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Impact of Religious beliefs and practices on Education.
Religion affects children's education
the indigenous people's history
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Jacob Kris CGC1D Monday, May 5, 2014 Mrs. Vangel Hell on Earth A Detailed Look at the Unspeakable Events that Took Place in Residential Schools Imagine that you are a young aboriginal child, living a life full of joy, love, and delight. You have a loving family and many friends, that love and care for you. Then, imagine terrifying government agents unexpectedly come to your door, pick you up, and take you away, without giving any sort of explanation at all. You are terrified, frightened, and shocked. You don’t know what is happening to you, you have no idea where you are going, and you don’t understand a word they are saying, as they are speaking a language you have never heard. Little do you know that where they are taking you will affect the rest of your life. This is exactly how all aboriginal children felt when they were being taken away, against their will, from their families, from their traditions, from their values and beliefs, to residential schools. Residential schools are government-funded, church-run “schools.” There were “over 130 residential schools” found all over ...
The over-representation of Aboriginal children in the Canadian Child Welfare system is a growing and multifaceted issue rooted in a pervasive history of racism and colonization in Canada. Residential schools were established with the intent to force assimilation of Aboriginal people in Canada into European-Canadian society (Reimer, 2010, p. 22). Many Aboriginal children’s lives have been changed adversely by the development of residential schools, even for those who did not attend them. It is estimated that Aboriginal children “are 6-8 times more likely to be placed in foster care than non-Aboriginal children (Saskatchewan Child Welfare Review Panel, 2010, p. 2).” Reports have also indicated that First Nations registered Indian children make up the largest proportion of Aboriginal children entering child welfare care across Canada (Saskatchewan Child Welfare Review Panel, p. 2). Consequently, this has negatively impacted Aboriginal communities experience of and relationship with child welfare services across the country. It is visible that the over-representation of Aboriginal children in the child welfare system in Canada lies in the impact of the Canadian policy for Indian residential schools, which will be described throughout this paper.
During the 19th century the Canadian government established residential schools under the claim that Aboriginal culture is hindering them from becoming functional members of society. It was stated that the children will have a better chance of success once they have been Christianised and assimilated into the mainstream Canadian culture. (CBC, 2014) In the film Education as We See It, some Aboriginals were interviewed about their own experiences in residential schools. When examining the general topic of the film, conflict theory is the best paradigm that will assist in understanding the social implications of residential schools. The film can also be illustrated by many sociological concepts such as agents of socialization, class inequality, and language as a cultural realm.
Aboriginal people in Canada are the native peoples in North America within the boundaries of present-day Canada. In the 1880’s there was a start of residential schools which took Aboriginal kids from their family to schools to learn the Roman Catholics way of culture and not their own. In residential schools Aboriginal languages were forbidden in most operations of the school, Aboriginal ways were abolished and the Euro-Canadian manner was held out as superior. Aboriginal’s residential schools are careless, there were mental and physical abuse, Aboriginals losing their culture and the after effects of residential schools.
When residential schools were still around, the priests and nuns took away the kids from their families without their approval by using force. Many of the kids were physically and sexually abused, forced to learn English and adopt Christianity. The first nation children were not allowed to follow their culture, they were owned by the Europeans, and this is what happened to the third estate where they were forced to obey the laws of the corrupt people. Some kids were injured and even killed in the process. These acts show how the priests and nuns “killed the Indian in the child.” Residential schools were eventually shut down in 1996. Taking away the child by force without the families’ permission, killing their culture, and abusing them shows how they took away the rights of the First
In Eden Robinson’s novel, Monkey Beach, there is a reoccurring aspect of the impacts residential schools have on aboriginal people. This viscous cycle of residential schooling involves removing children from their homes, disrupting cultural practices, punishing and abusing helpless children, and then sending them home to their parents who are also taught the same unhealthy behaviours. The purpose of residential school is to assimilate children into western culture, as indigenous cultures are seen as inferior and unequal. Due to residential school systems, there is an opposing force between Haisla culture and settler traditions; settler knowledge being of evident dominance, which results in suffering to the indigenous peoples on various levels:
“To kill the Indian in the child,” was the prime objective of residential schools (“About the Commission”). With the establishment of residential schools in the 1880s, attending these educational facilities used to be an option (Miller, “Residential Schools”). However, it was not until the government’s time consuming attempts of annihilating the Aboriginal Canadians that, in 1920, residential schools became the new solution to the “Indian problem.” (PMC) From 1920 to 1996, around one hundred fifty thousand Aboriginal Canadians were forcibly removed from their homes to attend residential schools (CBC News). Aboriginal children were isolated from their parents and their communities to rid them of any cultural influence (Miller, “Residential Schools”). Parents who refrained from sending their children to these educational facilities faced the consequence of being arrested (Miller, “Residential Schools”). Upon the Aboriginal children’s arrival into the residential schools, they were stripped of their culture in the government’s attempt to assimilate these children into the predominately white religion, Christianity, and to transition them into the moderating society (Miller, “Residential Schools”). With the closing of residential schools in 1996, these educational facilities left Aboriginal Canadians with lasting negative intergenerational impacts (Miller, “Residential Schools”). The Aboriginals lost their identity, are affected economically, and suffer socially from their experiences.
The creation of the Residential Schools is now looked upon to be a regretful part of Canada’s past. The objective: to assimilate and to isolate First Nations and Aboriginal children so that they could be educated and integrated into Canadian society. However, under the image of morality, present day society views this assimilation as a deliberate form of cultural genocide. From the first school built in 1830 to the last one closed in 1996, Residential Schools were mandatory for First Nations or Aboriginal children and it was illegal for such children to attend any other educational institution. If there was any disobedience on the part of the parents, there would be monetary fines or in the worst case scenario, trouble with Indian Affairs.
Justice has began to commence for many of Canada’s Indigenous people now that considerably one of our Nation’s darkest secrets has been spilled. The Residential School system was a collection of 132 church-run, government-funded boarding schools that was legally required for all Indigenous Canadian children. Canadian Residential Schools ran up until 1996 and, for decades, the secrets from within the walls of the institutions have been hidden. But now, the truth has finally come to light.
The Stolen Generation has left devastating impacts upon the Aboriginal culture and heritage, Australian history and the presence of equality experienced today. The ‘Stolen Generation’ refers to the children of Aboriginal descent being forcefully abducted by government officials of Australia and placed within institutions and catholic orphanages, being forced to assimilate into ‘white society’. These dehumanising acts placed these stolen children to experience desecration of culture, loss of identity and the extinction of their race. The destructive consequences that followed were effects of corruption including attempted suicide, depression and drug and alcohol abuse. The indigenous peoples affected by this have endured solitude for many years, this has only been expressed to the public recently and a proper apology has been issued, for the years of ignorance to the implementation of destruction of culture. The Stolen Generation has dramatically shaped Australian history and culture.
Firstly, the actual real life events that occurred at residential schools, starting with the assimilation process, tore off the childrens cultural roots. The Canadian government did not like aboriginal culture and wanted to abolish their hold over the land to further the industrial way of life. They did this by cutting the young from their native culture, “Then they gave us new clothes to wear. Well, they weren’t knew… just new to us. Pretty soon we looked like whites. Except, you know, for the brown they couldn’t scrub away.”(76, Ends/Begins). During their time at the residential schools children were under the control of the christian church which ran the entire system, which forced most of them to convert to christianity. They were also bound to the school for 10 months a year and only allowed to see their family between years if they were lucky. When they could not visit their family they had to write letters to their parents. These letters couldn’t even be understood by the parents due to the fact that they were in english. This made the children practically forget all of their culture and beliefs when they were able to come back to their families. This prison-like school system killed a huge part of abori...
Her book focuses on the myriads of issues and struggles that Indigenous men and women have faced and will continue to face because of colonialism. During her speech, Palmater addressed the grave effects of the cultural assimilation that permeated in Indigenous communities, particularly the Indian Residential School System and the Indian Act, which has been extensively discussed in both lectures and readings. Such policies were created by European settlers to institutionalize colonialism and maintain the social and cultural hierarchy that established Aboriginals as the inferior group. Palmater also discussed that according to news reports, an Aboriginal baby from Manitoba is taken away every single day by the government and is put in social care (CTVNews.ca Staff, 2015). This echoes Andrea Smith’s argument in “Heteropatriarchy and the Three Pillars of White Supremacy: Rethinking Women of Color Organizing” that colonialism continues to affect Aboriginals through genocide (2006, p. 68). Although such actions by the government are not physical acts of genocide, where 90% of Aboriginal population was annihilated, it is this modern day cultural assimilation that succeeded the Indigenous Residential School System and the Indian Act embodies colonialism and genocide (Larkin, November 4,
First Nations children suffered many forms of abuse at the hands of the Canadian Government (Oh, Canada!) under the guise of residential schools. The purposes of the residential schools were to remove First Nations children from the influence of their families and cultures, and to intergrade them into the dominant culture (The Residential School System). This was done under the assumption that First Nations culture was lesser, “to kill the Indian in the child” as it was commonly said. The children were forcibly separated from their families to live in year-round schools where they were taught “white man” curriculum, with a two-month vacation time, completely separated from their Aboriginal heritage and forbidden from speaking their own languages (The Residential School System). If these rules, along with many others, were broken the punishments were severe (Oh, Canada!). Residential school survivors spoke of their horrible abuse during their time at the schools, including: sexual, physical and psychological (The Psychological and Intergenerational Impacts of the Indian Residential School System). The students received an inferior education, usually only taught up to grade five, training them for manual labor jobs (The Residential School System). The residential school system undermined First Nations culture and disrupted families for generations, leaving severe psychological damage in not only the survivors but also their families and the following generations (The Psychological and Intergenerational Impacts of the Indian Residential School System). Many students grew up without experiencing a family life, never gaining the experience and knowledge necessary to raise a family of their own. The effects of the schools were far reac...
The Canadian government thought it was up to them to provide the Native children with schooling systems that would integrate them into Canadian society because it was thought their Native culture and heritage was inferior. Residential schools were set up across the country and it was made mandatory for the Aboriginal children to attend by law under the Indian Act. Roughly 150,000 Native children attended. The purpose of these schools was to teach these kids Canadian customs, Christian religion and the English language. The hope was they would pass them on to their children in the future and the aboriginal culture would completely disappear over the years. Children were torn away from their homes and taken to schools were they were forced to learn things that were foreign to them. They were not allowed to speak their own languages or practice their traditions. If they were caught doing so they were punished severely. They were often ab...
The battle between what is right and wrong is a classic struggle that has existed from the beginning of time. The most honorable people face the crossroad of choosing either the angel’s path or the devil’s; one path leads to an honest yet difficult life while the other is an easy and selfish one. Throughout history, women have been portrayed as the reason of Man’s downfall. The male dominated world has created stereotypes to blame females for their defeats due to ignorance. Leo Tolstoy’s “The Devil” explores the dichotomy of the objectification of women as the angel and the devil.
Death is the one great certainty in life. Some of us will die in ways out of our control, and most of us will be unaware of the moment of death itself. Still, death and dying well can be approached in a healthy way. Understanding that people differ in how they think about death and dying, and respecting those differences, can promote a peaceful death and a healthy manner of dying.