who don’t witness it, but it’s there. I’ve admired the strength of one Indigenous activist, Vivian Ketchum, who described being followed around in a drugstore on June 11, 2023, by a security guard – an older woman, she didn’t hesitate to discuss this fact with the much younger security guard and then resolved the issue with the manager. A day later, the CBC featured a story that also included Ketchum, this time describing how, when an Indigenous woman goes missing, the friends and family must go looking for her themselves because, even after reporting, the police don’t appear to be listening or helping.

Being a witness is something I’ve been learning as I study Daf Yomi, a page of Babylonian Talmud a day. In Gittin, the Tractate about divorce, there’s an extended discussion among the rabbis about the get (a Jewish divorce document), how it should be written, delivered and witnessed for a valid divorce. It turns out that practically anyone can write the document, but the divorce is not valid unless specific parts are personalized, delivered and witnessed in front of the right people. The witnesses and the act of witnessing the document being signed are the important parts.

As a writer, it doesn’t matter what I write if no one reads and “witnesses” it. Having an audience offering the right kind of respect or interest matters for those who produce content. The written word, on its own, doesn’t automatically have importance. It’s the relationship between the readers and the words that matters.

This notion of “being in relationship” is also part of what it means to be a treaty people, bound by the agreements made between Indigenous peoples and Canadian settlers. Relationships are a two-way stretch. It takes work on both sides to change and make a difference.

Here’s a personal example of “being in relationship.” Years ago, I had a traumatic experience with a close long-time friend. The friend ghosted me. She disappeared, without explaining why. It caused harm. I spent years trying to reach out, apologize and mend things. I couldn’t understand what had happened. I was deeply hurt.

Eventually, I realized that it takes two people to be friends. One person cannot do it on her own. A friendship is a relationship. If only one person is relating, there is no friendship. This realization enabled me to stop trying to fix things. Instead, I mourned the loss and moved on. To my surprise, about 15 years after this “break up,” this friend sought my forgiveness. We’ve worked towards a new relationship ever since. It will never be the same, but we’re both trying.

Although this wasn’t a marriage breakup, it contained enough parallels that it helped me gain a deeper understanding of failed relationship and the need for Jewish rituals to cope with it. The Jewish rituals around divorce and the giving or receiving of a get are far from perfect. They are deeply flawed in the ways that men can maintain power and control over their wives – only men can give women a divorce in this religious model. Yet, for many, the ritual has deep value.

In Winnipeg, there are individual efforts to make relationships and try to push reconciliation forward. It’s a difficult process. It’s not happening with enough speed. Like other relationships in our lives, it takes work. We must fix broken systems to acknowledge the ongoing racism around us. When the government mended the statue of Queen Elizabeth and erected it back on the Manitoba Legislature grounds, it wasn’t done with the necessary relationship work in place. Almost immediately, the statue was labelled with spray painted words like “Colonizer” and “Killer.” While some find this disgraceful vandalism, others see it as no less than the truth. Queen Elizabeth reigned over Canada during a time in which residential schools still held control over many Indigenous peoples, harming and sometimes killing their children and families.

If we’re in relationship with others, we have to be open to seeing others’ worldviews. This is only possible when we witness others’ needs and stand ready to serve others as part of a bigger community. Yes, someone needs to write a get, a Jewish divorce, but, without appropriate witnesses, it cannot become a valid divorce. When we witness others’ needs at their most painful moments, giving them validity, together, we’re in a meaningful relationship.

In past years, the Winnipeg Canada Day celebration at the Forks included fireworks. After the news about the deaths of so many children at residential schools, the Forks changed its Canada Day focus. While there are still July 1 events at the centre of our city, they’re now more attached to Indigenous practices and meaning. This year, elders will open the event with a ceremony and a sacred fire. The day’s activities will be full of diverse cultural programming. Instead of fireworks, there’s a drone show, with 100 drones, to honour Indigenous teachings and tell stories about the stars.

It takes healing, ritual and forgiveness to get through serious trauma or to mend fractured relationships. Canada Day is still an important part of who we are as a country. Standing witness is an essential part of Jewish practice. Remembering how we Canadians got here, as a treaty people, in a relationship, can make our celebration more meaningful for everyone.

Joanne Seiff has written regularly for CBC Manitoba and various Jewish publications. She is the author of three books, including From the Outside In: Jewish Post Columns 2015-2016, a collection of essays available for digital download or as a paperback from Amazon. Check her out on Instagram @yrnspinner or at joanneseiff.blogspot.com.

Honouring others in death

There’s nothing like a tree stump to put things in context. I walk the dog in an area full of mature trees and wildlife. Tucked in a bend of a river, we’ve got a lot of trees here. However, this enormous tree had died. I contemplated its huge stump and growth bands. My impatient dog pulled me towards her usual routine, so I didn’t manage to count the rings to learn just how long it lived, but likely it has existed since long before settlers claimed this land.

One gift I’ve gained from living in Winnipeg, where more than 15% of our population is Indigenous, is a better connection to and respect for the earth and living things. In my urban daily walks with the dog, I’ve seen woodpeckers, ducks, geese, hawks, deer, fox, and more. I’m filled with awe by the wild natural world around us and the contexts offered by Canada’s First Peoples.

However, I’ve also seen the traumas played out through what Canada has done to its Indigenous population. There are unhoused people nearby, living in camps along the riverbank in all kinds of weather. On a warm day, I saw a woman on the ground. I thought she was sleeping and went on my way. Then I struggled, wondering if I should have called for help. Perhaps it was an overdose or something worse. At the time, I promised myself that if she were still there when I returned, I would call for help. The whole walk, I debated whether it was better to involve police or not. Indigenous Canadians aren’t always treated fairly by law enforcement. She was gone by the time I returned. I felt relief because I hadn’t been forced to make a decision. Would sleeping on the ground in an area that was her people’s ancestral land result in an arrest or accusation of criminal behaviour?

This situation, of not being sure if a call to the police was safe, came to mind when hearing the latest news reports regarding the deaths of four women in Winnipeg. These women’s remains were left in multiple garbage bins in May 2022, according to police reports. Some of these dumpsters were sent to Prairie Green landfill on May 16. Jeremy Skibicki is accused of killing these Indigenous women: Rebecca Contois, Morgan Harris, Marcedes Myran and a fourth woman, unidentified, who Indigenous leaders have named Mashkode Bizhiki’ikwe, or Buffalo Woman.

Some of Contois’s remains were found at Winnipeg’s Brady Road landfill in June 2022; her remains were in at least two dumpsters, one of which was spotted before being picked up by the dump truck. The police didn’t find the other women’s remains and declined to do a search for them, saying it would be dangerous and expensive. They have arrested the man they think committed the crimes and said they didn’t need to find the bodies to press charges. Public outcry, along with the families’ voices, forced the government to do a feasibility study regarding a search of the Prairie Green landfill, which has now been released. It says it could take up to three years and $184 million to search for their remains.

Like many Manitobans, I was horrified by how this has unfolded. The idea that these women’s bodies should remain in the trash rather than have a proper, culturally sensitive burial, is abhorrent. I couldn’t imagine why anyone needed a feasibility study to determine that their remains should be found as soon as possible. I, like many others, couldn’t understand why a search didn’t commence immediately in June 2022. I wouldn’t be alone in saying that it seems as though the decision to not recover the bodies promptly seemed inherently flawed and racist.

Unfortunately, this isn’t a new situation. Jewish tradition is rich with historic detail. The Babylonian Talmud, codified by about 500 CE, has already described what to do about it. Even a kohain (priest), who normally must avoid the dead to avoid becoming “defiled” (unable to do Temple sacrifice, during the days when there was a Temple in Jerusalem) is commanded in the Talmud to bury any dead person he finds abandoned on a road. This is called a meit mitzvah. Today, it’s considered a special and important mitzvah (commandment) for all Jews to uphold: if we discover a dead person with no next of kin, we must do the right thing. We must tend to that dead person with respect and bury them properly.

In the Babylonian Talmud Tractate Sotah, on page 45b, we learn that we’re responsible for burying bodies that we find. We must find body parts and bury them together. There’s a rabbinic discussion about what the proper rituals and procedures are “if he was strangled and left in a garbage heap.”

Walking by that enormous tree stump with its yearly growth rings reminds me that we have only a set time here on earth to do the right thing. Jewish tradition teaches us to be upstanding while we’re here. The families who lost their loved ones in these awful crimes deserve to have their rituals around death observed. These include a proper burial and send off of their loved ones’ spirits. Deuteronomy 16:20 reminds us “Justice, justice shall you pursue.” That sometimes requires us to dig at a landfill, i.e. a modern-day garbage heap, to pursue it.

It’s sometimes expensive and hard to do the right thing. It’s even more expensive and harder to correct an error like this one, when someone believes certain bodies on a trash heap are somehow less valuable or important. The police force took an unacceptable approach – to stall, and then find excuses for why we shouldn’t treat every person equally, and value every life taken.

Instilling a love of the arts

Merewyn Comeau and Raes Calvert in Th’owxiya: The Hungry Feast Dish, which is on the Chutzpah! stage Nov. 18-19. (photo by Javier Sotres)

For the first time, the Chutzpah! Festival, which was launched in 2001, is presenting programming specifically targeted to young people, families and educators. Dan and Claudia Zanes will be live in concert Nov. 13-14 and Joseph A. Dandurand’s Th’owxiya: The Hungry Feast Dish will be presented by Axis Theatre Nov. 18-19. Both events take place at the Rothstein Theatre.

“One of my first strategic goals when I joined Chutzpah! was to launch a programming stream for young people and families,” said Jessica Gutteridge, managing artistic director of the festival since 2020. “I have a background in theatre for young audiences, and this is an area of performing arts that I find very rich and interesting…. I think the best way to keep the performing arts vibrant into the future is to share exciting and stimulating arts experiences with young people so that they can grow into the audiences of tomorrow. And finding ways of sharing these experiences across generations makes for wonderful bonding between kids and their parents, grandparents, caregivers and mentors, but also gives the adults in the audience a memorable and enjoyable experience. I’m also a passionate proponent of arts education, so finding opportunities for teachers to bring performing arts into their teaching is meaningful to me.”

photo - Dan and Claudia Zanes will be live in concert Nov. 13-14 — Dan and Claudia Zanes will be live in concert Nov. 13-14. (photo by Xavier Plater)

Dan Zanes is a Grammy award-winning children’s performer and Claudia Zanes is a music therapist/jazz vocalist. The couple has been “making music with each other since the day they met in the fall of 2016.” Their Nov. 14 performance is for schools and the Nov. 13 show is open for all.

“Dan Zanes, to put it bluntly, was a key reason I survived the music playing in my children’s rooms when I had young kids,” said Gutteridge about her choice of performers for this program. “I think he’s just a spectacular musician and storyteller that all ages can enjoy, and his partnership with Claudia Zanes makes even more gorgeous and meaningful music. I appreciate that Dan and Claudia are committed to making their performances sensory-friendly and accessible, and in sharing messages of love, solidarity and social justice, that are timely and important.”

As with the concert, the Nov. 18 production of Th’owxiya is for schools and the Nov. 19 show welcomes everyone, with the caveat that the ogress might be scary to some young children. The play, recommended for ages 5 and up, recounts a Kwantlen First Nations tale, “the legend of the basket ogress, Th’owxiya, an old hungry spirit that inhabits a feast dish full of bountiful delicious foods, and sly Mouse (Kw’at’el), who is caught stealing cheese from this feast dish. To appease an angry Th’owxiya, Kw’at’el embarks on a journey to find two children for the ogress to eat, or else!” The work features “traditional Coast Salish and Sto:lo music, masks and imagery” and audiences will learn “how Raven (Sqeweqs), Bear (Spa:th) and Sasquatch (Sasq’ets) trick a hungry spirit and save Kw’at’el and their family from becoming the feast.”

Both the concert and the play run about an hour, and all performances take place at 11 a.m.

While the concert and play are two programs specifically aimed at young audiences, Gutteridge said many of the Chutzpah! performances “are appropriate for general audiences, and we hope that youth and teens in particular will join us for some of them. For example, Persian Jewish Cooking with Ayelet Latovich, Music at the Centre of the River, and the Joan Beckow Legacy Project – which will feature youth performers from Perry Ehrlich’s Showstoppers – are all programs that all ages can enjoy together. Programs like Jacqueline Saper’s presentation of her memoir of growing up Jewish in Tehran and the Site: Yizkor project may offer teens engaging ways of learning and contextualizing current events and history.”

In a similar vein, Gutteridge added, “Adults should feel just as welcome as kids to come and enjoy these shows – truly these are experiences that are relevant and enjoyable for all ages. If any families who would wish to join us for these events feel that their financial situation does not permit them to attend, please contact our box office. We have an allocation of tickets set aside so that cost is not a barrier to sharing these experiences with young people.”

For the full Chutzpah! lineup and tickets, visit chutzpahfestival.com.

Working at residential school

St. Michael’s Residential School in 2013, Alert Bay, B.C. (Courtesy Hans Tammemagi, from the book St. Michael’s Residential School: Lament & Legacy)

In 1970, Nancy Dyson and her husband, Dan Rubenstein, worked for a short time at the Alert Bay Student Residence, previously and most commonly known as St. Michael’s Indian Residential School. Dyson shares their experiences, with a brief section by Rubenstein, in the book St. Michael’s Residential School: Lament & Legacy (Ronsdale Press, 2021).

“This book is a must-read for all Canadians,” writes Chief Dr. Robert Joseph, ambassador for Reconciliation Canada and a survivor of St. Michael’s, in the foreword. “It is honest, fair and compelling. It is a story that screams out for human decency, justice and equality. It also calls for reconciliation and a new way forward! Two recently wed idealists arrive at Alert Bay on Canada’s Pacific central coast to work at St. Michael’s Residential School. They hire on as childcare workers. Little do Dan and Nancy in their youthful enthusiasm know they will be shaken to the core before too long.”

Yet, despite being shaken, the couple did not realize the extent of the abuse and harm being inflicted on their charges, nor that such abuse was being carried out across the country – and had been since the first schools opened in the 1800s to when the last one closed in 1996.

“In 2015, the Truth and Reconciliation Commission (TRC) Reports were released. Like many Canadians, we were shocked by the findings,” writes Dyson in the introduction. “Over a hundred-year span, thousands of Indigenous children had experienced what we had witnessed at St. Michael’s. Especially shocking were the stories of sexual abuse that had occurred along with the emotional and physical abuse we had witnessed. When we read the survivors’ statements and realized the lasting, tragic legacy of the schools, we felt compelled to share our story.”

The couple does so with the intent to bear witness to the survivors’ experience. “In adding our voices to the voices of survivors,” writes Dyson, “we hope that the history of residential schools will not be forgotten or denied.”

Dyson and Rubenstein were married in March 1970 in Rubenstein’s family home, near the campus of Vassar College, in Poughkeepsie, N.Y., from which Dyson graduated in May that year. A brief series of events landed them in Vancouver, where they decided to stay awhile, because Canada “seemed more benign and compassionate than the United States, which was then severely polarized by the Vietnam War.”

While staying with friends, they learned about openings for childcare workers at the residential school in Alert Bay. Along with one of those friends, they applied for the jobs and succeeded in getting interviews. The school administrator explained to them that St. Michael’s, which had been run by the Anglican Church, was taken over by the federal government in 1969 – this was a national change in policy, because of a Labour Relations Board of Canada ruling a few years earlier that school staff had to be paid as much as government employees doing similar jobs. The churches couldn’t afford the increased costs, so the government took over. Though, as Dyson notes – in dialogue given to the administrator – the churches still had “a strong influence.”

At the time that Dyson and Rubenstein joined St. Michael’s staff, the school wasn’t a school anymore, but a residence, with most of the kids attending public school in Alert Bay and the handful that made it to Grade 9 taking the ferry to Port McNeill for their education. Including Dyson and Rubenstein, there were seven childcare workers for 100-plus kids. Dyson was put in charge of 18 teenage girls and Rubenstein the 25 youngest boys, most of whom were 6 or 7 years old.

From the beginning, even before their interview, as they walk up the concrete steps of the residence, and notice the rusty radiators and drab hallways, they have misgivings. Their friend declined the job offer, but they accepted, thinking “it has to be better than living in the States.”

During their brief tenure at St. Michael’s, they witnessed the brutal treatment of the children, in the name of discipline, as well as the poor food, clothing, shelter and, of course, the kids weren’t allowed to learn anything about their own culture. There were suicides, some girls prostituted themselves, some students took their anger out on their peers.

Dyson and Rubenstein tried to support the kids and did indeed connect with a few of them. The couple tried to force some changes, along with other people in Alert Bay, but there was really no way they could improve the situation. Ultimately, Dyson couldn’t take it anymore and quit. Rubenstein, however, still wanted to try and change things from within, despite having been attacked with a knife by a cook who thought that the Jew among the Anglicans was the Antichrist. Rubenstein was fired from his job after he and Dyson shared their concerns about the residence with government inspectors.

The names of people in the book have been changed and the dialogue is based on memory. Dyson inserts excerpts from the TRC reports into her narrative to reinforce not only what she is saying about St. Michael’s but to show that what was happening there was, sadly and disgustingly, happening at residential schools across Canada.

Rubenstein’s story comes as an epilogue, after a section with some of his photos from 1970/71, as well as a few more recent ones, including of the reconciliation ceremony in Ottawa in 2015. Rubenstein writes about the continuing impact of the residential schools and some of his realizations. He speaks candidly of the difficulties he has in reconciling what he witnessed with the image he has of Canada “as a just and compassionate country.” As well, he admits, “I also struggle to reconcile my own sense of decency with my failure to advocate on behalf of the children after I left St. Michael’s. Like other Canadians – former childcare workers, teachers, administrators, principals, clergy and government officials – I remained silent.”

Dyson and Rubenstein have written St. Michael’s Residential School: Lament & Legacy not only to state publicly what they witnessed and did or didn’t do. They want to encourage other Canadians to join in the process of reconciliation, and offer some ideas for entry points, mainly the TRC reports. The book ends with a quote from the TRC’s final report:

“Reshaping national history is a public process, one that happens through discussion, sharing and commemoration…. Public memory is dynamic – it changes over time as new understandings, dialogues, artistic expressions and commemorations emerge.”

St. Michael’s Residential School: Lament & Legacy is available for purchase at Amazon and other booksellers. In the acknowledgements, Dyson and Rubenstein note that a portion of the royalties received for the book “will be donated to Reconciliation Canada and the Indian Residential School Survivors Society.”

שרידי 215 ילדים נמצאו בבית ספר

בובות ונעליים לזכר הקורבנות במדרגות שליד הגלריה לאמנות בוונקובר
(רוני רחמני)

שרידיהם של 215 ילדים, חלקם היו בגיל שלוש בלבד, נמצאו בפרובינציית בריטיש קולומביה, במקום שבו ניצב בעבר בית ספר גדול. במוסד זה קובצו בני קהילות האינדיאנים שהופרדו בכוח ממשפחותיהם ברחבי המדינה – במטרה להטמיע אותם באוכלוסייה הקנדית הכללית. ההודעה על מציאת השרידים זכתה לפרסומים נרחבים בכל העולם, אחרי שהם התגלו לפני כשבועיים בסיוע מכ”ם חודר-קרקע. מומחים אומרים כי גופות נוספות עשויות להימצא, משום שבאותו האזור נותרו שטחים נוספים שהיו שייכים לבית הספר ושטרם נערך בהם חיפוש.

התגלית הקשה שנחשפה היא עדות לזוועות שחוללו ממשלת קנדה והכנסייה הקתולית לעשרות אלפי תלמידים, שהשתייכו לקהילות האינדיאנים מאז המאה ה-19 ועד לשנות ה-70 של המאה העשרים. למעלה מ-150 אלף ילדים שהשתייכו לקהילות האלה נדרשו באותן שנים לעזוב את משפחותיהם ולעבור ללמוד בפנימיות נוצריות במימון המדינה הקנדית. זאת, כחלק מתוכנית שנועדה להטמיע אותם בחברה הכללית. הילדים אולצו להמיר את דתם לנצרות, לא הותר להם לדבר בשפת אבותיהם, ורבים מהם ספגו מכות והתעללויות מילוליות ופיזיות, בכלל זה התעללויות מיניות מצד מורים. לפי טענות עד 6,000 מהילדים מתו בבתי הספר האלה.

בית הספר שבאדמתו נמצאו השרידים שהוכרזו לפני כשבועיים שוכן ליד העיר קמלופס שבקולומביה הבריטית, והוא היה הגדול מבין 139 בתי הספר המיוחדים שהוקמו בשלהי המאה ה-19 לצורך הטמעת בני האינדיאנים. בכל זמן נתון שהו בו עד 500 תלמידים. הוא הופעל על-ידי הכנסייה הקתולית בשם ממשלת קנדה מ-1890 ועד שנסגר ב-1969.

פרסום הפרשה עורר תגובות נרגשות במערכת הפוליטית הקנדית. ראש ממשלת קנדה, ג’סטין טרודו, מסר כי הגילוי, שאותו הגדיר “מטריד”, שובר את לבו: “זו תזכורת כואבת לפרק אפל ומביש בתולדות ארצנו”, אמר טרודו. ראש ממשלת בריטיש קולומביה, ג’ון הורגן, הצהיר כי הוא “נחרד ושבור לב” בעקבות הגילוי של שרידי הגופות, וכינה זאת “טרגדיה בממדים שאי-אפשר לדמיין”. הוא אמר כי הגילוי הזה מדגיש את האלימות וההשלכות הקשות של הפנימיות שבהן שוכנו בני האינדיאנים.

ממשלת קנדה כבר התנצלה כבר באופן רשמי בשנת 2008 על הסבל הקשה שחוו בני האינדיאנים בבתי הספר המיוחדים שהמדינה הקימה לצורך הטמעתם, והודתה כי ההתעללויות הפיזיות והמיניות בבתי הספר מהסוג הזה היו תופעה נפוצה. רבים מהתלמידים לשעבר העידו כי הוכו רק משום שדיברו את שפת אבותיהם, ורבים מהם גם איבדו קשר עם הוריהם והתנתקו ממנהגיהם. מנהיגי קהילות האינדיאנים טענו לאורך השנים כי מסורת ההתעללויות והבידוד של הילדים האלה, היא הסיבה הראשית לשיעורים הגבוהים של עוני, אלימות, התאבדויות והתמכרויות לאלכוהול ולסמים בקהילותיהם.

בדוח מיוחד שפורסם לפני יותר מחמש שנים על ידי ועדת האמת והפיוס, נקבע כי לפחות 3,200 ילדים מתו כשהם סובלים מהתעללות והזנחה. לא ברור אם הילדים ששרידיהם נמצאו כעת נמנים עם הילדים שמותם כבר תועד. או שקרוב לוודאי שמציאת שדירי הילדים פירושה המעשי הוא שמספר המתים הרשמי גדול ממה שהיה ידוע עד כה. הטכנולוגיות החדישות שפותחו בשנים האחרונות מסייעות כעת בחיפושים אחרי קורבנות נוספים, ומנהלי החיפושים האלה מקווים שהתשובות שיעלו בהם יעזרו למשפחות לסגור מעגל.

ממשלת קנדה כבר הסכימה בעבר לפצות את התלמידים של קהילות האינדיאנים שהופרדו ממשפחותיהם, על השנים שבהן אולצו לשהות בפנימיות האפלות. לאחר שוועדת האמת והפיוס הגדירה את מה שעברו התלמידים האינדיאנים רצח עם תרבותי, החליטה הממשלה להקציב לפיצוי הילדים והמשפחות שלהם קרוב לשני מיליארד דולר.

Racism is a Jewish issue

On June 4, New Brunswick resident Chantel Moore, originally from the Tla-o-qui-aht First Nation near Tofino, B.C., was shot to death by a police officer sent to her home to check on her well-being. On May 27, Regis Korchinski-Paquet, an indigenous-black woman, fell 24 floors from her apartment during a police incident in Toronto.

In the United States, George Floyd died on May 25, after being pinned to the ground with a knee pressed into his neck for more than eight minutes by a police officer in Minneapolis. Breonna Taylor was killed March 13 in her bed in Louisville, Ky., in what amounts to a home invasion by police. Ahmaud Arbery was chased by three armed white neighbours and murdered on Feb. 23, while he was jogging in Georgia.

The challenge in compiling a list of names of black Americans and indigenous and racialized Canadians killed by police or lynched by vigilantes is choosing which from a horrifically long list of victims’ names to include. And the structural conditions that have led to this particular moment of upheaval are not new. Similar demonstrations have occurred after particularly egregious incidents, like the killing of Michael Brown by police in Ferguson, Mo., in 2014; Trayvon Martin, who was murdered in 2012 by a cop-wannabe; and the beating of Rodney King by police in Los Angeles in 1991. Again, the list of just the most familiar incidents could fill pages. And they are not limited to the United States.

Could this time be different? One thing that some Black Lives Matter proponents are noting is the apparently unprecedented engagement of non-black allies in this moment. Is this because we all have more time on our hands right now? Or have we reached a tipping point, when the lofty language of equality has finally penetrated deep into the mainstream of North American society?

There are parallel streams happening, from the issue of police violence to the broader matter of societal behaviour toward racialized people. These are exacerbated by the unpardonable conduct of the U.S. president. When Trayvon Martin was killed, then-president Barack Obama noted that, if he had a son, he would look like Trayvon. The current president tweets threats of violence and has police forcibly clear peaceful demonstrators so he can have a photo taken in front of a church he has never entered. In a country aflame, the president’s comportment is incendiary and perilous.

This is a time for our community, the Jewish community, to consider our complacency and complicity in upholding racist systems. It is, as American historian and author Ibram X. Kendi implores, not enough to be not racist. We must be actively anti-racist. We must stand in solidarity with those who are suffering and recognize that the pain of racism is also the pain of antisemitism.

The solidarity and support we crave when we are threatened is the solidarity and support we must give other communities when they are in need. Give your time to an anti-racism organization. Donate your money to support black-owned businesses and organizations working to support the black community. Pray for the healing that is so badly needed in our society. March for equality and justice (in a safe manner). Stand up when you see injustice or hear a “casually” racist remark. Sign your name to a petition asking decision-makers to step up and rein in the militarization of policing and the funding that gets diverted from community into the over-policing of racialized communities.

Interrogate Canada’s colonial history and the lived realities of indigenous communities. Ask our educators to explore with their students global histories and the untold stories of millions, including richer views of Jewish history and the experiences and contributions of Jews who are not of European descent. Read a work of fiction by a black or indigenous author. Learn about how black culture forms the bedrock of North American culture and from where those art forms come. Explore the history of the black community here in Vancouver and how the early Jewish community, along with other minorities, together have called Strathcona home.

Absorb the teachings of Abraham Joshua Heschel, who referenced the calls of the Hebrew prophets in the struggle for civil rights in the 1960s and who marched alongside Dr. Martin Luther King, Jr., for justice. If you’re already doing all of these things, share your knowledge and example with your family, your synagogue and the organizations and schools you support.

Some Jewish observers have expressed reservations about the Black Lives Matter movement, at least partly because the umbrella organization endorses the boycott, divestment and sanctions movement against Israel. This is an unfortunate and misguided move on their part, especially since BDS harms Palestinians in addition to Israelis. But the issue of black people – and people of colour in Canada and elsewhere – being murdered by police or lynched by racists must take precedence now. We can argue over Israel and Palestine later.

If one feels the need to prioritize Jewish or Israeli concerns at this moment, then let’s prioritize the safety of black Jews and Jews of colour. The vast majority of Jews are morally affected by what is happening in our society and black Jews are immediately and personally impacted both by what is happening in the world and by what is happening in our community around this issue.

Let us not pretend that this is not a “Jewish issue.” Rather, let us live by what is referred to as one of the “eternal religious obligations” of Judaism: “Justice, justice you shall pursue.”

Many ideas at Limmud

At LimmudVan’20, Anna-Mae Wiesenthal will present on The “Othering” of Germany’s Jews and Canada’s First Nations. (photo from Anna-Mae Wiesenthal)

The latest local incarnation of the global Jewish learning festival Limmud takes place Feb. 29 and March 1. LimmudVan’20, which is being held at Congregation Beth Israel, begins with Havdalah and a few musical and intellectual appetizers on the Saturday night, followed by a day of presentations on a diverse array of topics on Sunday.

Anna-Mae Wiesenthal, a teacher at King David High School and a PhD candidate in Holocaust and genocide studies, will present on The “Othering” of Germany’s Jews and Canada’s First Nations.

Originating from Winnipeg, Wiesenthal has long had an interest in First Nations issues and has been involved in community programs there. She is aware of the sensitivities around paralleling these histories.

“There is a lot of controversy surrounding the use of the word genocide and First Nations, but I approach it from an examination of looking at different viewpoints and different research that argue both sides,” she told the Independent. “What do these two experiences of these two people have in common?” The point, she said, is not to come to any firm conclusions.

“I want to leave it open to the audience to process the information and to assess the commonalities and the differences,” Wiesenthal said. “I’m certainly there to point some of them out, but I think it’s to provide a different perspective that will engage and inspire discussion and curiosity among the participants to go further with it.”

Also not promising any proscribed conclusions is Rabbi Philip Gibbs, who will ask: Would the rabbis approve of Uber? Gibbs, who is spiritual leader of Congregation Har El, in West Vancouver, said that even issues as seemingly modern as an app that permits ride-sharing can be addressed through ancient wisdom.

Traditional arguments around fair and unfair competition have remained with him since rabbinical school and came to the fore in recent weeks as British Columbia argued over, and then slowly and somewhat clunkily implemented, ride-hailing services like Uber and Lyft. Some of the issues that could arise include whether a company keeps money in the community it serves or extracts it to some distant parent company. But don’t expect him to come down clearly on one side.

“If you’ve ever looked into a question of Jewish ethics, you know that you can make the joke of saying two Jews will have three opinions,” said Gibbs. “Maybe, through the discussion, someone else will tell me what it seems like I’m thinking, but really I think the goal is just to be more attuned to what some of the issues are so that, as we begin to make choices of who do we call up for a ride to the airport, that we’re taking into account a wider range of values than simply how little we want to pay for it.”

Other presenters will talk about crafting Jewish children’s books (see jewishindependent.ca/new-publisher-set-to-launch); how Leonard Bernstein used the music of Selichot to create West Side Story; the rich and poor among Portuguese Jews in Amsterdam’s Golden Age; building Jewish micro-communities through co-housing; healing Christian antisemitism; analyzing the Israeli smash TV show Shtisel; and many other topics.

Tickets and more information can be found at limmudvancouver.com.

Canada’s legacy of trauma

Lillian Boraks-Nemetz and Senator Murray Sinclair. (photo by Jerry Nussbaum)

A succession of unjust Canadian laws piled one upon the other in the last part of the 19th century, enabling the federal government to take indigenous children from their homes and eradicate their cultural identities. The full scope of those laws – and their impacts on generations of First Nations people to today – was outlined by Senator Murray Sinclair, former head of the Truth and Reconciliation Commission, who spoke at the University of British Columbia last week.

The impact of residential schools and the laws that created and sustained them was the theme of Sinclair’s talk, which was presented by the UBC faculty of education and the Janusz Korczak Association of Canada.

Prior to Sinclair’s presentation, Vancouver author Lillian Boraks-Nemetz, a board member of the Korzcak association and a child survivor of the Holocaust, contextualized the lecture in the spirit of Korczak’s legacy.

Korczak was an educator and pedagogue who ran orphanages, including one in the Warsaw Ghetto, where Boraks-Nemetz was also confined. Korczak was a respected figure in Polish society, considered by many the originator of the concept of children’s rights.

photo - Dr. Charles Ungerleider, professor emeritus of educational studies at the University of British Columbia and a former B.C. deputy minister of education, left, and Jerry Nussbaum, president of the Janusz Korczak Association of Canada, present an award to Stephanie Black, 2019 recipient of the Janusz Korczak Scholarship — Dr. Blye Frank, dean of the faculty of education, University of British Columbia, left, and Jerry Nussbaum, president of the Janusz Korczak Association of Canada, present an award to Stephanie Black, 2019 recipient of the Janusz Korczak Scholarship. *(photo from Tiffany Cooper)*

“Korczak observed and listened to children, never judging, criticizing or showing intolerance,” said Boraks-Nemetz. He cultivated their self-esteem and believed that children should grow into who they want to be, not who others want them to become.

“During the Nazi persecution, Korczak, when offered a reprieve from the depredations of the Warsaw Ghetto, he would not abandon his children in their last journey to the cattle cars heading for Treblinka, the death camp,” she said. “He refused, saying, ‘My children need me. I deplore desertion.’ He went with them and they all perished.”

Sinclair then painstakingly outlined the conspiracy of legal barriers to justice that the government erected to perpetuate what has been termed cultural genocide.

As the federal government began to expand Canada westward in the 1870s, it entered into treaties with the indigenous peoples. One of the demands indigenous negotiators insisted upon in exchange for being limited to reserves was that the federal government create and fund schools on those reserves.

Sir John A. Macdonald sent a representative to the United States to see how they were running schools for Native Americans. In direct repudiation of the treaties, the federal government opted for a similar system and his government created what they called “industrial schools.”

Sinclair said MacDonald believed that, if children went to school on reserves, “the kids would go to the schools in the daytime and they would then return home to their parents, who are nothing but savages, and we would be teaching those children basic skills that all children learn from schools and what we’re going to end up with at the end of the day is nothing but savages who can read and write.”

Because the government wanted to “do it on the cheap,” said Sinclair, “they decided to involve the churches, who were quite willing to get involved because it was great for the churches as well to gain numbers through their missionary zeal.”

Children were punished for speaking their languages and for talking with their friends and siblings, “because they wanted to break your ties to those relationships…. Everything was done in the schools to break down cultural bonds that existed in those children.”

Those who were not physically or sexually abused lived in fear that they would be, Sinclair said.

“And, of course, the children, when they came home, would tell their parents what happened in those schools,” he said.

The natural inclination to stop it from happening led to a cascade of legislative injunctions that took away the most fundamental rights of First Nations peoples.

“In the 1880s, the government passed the law that amended the Indian Act and said that it was an offence, a legal breach of law, if you did not send your child to a school when the Indian agent told you to send the child,” said Sinclair.

When parents tried to hide their children, the parents would be prosecuted and go to jail. Faced with the prospect of indigenous people taking the government to court over the issue, the government passed another law, making it impossible to go to court against the government for anything done under the Indian Act “unless you get permission from the minister of Indian Affairs first.” The government soon made it illegal for indigenous people to consult with a lawyer on anything relating to the Indian Act – with the punishment for the lawyer being disbarment. Then, another step was added, making it illegal for a white Canadian to speak to a lawyer on behalf of an indigenous person.

When it seemed parents might protest the situation, the government made it illegal, in 1892, for three or more First Nations people to gather together in order to discuss a grievance against the government of Canada. It was made illegal for indigenous people to attend large gatherings like the traditional sundances or the potlatch, “not just because of the religious aspect of it but also because, at these gatherings, that’s when Indians got together in order to discuss their grievances,” said Sinclair.

Fears of a violent uprising were dismissed by Northwest Mounted Police in documentation Sinclair has seen, which, he summarized: “We don’t have to worry about the Indians taking up arms against the government because we have their kids. They are not going to go to war against us.”

Children who returned from the schools were scarred and often unable to communicate with their parents in a shared language.

“Their ability to know how to hunt, fish or trap, which is what the communities depended upon, was lost to them,” said Sinclair.

Estimates are that about 35% of indigenous children attended residential schools, but the damage extended to the other 65%, who were taught in public schools the same white superiority/indigenous inferiority curriculum as those who were taken away.

When those children grew up and had children, they had no learned skills at parenting and were burdened with their own demons, said Sinclair. As a result, when child welfare systems were burgeoning in the 1950s, it was mostly indigenous children who went into care. It was, and is, disproportionately indigenous people who are incarcerated.

Indigenous Canadians have the highest suicide rates of any cultural group in the world, said Sinclair. High school dropout rates, substance abuse and violent crime affect indigenous Canadians in exponentially greater numbers than non-indigenous Canadians.

The problems will not be resolved, Sinclair said, by spending more money on child welfare, policing or incarceration. The education system and society must help indigenous young people realize who they are as Anishinaabe, Cree, Sto:lo or Mohawk.

“The educational system is just not giving them what they need,” he said. “We have a lot of work to do, but, if we address that one aspect of how our society is functioning, we will see the most dramatic change that will resolve or redress the history of residential schools in Canada on indigenous people, on indigenous youth in particular.… It begins with recognizing that … indigenous youth, in particular, must be given their chance to develop their sense of self-respect first, and that’s going to take some time to do.”

Inspired by a fellow activist

Katie Delay, left, and Sunny Enkin Lewis are co-presidents of Grant Park High School’s Students for Social Justice. (photo from Sunny Enkin Lewis)

Earlier this year, Winnipeg Grade 12 student Sunny Enkin Lewis won first prize for her age group in A&E network’s contest Lives That Make a Difference. The contest receives hundreds of submissions from all over Canada.

“The prompt [for the contest] is along the lines of, ‘Write an essay about someone who has made a significant contribution to Canada in 2018,’” Enkin Lewis told the Independent. “So, I wrote about Autumn Peltier, who – I believe she’s 15 now, around there – is an indigenous water keeper. She’s an activist for clean water in indigenous communities in Canada. She’s spoken at the UN, she’s spoken to Prime Minister Justin Trudeau. So, she’s done a lot of amazing activism.”

Peltier is Anishinaabe and is from the Wikwemikong First Nation on Manitoulin Island in northern Ontario.

“I chose her for a couple reasons,” said Enkin Lewis, who was born in Toronto, but has lived in Winnipeg for the past 10 years. “First of all, I think her cause is really important in Canada. I’ve always been really upset with Canadian society and government, because we tend to look at ourselves as pretty flawless in terms of human rights. And, it is true that the quality of life for Canadians, overall, is really good. Yet, there are people, a lot of people, who don’t have the most basic of their needs met – water and shelter … and I think she has brought more awareness to that.”

In her essay, Enkin Lewis points out that Peltier not only stands up fearlessly for this cause, but that she does so from a unique worldview as an Anishinaabe person.

“She thinks of water as deserving of rights,” said Enkin Lewis. “That’s not something we would generally think of and I think it’s a really strong statement – that someone can stand up and speak of things in a way that contrasts the common logic of general Western ideas. I think that helps validate indigenous worldviews in a Western context a little more. Also, I was just inspired by her, as a young woman. I think it’s so important that young people’s voices are heard and that’s how I believe change will happen the fastest – if young people are given a platform and are accepted and respected – and she really embodies that.”

As for as why Enkin Lewis’s essay may have been chosen, she said, “I think my choice of person was really relevant in Canada today, especially since, now, I think, there’s a big focus on indigenous rights, and I think it was maybe a bit refreshing to see someone like that. I haven’t read the other people’s essays, and they didn’t tell me why mine was specifically chosen … just that they thought it stood out.”

Growing up, Enkin Lewis learned that “a big thing in Judaism is valuing life over everything, and knowing the value of human life. And, I think a big part of Judaism is also just respect for people and … everyone should have a good quality of life.

“The fact that, here, in Canada, there are people who don’t have their basic needs met, I think that’s not OK in Judaism. I think it’s important for other cultures to listen to each other, just as I think it’s important for Christian people to listen to Jewish people. And, I think it’s important for Jewish people to listen to indigenous perspectives. As a European Jew, I’m not native to this land … and it’s important to respect the people who are the caretakers of this land and who have been for thousands of years.”

Last year, Enkin Lewis led the organizing of a social justice conference at Grant Park High School, which, in turn, led to the development of a student social justice club at Grant Park. Enkin Lewis and co-president Katie Delay created the club and, because they and the teacher involved in helping to form the group will have left the school by the start of the next school year, Enkin Lewis hopes the younger members will pick up the ball.

“I think our club is very student-centred, very much about what we care about right now, and it gives me and other people an opportunity to get involved in a safe and constructive way,” she said.

As Grant Park has many newcomer Yazidi students, events organized by the club have been focused on building community awareness of the Yazidi situation.

“We did a drive for school supplies for underprivileged students in Winnipeg, and the biggest thing we’ve done is organize a coffeehouse and a couple other events for Yazidis with the help of a local organization called Operation Ezra. We had a bake sale where we sold traditional Yazidi foods, a Yazidi dance class to educate people about the culture, etc. I find that people are not really aware of what’s happening to the Yazidi people.

“We had a coffeehouse in the evening and invited community members, students, parents, anyone to come. There were student performers and a speaker talking about what’s happening, and a Yazidi performer.”

Enkin Lewis’s essay win comes with a $3,000 cheque for her and a $1,000 cheque for her school. She plans to follow her family’s Jewish custom of donating a portion of everything they earn. “I haven’t narrowed it down to a specific organization yet,” she said, “but I’m going to donate it basically to her [Peltier’s] cause – water in indigenous communities. Other than that, I will probably put it toward my education.”

Rebeca Kuropatwa is a Winnipeg freelance writer.

A word chosen with care

Words matter. In a period when traditional media compete with social media, where everyone on the planet can pretty much find a place to say whatever they want, the weight of words can seem lost in the deluge of opinions, aspersions and insults. So, it is encouraging, in some ways, to see a pitched battle over the use of a single word. It assures us that many people still understand the power that language can have.

After the Truth and Reconciliation Commission’s 2015 final report, the federal government set up the National Inquiry into Murdered and Missing Indigenous Women and Girls. The MMIWG report, released last week, concluded that there are “serious reasons to believe that Canada’s past and current policies, omissions and actions towards first Nations peoples, Inuit and Métis amount to genocide….”

The use of the term genocide has sparked a debate. Top federal officials at first avoided using the word. At the ceremony marking the release of the report, Prime Minister Justin Trudeau was interrupted by an audience member who yelled, “Genocide! Say it!” Trudeau opted against it on that day, but he would use the term later in the week. Justice Minister David Lametti deflected discussion, saying he would leave the determination around the use of the term genocide “to academics and experts.”

The 1948 Genocide Convention defines it as “intent to destroy, in whole or in part, a national, ethnical, racial or religious group.” Raphael Lemkin, the Polish Jew who coined the term, described genocide as an effort to destroy the foundations of a national group with the objective of annihilation. While genocide certainly includes state-led mass murder, the term can also incorporate a range of less aggressively lethal acts, such as Canada’s residential schools system, the core goal of which was to eradicate indigenous cultures and languages among native peoples in the country.

The report identifies “colonial structures,” including the Indian Act, the Sixties Scoop, residential schools and offences against human rights, as antecedents to current rates of traumatic violence, suicide and deaths among indigenous populations.

The MMIWG report makes a series of recommendations, including, for example, that police services investigate officers for discrimination and mistreatment against indigenous peoples and failures to investigate crimes, government funding to improve recruitment of indigenous peoples into policing, a national task force to review and potentially reinvestigate every unresolved case and a standardizing of protocols around treatment of the thousands of missing and murdered women.

The chief commissioner, Marion Buller, chose the term genocide determinedly and used it throughout the report.

“This report is about deliberate race, identity and gender-based genocide,” she wrote in the opening paragraph of the final report.

However, the report also acknowledged that there are “outstanding disagreements” over the definition of the term. Alongside the final report came a 43-page legal analysis of the term genocide and how it applies to the Canadian situation.

The lead author of the legal assessment, Fanny Lafontaine, a specialist on international criminal justice and human rights at Université Laval, said, “I think it has to be understood as a very distinct type of genocide from the Holocaust…. Genocide is composed of lethal and nonlethal acts. All of that together leads to the physical destruction of indigenous people, but also as a social unit. It’s the genocide taken as numerous acts spanning decades, basically, that is the root cause of the violence against [indigenous] women,” she told the National Post.

RCMP statistics indicate that 16% of female homicides in Canada between 1980 and 2012 were perpetrated against indigenous women, who make up just 4% of the population. This is triple the rate of nonindigenous women and double those of indigenous men. Testimony from individuals and families that were incorporated into the final report tell a harrowing story of violence and dehumanization.

Some might say that the debate over the term genocide detracts from the urgent, less theoretical components of the report and its recommendations. Maybe. But the considered choice by those who best understand the social impacts of systemic discrimination against indigenous Canadians, especially indigenous women, to use the term genocide should give us pause. Among Jewish observers, there may be an understandable sensitivity to anything that seems to shift the weight of the word, which was created specifically to articulate the Jewish experience in the Shoah. Yet, we should also take this opportunity to learn and understand why and how a community in our midst would articulate their own experiences as amounting to genocide.

Knee-jerk responses are not helpful on this front (or any, probably) and, while the arguments over the meaning and intent of the term reassure us that people still appreciate the power of words, we might also caution not to get stalled over this debate. What non-indigenous Canadians should do at this point – especially if we have an issue with the use of the term genocide – is to dive deeply into the tragic legacies of colonialism that have led to this moment and try to understand why this term was carefully chosen. Perhaps, we can each start with a commitment to read the report.