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Lillian Elias (whose Inuvialuktun name is Panigavluk) is a teacher, language activist and a residential school Survivor (born 1943 in the Mackenzie Delta, NT). Influenced by her time at residential school, where administrators attempted to forcefully strip her of her language and culture, Elias has spent much of her life promoting and preserving her first language, Inuvialuktun (see Inuvialuit).
Stanley Vollant, CQ, Innu surgeon, professor and lecturer (born 2 April 1965 in Quebec City,
Quebec). Vollant is the first Indigenous surgeon trained in Quebec. In 1996, he received a National
Aboriginal Role Model Award from the Governor General of Canada. Vollant began Innu Meshkenu in 2010, a 6,000 km walk to promote the teachings of First Nations and to encourage Indigenous young people to pursue their dreams. In 2016, he founded the non-profit organization Puamun Meshkenu to inspire and support Indigenous peoples in their mental and physical health.
Joseph Francis Dion
Joseph Francis Dion, Métis leader, political organizer, and teacher (born 2 July 1888 near Onion Lake, SK; died 21 December 1960 in Bonnyville, AB). Dion was central to the shaping of modern Indigenous political organizations on the Prairies. He became a farmer (1903) and teacher on the Kehewin reserve (1916-40). In the 1930s he worked with Jim Brady and Malcolm Norris to found what is now the Métis Nation of Alberta (1932; president, 1932-58) and the Indian Association of Alberta (1939). Serving in the executives of First Nations, Métis and Roman Catholic Church organizations, he travelled, lectured, recorded living traditions (published as My Tribe the Crees, 1979) and managed a Métis dance troupe. A relatively conservative reformer, Dion promoted the idea of Indigenous self-help through local agricultural development and the preservation of traditional culture.
Métis Experiences at Residential School
Although the first residential schools in Canada were established with the intention of assimilating First Nations children into Euro-Canadian culture, Métis and Inuit children were also institutionalized in such facilities. Métis children experienced similar day-to-day conditions to those of other students in residential schools, but they were often considered “outsiders” by their peers and administrators. This perception affected their experiences within these institutions in particular ways.