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Lasting impact of residential schools
Impact of Residential Schools on Indigenous Populations
Lasting impact of residential schools
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In the late 1800s, the Canadian government and the church bodies started removing aboriginal children from their homes and started replacing them in industrial schools. The residential schools were the most effective take for destroying aboriginal culture and identity. Many of the Aboriginal children came away from school in their teen year’s barely knowing how to read and write. Thus, what was more critical was that many children were abused emotionally and physically throughout their school years. More importantly, the schools were located far away because the federal government wanted to minimize the amount of parent-child contact. The severity of the abuse suffered in residential schools intended to kill the Indian children within, which resulted in Aboriginal children suffering after they were done residential schools. There are many factors on how the aboriginal children lost their relationship with families, identity and culture because of residential schools. Additionally, almost one third of the aboriginal children from the ages 6-15 went to residential schools and they were often sent away from their communities approximately 10 months out of the year. This left the aboriginal children away from their home, which had a heartbreaking effect on their parents. Therefore, there was an increased alcohol consumption on the parents because they thought they were not needed by their children; as well, the children blamed their parents for sending them to schools. The alcohol was used to help the feeling of guilt for the parents. Secondly, the aboriginal children were treated as slaves; they had no identity. “Upon arriving at residential school, some children were given severe haircuts and issued with numbers that used to iden... ... middle of paper ... ...after school would grow up and sexually abuse younger kids; therefore they were being perpetrators and they would go back. In conclusion, the residential schools were a way of assimilating Aboriginals to the English culture. This assimilation caused the Aboriginal to experience great hardships as they were separated from their family, tortured physically and mentally, and enforced to follow a culture that had no similarity to their Aboriginal way of life. In fact, the true meaning of the residential schools is shown in the way the Aboriginals were transformed; the schools truly killed the Indian within them. Furthermore, the minority group of the Aboriginals experienced adversity unlike any other group in society, and therefore nowadays, they deserve to have rights given to them by the government so that they can recollect their Aboriginal culture and identity.
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...
Residential schools undoubtedly created detrimental inter-generational consequences. The dark legacy of residential schools has had enduring impact, reaching into each new generation, and has led to countless problems within Aboriginal families including: chemical dependence, a cycle of abuse in families, dysfunctional families, crime and incarceration, depression, grief, suicide, and cultural identity issues (McFarlan, 2000, p. 13). Therefore, the inter-generational consequence...
Until the 16th century, Aboriginal people were the only inhabitants of what is now Canada, hence, they were an independent and self-governing people till the Europeans had the capacity to dominate Canada's original inhabitants and possessors (Elias 1). The European Invasion brought about The 1876 Indian Act, which was developed over time through separate pieces of colonial legislation regarding Aboriginal peoples across Canada such as the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869. In 1876, these acts were consolidated as the Indian Act (Hanson). This essay aims to explain how the Indian Act tried to destroy the Aboriginal culture through residential schools and unequal recognition of women, successive acts,
Kids were scattered across the country and family ties were obliterated forcing families to grieve their lost relatives This was devastating because in the First Nations culture, children are valued very highly, and those without children are viewed as being disadvantaged. The removal of children introduced problems of alcoholism, emotional stress and low self-esteem in Aboriginal communities. The events that played out “weakened the traditional family structure, and in doing so, weakened Aboriginal society as a whole”. An entire generation was not taught about their Aboriginal culture , traditions, customs or values, and this played a major role in the shaping of their
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.
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.
Though the film mentioned the impact that residential schools had and still has on the aboriginal people, I felt that this issue needed to be stressed further because the legacy of the schools is still extremely prominent in aboriginal communities today. The film refers to the fact that residential schools harmed the aboriginal people because they were not able to learn their culture, which has resulted in the formation of internalized oppression within in the group. “The...
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.
The government’s goal of the Residential School System was to remove and isolate the children from their families and their culture in order to assimilate the Indigenous race to the dominant new Canadian culture. What the citizens did not know about was the
The assimilation policy was a policy that existed between the 1940’s and the 1970’s, and replaced that of protectionism. Its purpose was to have all persons of aboriginal blood and mixed blood living like ‘white’ Australians, this established practice of removing Aboriginal children (generally half-bloods) from their homes was to bring them up without their culture, and they were encouraged to forget their aboriginal heritage. Children were placed in institutions where they could be 'trained' to take their place in white society. During the time of assimilation Aboriginal people were to be educated for full citizenship, and have access to public education, housing and services. However, most commonly aboriginal people did not receive equal rights and opportunities, for example, their wages were usually less than that paid to the white workers and they often did not receive recognition for the roles they played in the defence of Australia and their contribution to the cattle industry. It wasn’t until the early 1960’s that expendi...
The most harmful to the Indigenous society was the residential schools because the young Aboriginal children were taken from their homes, told their language and customs were not allowed, unacceptable and there would be consequences if they did. The Indigenous were separated from their families to assimilate the Indigenous into the so called “white culture.” There was a residential school called the Mohawk Institute Residential School in the area of Branford run by the government. It started as a day school for boys on the Six Nations reserve, then accepted female children later. Former students of the schools described suffering sexual, physical, and emotional abuse. There was low quality food, and they cut some Indigenous peoples hair off. This subject always changed the way I saw these schools because they were the most harmful the Indigenous underwent and I could never understand what it felt like or what happened
Residential schools were first established in the 1880's to solve Canada's “Indian Problem”. Settlers in Canada thought of the First Nations people as savages, and the goal of the residential schools was to civilize them and integrate them in to white Canadian society. The first operators of residential schools thought of their forced integration as a benefit to native peoples. One of the overseers of residential schools wrote to the Sisters in charge of St. Joseph's Mission at Williams Lake that “It now remains for ...
Have you ever wondered which events in Canadian history have been the most significant in shaping Canadian identity? Many significant events in the twentieth century left a lasting legacy for Canada. Canada would not be the culturally rich, prosperous and progressive nation that it is today, without its immigration patterns in the past. World War I (WWI) was also a significant event as it united Canada and left behind a legacy of sacrifice and national pride. Economic development during the post war period contributed to Canadian success nationally and globally. Immigration, WWI and economic development were significant events in Canadian twentieth century history. Each event brought new and powerful