Howard Adams, Ph.D.

Page 11

Ten years past retirement, Metis educator Howard Adams still defines his views as "radical." Whatever the political stripe, Adams' conversation and writing reveal the passion of a man who has made a career out of combating the systemic racism he says holds Aboriginal people back.

His is a lifetime of daring and innovative support of unpopular Metis and Indian social causes. Great numbers of publications illuminate his historical research, and his books are classics of Native literature. Adams' efforts and example continue to motivate Native people to aspire to a quality education and to challenge the status quo.

It's fitting then, that for decades of tireless activism inside and outside of the academic institutions where he spent his working life, Adams should be honored for his contributions in the field of education. The accolades come now not only from Aboriginal people, but from government, from educators and others with whom he has not always been on-side.

Political action to improve opportunities for Aboriginal people started early for Adams.

"I can remember holding a demo in high school," he says.

Later, while completing his Ph.D. studies at the University of California, Adams was inspired to action by the free speech movement that fueled sit-ins, strikes and demonstrations. He saw the aims and causes of the 1960s movement as "kind of parallel to our own people."

Where did Adams' political awareness and self-admitted radicalism come from? What drove the half-breed boy from the dirt-poor background to pursue his education to the Ph.D. level?

Adams says his outlook was the exception in St. Louis, Sask. where he grew up. Few students there aspired to more than the subsistence farming and labor-for-hire existence of their parents. Most of his peers never completed even Grade 8 at Gerrond Elementary School.

His own willingness to tackle unpopular causes probably stemmed from his being "kind of an aggressive kid." The confidence to channel that aggression into positive action came from a few "lucky breaks" Adams says he experienced early in life.

Above all, he credits a happy family life with good parents.

"They didn't drink; they were good to the kids," Adams says. His mother also respected the local teacher and education in general.

Adams recalls that teacher, Mr. William Lovell, was a "very powerful influence." Adams was motivated to be a good student at least in part because Lovell favored him. The teacher promoted sports participation as well as academic subjects, and here too, Adams excelled.

Adams wants only to be remembered as a person who worked uncompromisingly to get his people a fairer deal. This National Aboriginal Achievement Award is to show him he made his mark.