What We Learned

Helen Raptis is an associate professor in the Faculty of Education at the University of Victoria. The members of the Tsimshian Nation are Mildred Roberts, Wally Miller, Sam Lockerby, Verna Inkster, Clifford Bolton, Harvey Wing, Charlotte Guno, Don Roberts Junior, Steve Roberts, Richard Roberts, Carol Sam, and Jim Roberts

• Foreword / James McDonald1 A Class List and a Puzzle: Researching Indigenous Schooling and Education2 Indigenous Schooling as Assimilation: From Segregation to Integration3 Tsimshian Education versus Western-Style Schooling4 Walking on Two Paths: Education and Schooling at Port Essington among the Pre-1950s Generation5 Buried Seeds Taking Root: Dispossession and Resurgence at Terrace among the Post-1950s Generation6 Stability and Change: Tsimshian Education and Schooling across Time and PlaceEpilogueNotes;Bibliography; Index

Too many stories are still untold; too many memories have been lost to the ages; too many biases have coloured our view of the past. That is why a book such as this one is a treasure, an overdue and culturally aware look at a forgotten aspect of the education of Indigenous children in British Columbia. - Dave Obee, a member of the board of Canada's History Society and editor-in-chief of the Times Colonist in Victoria (Canada's History, Vol. 97 No. 1, February 2017) Helen Raptis has written an important book about Tsimshian educational history. It is also a book about building research relationships with Indigenous communities. It is a work that recognizes, implicitly, that Indigenous history does not run in a straight line but is more liquid and circular. The journey to understand the Indigenous past requires deft canoe navigation through riptides and crosscurrents, past colonization's half-submerged debris. Landing on the beach, one discovers no conventional separation between past, present, and future. There are only the stories—the stories and the sacred landscape.- Michael Marker, University of British Columbia (History of Education Quarterly, Vol. 57 No. 1, February 2017) One of the few serious studies of the subject, [What We Learned] provides an unusually detailed account of the transition from on-reserve to integrated schooling through the eyes of those who were there … With its contextual richness, innovative methodology, sharp analysis, and poignant personal narratives, What We Learned is a book that deserves a wide audience.- Brian Titley, The University of Lethbridge (BC Studies) [Raptis] draws on a rich range of Indigenous scholarship, as well as the Tsimshian oral histories, in producing a nuanced account of learning that complicates the current focus on residential schools and that radically questions the equation of formal education with learning …The result is a perceptive, self-reflexive and important contribution, at once substantive and methodological.- Elaine Coburn, Glendon Campus, York University (Oral History Forum d'histoire orale) What We Learned offers a fascinating account of the complexities of everyday educational life for Tsimshian students in twentieth-century British Columbia. It will be of interest to many both inside and outside of the academy.- Sean Carleton, University of Alberta (BC Studies) In What We Learned: Two Generations Reflect on Tsimshian Education and the Day Schools, Helen Raptis reminds historians of education that not all Indigenous children were forcibly removed and sent to residential schools … Raptis and her collaborators challenge not only histories of Indigenous education that centre on residential schools, but also histories of British Columbia centred on white settlers.What We Learned will be a significant resource for those seeking to widen and deepen conversations on our shared past. - Jacqueline Gresko (BC BookLook)