The Indian Residential schools and the assimilating of First Nations people are more than a dark spot in Canada’s history. It was a time of racist leaders, bigoted white men who saw no point in working towards a lasting relationship with ingenious people. Recognition of these past mistakes, denunciation, and prevention steps must be taking intensively. They must be held to the same standard that we hold our current government to today. Without that standard, there is no moving forward. There is no bright future for Canada if we allow these injustices to be swept aside, leaving room for similar mistakes to be made again. We must apply our standards whatever century it was, is, or will be to rebuild trust between peoples, to never allow the abuse to be repeated, and to become the great nation we dream ourselves to be,
Schissel, Bernard, and Terry Wotherspoon. “The Legacy of Residential Schools.” Inequality in Canada: A Reader on the Intersections of Gender, Race, and Class. 2nd ed. Ed. Valerie Zawilski. Don Mills: Oxford University Press, 2010. 102-121. Print.
In the 1950s and 1960s, the government began abolishing the compulsory residential school education among Aboriginal people. The government believed that Aboriginal children could receive a better education if they were integrated into the public school system (Hanson). However, residential schools were later deemed inappropriate because not only were the children taken away from their culture, their families and their people, but the majority of students were abus...
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.
CBC (2014). A history of residential schools in Canada - Canada - CBC News. Retrieved from http://www.cbc.ca/news/canada/a-history-of-residential-schools-in-canada-1.702280
Even today, one can witness how poorly the First Nations are being treated by the Canadian government. In most aspects of life these people are being given less respect than any other race and culture in the country. Since the time that the European settlers arrived in Canada, they wanted to completely assimilate the natives’ ways of life . They did this in many ways. For instance, the white government decided that the best way to takeover the First Nations’ culture was through their children. They set up “residential schools”, which were schools created by the Canadian government. All aboriginal children under the age of sixteen were forced to attend, and these schools would turn the children against their own ways of life and force them to become Christian. At these schools the children were assaulted and beaten when they spoke anything but English, and had to practice the ways of the white children. Creating these schools was the ultimate act of assimilation, as the government was destroying the First Nation people from the ro...
In order to attend residential schools, Aboriginal children were taken away from their families and communities. The proper definition of Aboriginal people or Aboriginal includes Métis, Inuit, and First Nations regardless of where they live in Canada and regardless of whether they are “registered” under the Indian Act of Canada (Stout and Kiping, 2003:5). Throughout history First Nations, Inuit, and Métis people have faced centuries of colonial suppression which has disrupted the process of Aboriginal cultural identity formation. One of the tools of suppression is through the formation of residential schools. At the schools, the children suffered from emotional, physical, sexual and psychological abuse (Stout and Kipling, 2003:8). The trauma to which Aboriginal people were exposed in the past by residential schools continues to have major negative effect to the generations to follow.
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.
histories among a Canadian indigenous population: An empirical exploration of the potential role of Canada's residential school system." Social Science & Medicine. 74.10 (2012): 1560-1569. Print.