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.
For more than a century, well over 100,000 Aboriginal children attended the schools, jointly run by Ottawa and four canadian churches. In all, around 20% of natives went to the schools. For generations, the highly underfunded system subjected defenceless children to emotional, physical and sexual abuse. There were children burned with cigarettes, punched at and sexually harassed. The residential school called The Gordon, reserve lies 100 km north of Regina. The school was torn down shortly after it closed in 1996, but it had been no luck in the horrid game of a lawsuit. About 230 plaintiffs received between $25,000 and $150,000 each because of sexual abuse they say they suffered at the school. One who was brought to justice was the school administrator still referred to respectfully as “Mr. Starr” by many of his former students. He worked at Gordon from 1968 to 1984, he had a free 16-year run of pedophilia at Gordon by alluring poor boys into having sex, then buying their silence with money, arcade games and clothes. Also it was claimed that many native workers at the school knew Starr was sexually assaultin...
... middle of paper ...
...e families results in broken homes, repeating the cycle of abuse over generations. Many native people became alcoholics and drug addicts to cope with the trauma. This caused their children to go to foster homes because their parents were not able to take care of them. Residential schools did not think what they were doing was going to effect the natives in the future, therefor, makes them careless.
The aftermath of residential schools made native people have nightmares of their past, losing their identity and being abusive themselves. The only good matter that came out of this whole episode was the truth. Justice came to ones that were guilty and the embarrassment to the Canadian government and the churches. In conclusion, residential schools were careless for the ministration staff they put in control to take care of the Aboriginal children.
...ciety. The Canadian government, to assimilate and Europeanize the Indigenous people, implemented the schools. Treaty 6 was not considered when the schools were created. The treaty was broken when the schools were taken off of reserve land and placed in churches. Indigenous children were not allowed to practice their traditions, see their families, or learn about their Indigenous heritage. The following quote from Robertson sums up residential schools perfectly “In essence, the churches were attempting to eliminate the influence of Aboriginal families and communities on the minds of their children.” The Canadian government created the schools to try and force the Indigenous people into a European society. Although the Canadian government has apologized for the brutality and severity of the residential schools, they scars that have been left behind will never fade.
They could not speak their native languages, in addition, they could not communicate with their parents. Joanna Rice describes that these "schools were designed and operated by the church and state with the purpose of destroying Native cultures(Rice 1)". This loss of culture affects core beliefs and values, These beliefs and values are important as it dictates how moral behavior is passed on from generation to generation. It is no wonder that "every Aboriginal community in Canada today is affected by the experience of residential schooling (Rice
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
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...
Barman argues that this failure rests on four attributes to the system of residential schooling including: 1) the assumption of sameness of Aboriginal people across, Canada; 2) the allocation of time Aboriginal students spent in class in comparison to their non-Aboriginal counter parts; 3) the inadequate form of instruction given to Aboriginal children and the quality of teachers; and finally 4) the underfunding of residential
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,
“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.
When the policy of aggressive civilization was supported by the Canadian government, public funding became available for the residential school project which involved stripping aboriginal children of their cultur...
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 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.
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.
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 ...
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.
The residential school system caused a heavy loss of culture for Aboriginals. People regarded it as a cultural genocide. Many children were stolen away from their parents, who were then not able to pass on and teach their culture to the next generation of children. This occurred for many generations, which caused a great deal of the population to forget about their culture and heritage. Stories were lost and traditions were forgotten. Children were not exposed to their own culture in the residential schools. For instance, they were forbidden to speak their native languages or practice their culture in school, and if they were ever found doing so, they were beaten and punished so they would never make that mistake again and many of them learned not to. To further disconnect the children, the staff cut off their hair, and gave everyone the same pair of clothes, socks, and other necessities to live wit...