02 02 Conversation with Gerry Oleman

Summary

Gerry Oleman, a St'at'imc descendant, reflects on his experiences growing up in the aftermath of residential schools. He shares the devastating impacts of the forced assimilation policies on Indigenous peoples, revealing the trauma faced by his family and community. Gerry's work as a human service worker and advocate for residential school survivors highlights the systemic abuse, loss of culture, and emotional scars passed through generations. His story emphasizes the importance of understanding and reconciliation, while expressing frustration over the lack of accountability from those responsible for these injustices.

Takeaways

• 😀 Gerry Oleman introduces himself as a St'at'imc descendant living in Coast Salish territory since 1995, working with communities on addiction and human services.
• 😀 Gerry highlights his role in the residential school project, where he traveled across Canada and the United States to speak about the impacts of residential schools on Indigenous communities.
• 😀 The residential schools were part of an assimilation policy, where Indigenous peoples were forcibly integrated into Canadian society while simultaneously being segregated and punished for their culture and language.
• 😀 Gerry shares a personal story of how his mother was subjected to violent punishment for speaking her St'at'imc language at residential school, which led to his forgiveness of her for not teaching him the language.
• 😀 The residential school system was an intentional act of cultural erasure, and its effects are still seen today, with endangered Indigenous languages and the loss of traditional knowledge.
• 😀 Before residential schools, Indigenous communities had a system of raising children that focused on respect for all living beings, self-reliance, and community support.
• 😀 Gerry reflects on the profound disconnect created by residential schools, where children were isolated from their families for long periods, causing a loss of emotional bonds and affection.
• 😀 The residential school experience was characterized by fear, punishment, and strict control over every aspect of the children's lives, which left lasting psychological scars.
• 😀 Gerry discusses the lasting effects of institutionalization, where children lost their natural creativity and self-expression, becoming conditioned to wait for instructions rather than acting independently.
• 😀 Gerry explains how survivors of residential schools carry the trauma of their experiences, with many suffering from mental health issues, substance abuse, and suicidal tendencies as a result of the abuse and neglect they endured.

Q & A

What is Gerry Oleman’s background and his connection to St'at'imc and Coast Salish territories?

Gerry Oleman is of St'at'imc descent, and he identifies as a St'at'imc immigrant living in the Coast Salish territory. He has been residing there since 1995, coming from a small community called Seton Lake or Shalalth, located near Whistler.

What was Gerry’s initial role in working with addiction, and how did his career evolve?

Gerry started working on addiction in his own community in 1976. He then moved on to work in a treatment center and later joined other agencies and communities. He refers to himself as a human service worker, supporting people who are suffering.

How does Gerry describe the impact of residential schools on Indigenous communities?

Gerry describes residential schools as part of a government assimilation policy aimed at integrating Indigenous people into Canadian society. They were segregated from their communities, and the schools had a profound negative impact, severing connections within families and communities, and contributing to the loss of languages and cultural identity.

What was the experience like for Gerry's mother in residential school, and how did it impact him?

Gerry’s mother, the first in her family to attend residential school, experienced violent punishment for speaking her St'at'imc language, including physical abuse like kneeling on uncooked rice and having her head shaved. Gerry only learned about this from her in 1993, and it led him to forgive her for not teaching him the language, as she and his father had agreed not to, to protect him from similar punishment.

What was the broader cultural purpose of Indigenous parenting and education before the residential schools?

Before residential schools, Indigenous education was focused on preparing children for life by teaching them respect for themselves, other human beings, and the land. Knowledge was passed down to children through their parents and other teachers, teaching life skills such as work, rest, and self-reliance, all while fostering a strong sense of community and mutual support.

How did the residential school experience affect personal connections and family life for Gerry?

Gerry notes that residential schools created a disconnect between children and their families, particularly with physical affection like hugging, which was absent upon returning home. This absence of affection led to a sense of isolation and emotional distance, which he believes contributed to difficulties in forming close relationships later in life.

What impact did the institutionalized nature of the residential schools have on children?

The residential schools were highly institutionalized, with strict routines and rigid rules, creating a fear-based atmosphere. Children were punished for mistakes and made to conform to rigid expectations, which led to a loss of creativity, self-expression, and natural development. This system deeply affected children’s self-esteem and social skills.

What does Gerry reveal about the atmosphere in classrooms at residential schools?

In classrooms, the atmosphere was one of fear, with corporal punishment being common for mistakes. Children were often struck with rulers or dividers, and some teachers would throw chalk or erasers at them. This created a sense of anxiety and fear around learning, making it difficult for children to celebrate knowledge or feel safe in their education.

What role did Gerry play in supporting survivors of sexual abuse in residential schools?

Gerry worked for three years supporting survivors of sexual abuse in residential schools. He assisted them in the civil court process and attended court hearings to provide emotional support. During this time, he showed solidarity by shaving his head twice in protest and mourning the trauma these survivors endured.

How does Gerry view the relationship between Indigenous peoples and broader Canadian society in terms of reconciliation?

Gerry feels that reconciliation is a complex issue for Indigenous people. While the Canadian government has made efforts, such as public apologies, many Indigenous people, like his own family, struggle to understand why they must reconcile when they did not ask for the residential schools or the reservation system. He acknowledges the importance of peace and healing but questions the fairness of the reconciliation process.