JKAC – Jewish Independent

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.”

Legacy of hope for kids

Left to right are Jerry Nussbaum, president of the Janusz Korczak Association of Canada, Lillian Boraks-Nemetz, David Morley and Kit Krieger. (photo by Shula Klinger)

On Nov. 6, the Janusz Korczak Association of Canada welcomed David Morley, president and chief executive officer of UNICEF Canada, to the Ponderosa Ballroom at the University of British Columbia. In partnership with the university’s faculty of education, the event was part of an annual speaker series, created in Janusz Korczak’s name.

Korczak (1878-1942) was an educator, broadcaster, playwright, doctor and passionate advocate for children’s rights. His views on the importance of democratic education broke the mould in an era where rigid rules and harsh discipline were the norm. For Korczak, children were young citizens whose thoughts should be respected and heard.

Having spent years advocating and caring for orphans in wartorn Poland, Korczak refused all offers of sanctuary during the Second World War. Finally, he accompanied his charges as they were marched to the gas chambers of Treblinka extermination camp, where he also was murdered.

Sixty years after Korczak’s death, the Janusz Korczak Association of Canada was established in Vancouver, where it works to keep his ideas in the public eye, and in the minds of educators.

As an author and public speaker, Morley has taken a leading role in human rights advocacy for the past 30 years. His push for children’s rights has been central to his work in international development. He now leads a program of growth at UNICEF Canada on behalf of, and in partnership with, community stakeholders, to create safe, stimulating and healthy environments for children.

Morley’s topic was How We Can Make Canada a Great Country for Kids. It centred on data collected in 14 reports on the well-being of children and youth in prosperous countries. Spanning 17 years, these reports reveal vast differences in outcomes for young people in countries that appear – at least on the surface – to be equally wealthy. The reports’ scope encompasses a vast range of indicators of child and youth well-being, including literacy levels, teen pregnancy rates, the incidences of suicide and child murder, the level of poverty, the amount of bullying and how much awareness there is of environmental issues.

Morley delivered a blow to most people’s perception of Canada as a safe, peace-loving nation with a population of healthy kids. On the contrary, he showed that one in four Canadian children lives in poverty, with statistical evidence showing that Canadian children suffer from ill-health, violence and a poor sense of well-being to a surprising degree, in comparison with similarly affluent countries. He said Canada ranks 25th out of the world’s 41 richest nations, positioned roughly in the middle, with Norway in the top spot and Chile at the bottom.

Describing Korczak as “a giant in the realm of children’s rights,” Morley spoke of honouring Korczak’s legacy in Canada by “making sure that kids have a chance to reach their full potential.” He pointed to the “shocking” statistic that the graduation rate for children in care is a mere 51%, whereas the rate is 89% for kids who are not in care. Even worse, the graduation rate for Canada’s indigenous population is only 44%.

Morley explained the need to keep children involved in any program of change, seeking their participation in the planning and development of new initiatives. Themes of gender equality and sustainable development appeared throughout his call to action. His presentation concluded to applause and was followed by a lively question-and-answer period tackling a wide range of topics, including employment, education and the discrimination faced by First Nations children.

In addition to Morley’s presentation, the evening also saw the presentation of a scholarship to UBC student Assadullah Sadiq, from the JKAC. Awarded to a scholar of great promise in the field of education, Sadiq received the honour in absentia, via letter. He said, “the honour of being selected for this award is something I will always treasure. I will dedicate myself to children’s rights and education my whole life.”

The event was moderated by Kit Krieger of the UBC faculty of education, who is also an Honorary Life Fellow of the Vancouver Holocaust Education Centre. It featured a moving presentation by local author, JKAC board member and child survivor Lillian Boraks-Nemetz, who described Korczak as “my father’s hero.”

Shula Klinger is an author and journalist living in North Vancouver. Find out more at shulaklinger.com.

Fifth in Korczak series

The fifth lecture in the Janusz Korczak series “How to Love a Child” was titled Janusz Korczak’s Enduring Legacy: Social Pediatrics in Canada and Vancouver, and it was most enlightening.

The subject was building and nurturing a network of support around the child – the “Circle of the Child” discussed by pediatrician Dr. Gilles Julien, one of the keynote speakers on Feb. 18.

Julien is the president and founder of the Fondation du Dr. Julien, and he is affiliated with McGill University and the Université de Montreal. He has made it his mission to help children from disadvantaged backgrounds develop harmoniously and reach their potential. And he has created a preventive approach – community social pediatrics – to try and guarantee that each of a child’s fundamental rights as set forth in the Convention on the Rights of the Child will be respected. Over the years, he has mobilized people from Montreal’s lower-income neighborhoods by founding two social pediatric centres, one in Hochelaga-Maisonnueve and one in Cote-des-Neiges. The model of social pediatrics that he initiated has helped shape programs across Canada.

In Julien’s own words: “Janusz Korczak’s spirit remains with us in working to build strong children. He was, and still is, a powerful inspiration for all of us who strive to prevent children from being left hanging in limbo, and obtaining [for them] the services and accompaniment to enable them to fulfil their developmental needs and preserve their rights in accordance with the United Nations Conventions of the Rights of the Child.”

The second keynote speaker on Feb. 18 was Dr. Christine Loock, a developmental pediatrician at Children’s and Women’s Health Centre of British Columbia, including Sunny Hill Health Centre for Children and B.C. Children’s Hospital, where she is medical director of the cleft palate and craniofacial disorders program and specialist lead for the social pediatrics RICHER (Responsive Intersectoral Children’s Health, Education and Research) initiative. She is an associate professor in the department of pediatrics at the University of British Columbia faculty of medicine and a recipient of the 2012 Queen’s Diamond Jubilee Medal for community service awarded by the Governor General of Canada.

Early in her medical training at Harvard University and the University of Washington, Loock developed an interest in social pediatrics. Her early clinical and research work focused on children and youth with congenital conditions and developmental disorders, including fetal alcohol spectrum disorders and birth defects prevention. Over the past decade, she has been engaged in collaborative interdisciplinary research and practice to develop the RICHER health service delivery models for socially vulnerable children and families in Canada. The child- and family-centred model takes into consideration a family’s particular needs and circumstances when determining the provision of care, linking services to specialized care, if needed, and community-based support networks.

Ardith (Walpetko We’dalks) Walkem rounded out the panel of speakers. A member of the Nlaka’pamux nation, which stretches from the B.C. Interior into Washington state, she has a master of laws from UBC, with a research focus on indigenous laws and oral traditions. Walkem has practised extensively with different indigenous communities, assisting them to assert their aboriginal title and rights and treaty rights, with a focus on helping them articulate their own laws and legal systems. She has worked as parents’ counsel on Child Family and Community Service Act cases, and as counsel for indigenous nations in matters involving their child members. She has also helped design systems based on indigenous laws for children and families.

Moderating the evening’s program was Dr. Curren Warf, a clinical professor of pediatrics and head of the division of adolescent health and medicine of the department of pediatrics at B.C. Children’s Hospital and the UBC faculty of medicine. He has a longstanding involvement in the care of adolescents and working collaboratively with community agencies.

Finally, I spoke briefly about Korczak, how he reached out far beyond the core of his specialization as a pediatrician to care for needy children and how he filled many varied roles necessary to the well-being of children.

The final lecture in the series – How to Love a Child: Turning Rights into Action – will be held on April 6, 6:15 p.m., at the Robert E Lee Alumni Centre at UBC. There will be a wine and cheese reception, exhibits and speakers. For more information and to register, visit jklectures.educ.ubc.ca.

Lillian Boraks-Nemetz is a Vancouver-based author and a board member of the Janusz Korczak Association of Canada.

Kids in the classroom

Maria LeRose, left, speaks with Dr. Kimberly Schonert-Reichl. (photo from Janusz Korczak Association of Canada)

The second lecture of the “How to Love a Child” series, co-sponsored by the Janusz Korczak Association of Canada and the University of British Columbia faculty of education, took place at the Robert H. Lee Alumni Centre on Oct. 29. The topic was Janusz Korczak and the Importance of Listening to Children’s Voices in Education: Theory, Research and Practical Strategies.

Keynote speaker Dr. Kimberly A. Schonert-Reichl spoke at length on being mindful and caring towards children, very much in the spirit of Korczak’s own theories on how to love a child. Her best example was the classroom as the microcosmic world of children, where teachers’ attitudes towards their students play an integral role in their development.

Schonert-Reichl is a professor in the Human Development, Learning and Culture program at UBC and the interim director of the Human Early Learning Partnership. She has authored more than 100 articles and several books, and her focus is on the social and emotional development and the well-being of children and adolescents.

In her address, she talked about her own education and how she was seduced by the idea of giving children a voice in the classroom. So, she engaged them in decorating the classroom according to their own taste, and let them express their ideas. When the students saw that their opinion mattered, they became engaged. Schonert-Reichl realized that she was learning from her students by listening to them, hearing and heeding their voices, and this increased her pleasure in teaching them. She discussed further how teachers need to have compassion for the children and to never shame them.

Following the keynote lecture, moderator Maria LeRose, program consultant for the Dalai Lama Centre for Peace and Education and adjunct professor at UBC in the faculty of medicine, coordinated a panel consisting of Robin Kaebe, Salma Rafi and Alexander Corless, Grade 6 students at Lord Roberts Elementary School, who answered questions from the audience. They spoke of how a teacher’s attitude matters; how children need to be heard and seen. Even a hello in the school corridor gives a child a sense of being and recognition.

One student said that the classroom becomes like a second family and that very important relationships are formed at school. Another appreciated school’s climate of comfort and safety. Another defined a teacher as “somebody who asks us what we want to do.” Also appreciated was the presence of suggestion boxes as a medium through which the children could express their thoughts and feelings.

Both Schonert-Reichel and LeRose addressed the fact that teachers also need care and understanding, as being a teacher is an often-demanding job that can cause burnout.

The panel discussion closed on the importance of parent-teacher communication, as that gives the child more confidence, acknowledgment and feeling of security.

Jerry Nussbaum, the president of the Janusz Korczak Association of Canada, opened the evening with remarks about Korczak and his various activities in the field of children’s rights and welfare, and he quoted Korczak: “Children are people whose souls contain the seeds of all those thoughts and emotions that we possess. As these seeds develop, their growth must be gently directed.”

Nussbaum mentioned the famous Korczak democratic court, held in his orphanage for the children by the children. Nussbaum concluded his address by thanking all the donors, speakers and volunteers.

The next and third lecture of the six-part series takes place in the alumni centre on Nov. 25, with Anne Cools, senator for Toronto Centre-York, and moderator Dr. Edward Kruk, associate professor of social work at UBC. The discussion will focus on current challenges in the implementation of the “best interests of the child” standard in Canadian jurisprudence, social policy and professional practice. To register, visit jklectures.educ.ubc.ca.

Lillian Boraks-Nemetz is a Vancouver-based author and a board member of the Janusz Korczak Association of Canada.

Korczak’s legacy now

Left to right, keynote speaker Irwin Elman and panelists Rachel Malek, James Copping and Jess Boon. (photo by Cynthia Ramsay)

“Children are not the people of tomorrow but are people of today. They have a right to be taken seriously, and to be treated with tenderness and respect. They should be allowed to grow into whoever they are meant to be.”

Polish doctor, educator, writer and orphanage director Janusz Korczak’s philosophy and writing laid the foundation for the United Nations Convention on the Rights of the Child (UNCRC). Murdered in 1942 at Treblinka with the almost 200 children in his care, Korczak’s work and life remain relevant to this day.

Jerry Nussbaum, president of the Janusz Korczak Association of Canada (JKAC), was one of the many speakers on Sept. 29 to remind the approximately 70 people in attendance of this fact. “We hold this lecture series in his honor,” said Nussbaum, “because we seek to follow his example of respecting children and honoring the whole child.”

“How to Love a Child”: The Janusz Korczak Lecture Series is co-organized by the JKAC and the faculty of education at the University of British Columbia, with contributions from other faculties, universities, activists and advocates. The first of six lectures was called Keeping our Promise to Children: The Relevance of Korczak’s Legacy for Children Today. It featured as keynote speaker Irwin Elman, provincial advocate for children and youth of Ontario, and president of the Canadian Council of Child and Youth Advocates.

Other speakers included moderator Dr. Charles Ungerleider, director of research and managing partner of Directions Evidence and Policy Research Group, LLP; Marni Point, who welcomed attendees to the traditional and unceded Musqueam territory; Dr. Krzysztof Olendhi, ambassador titulaire, consul general of the Republic of Poland in Vancouver; and. Dr. Blye Frank, dean and professor, UBC faculty of education. The most poignant tribute came from child survivor Lillian Boraks-Nemetz, board member of JKAC, author and UBC instructor.

“Korczak has been my hero all my life,” she said. Both she and Korczak were among those held in the Warsaw Ghetto. She spoke of going to school secretly until one day two Nazis came in and pushed the teachers around (they were sent to prison) – “we children sat there frozen in fear for quite some time, then the teachers sent us home. The next day, the school was boarded up. And that is what I remember, clutching my father’s hand ever so tightly while looking into the cellar through a little window at the now-empty grey room, where once there was life, color and learning. I had lost my right to education.”

Her father took her to Korczak’s orphanage. Even though the doctor was not in, they were welcomed, and she saw the children reading and doing artwork, seemingly happy “inside this space, as if the horror of the ghetto and the threat of the always-impending danger didn’t exist. This was Dr. Korczak’s world…. I had the impression that the doctor also tried to raise the children’s spirits during the terrible times in which they lived.”

She described the deportations; she, her mother and little sister narrowly missing the transport cars to Treblinka when a commotion distracted the guards and her father managed to save them out of the line. “We were lucky, not so Dr. Korczak and his children, who were destined to walk along the same route.”

On Aug. 5, 1942, the Nazis came for the children of the orphanage. While he was offered a reprieve, “Korczak refused, saying I hate desertion and besides, my children need me.

“Father often spoke of that day and how Korczak’s 200 orphans were ordered out of the building and made to march through the Warsaw Ghetto with Korczak at the helm, holding a small child in his arms and one little one by the hand. They were carrying the green banner of King Matthew, the character in his [Korczak’s] popular book for children about a child king who fought for children’s rights…. No survivor who was there at that time can forget the long procession. Many wrote about it.”

Boraks-Nemetz said her father often spoke about Korczak and taught her his principles, principles she followed in raising her own children. She concluded her remarks with the poem “And Still They March” by Yala Korwin, before presenting the first JKAC scholarship award to UBC PhD student Matthew Lee for his work on children’s social and emotional development.

When Elman began his keynote address, he admitted that he only learned about Korczak about 15 years ago, on a trip to Japan, where he was invited to “help them learn about children’s rights and to help teach them to elevate the voice of children.” When visiting a children’s home – an institution that can have as many as 200 children living in it – a staff member mentioned Korczak and was amazed when Elman, a Jewish educator who had worked with children for 20 years at that point, did not know the name.

Elman has since learned enough to know that Korczak’s work and life are relevant. “In Canada today, there are approximately 350,000 children connected to care in one way or another…. Some say that there are as many as two million former Crown wards … in this country.”

Speaking of his home province, he said there were 23,000 kids in Ontario living in some form of care, 8,000-10,000 permanently (ie. Crown wards, which, in British Columbia, are called continued custody orders) – and they are not doing well. Of those, more than 18% are aboriginal; in British Columbia, it’s 60-65%; in other provinces even higher. “It’s not hard to understand and listen to and hear the echoes of the Truth and Reconciliation Commission’s report, and the need to address this over-representation of First Nations children across the country in our systems of care.”

In Ontario, he said, children can only come into care if a social worker (or somebody in such a capacity) has deemed the child in need of protection – from abuse or neglect – and a court has agreed. The children have not done anything wrong.

When the state takes children into care, said Elman, “You’re making a promise to them. The first thing, obviously, is, you’re protected now. The second thing is … if you’re permanently in our care, we’re going to take care of you … we’re going to ensure that you’re going to live to your full potential. And, when that child is brought into care, what do they hear? Maybe we don’t say it, but they hear, we’re going to love you, it’s OK now.”

But, he said, only 40% of children in care in Ontario graduate from high school, and that percentage doesn’t vary much between provinces; 43% of the homeless population of Canada have had an in-care experience. Young people connected to care are over-represented in the justice and mental health systems.

Elman shared many stories of his work as the province’s advocate. When somebody steps up for a child, he said – whether it be a community, foster parents, a group home, adoptive parents, anyone – “the government needs to say thank you, we’ve got your back, what do you need? We’ll do whatever is necessary, because we owe our children a home in which they are nurtured and loved…. That takes a whole different way of thinking about child welfare.”

He has been told, “We can’t legislate love.” His response is, “I don’t think you can legislate love, but I do think you can create conditions in which love can flourish. The government should be all over that… And, to do that, they need to ask young people and they need to ask children and they need to ask their caregivers in whatever form that is…. We owe that to children.”

If we took that approach, he said, if children in care were listened to, they would feel in charge of their own lives. If they knew what was in their files and had a say in what was written there, they would contribute to making policy, they would have a say in where they lived. Social and child-care workers would be trained differently, including respecting all the different cultures from which children in care come. “Many practical, revolutionary things … would happen in the way in which the system is run if children felt listened to.”

Panelists Rachel Malek, Jess Boon and James Copping – all members of the Federation of B.C. Youth in Care Networks – joined Elman on stage for a 35-minute Q&A. Questioners wanted to know more about the criteria for a child going into care, how to create a sense of belonging for a child and ensure their safety, how to reduce the number of children in care, the impact of poverty, and which programs in Canada reflect Korczak’s philosophy.

As the final question, the consul general asked the young panelists, all of whom had experienced the care system, “What does it mean to you to love a child?” Boon spoke of commitment, being there for the serious and fun times but also investing in your own education to give back to the community. Copping mentioned consistency in home, support for school, having someone on whom to rely through thick and thin. For Malek, it is to be vulnerable – to open your heart, to recognize that it’s a two-way street, to be willing to go the extra mile for a child.

The next lecture in the Korczak series takes place Oct. 29, 7 p.m., at UBC Robert H. Lee Alumni Centre. Registration is required via jklectures.educ.ubc.ca.