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Residential schools in canada aftermath
INTERGENERATIONAL effects of the residential schools
Residential schools in canada aftermath
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During the 19th century Aboriginal people faced a whole lot of discrimination in Canada, their beliefs and culture were considered to be ill-advised, this led to residential schools being opened for Aboriginal kids. When understanding residential schools it is important to look at the cultural impact it left with kids. Dr. Duncan Campbell Scott once declared, “I want to get rid of the Indian problem. I do not think as a matter of fact, that the country ought to continuously protect a class of people who are able to stand alone… Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian Department, that is the whole object of this Bill.”(Twentieth- Century Education for Native Americans…)This is what sparked the entire problem with Indians and how residential schools came about. But, to what extent was the purpose of Residential schools rooted in cultural misunderstanding of Aboriginals. I will be looking into the purpose of residential schools being instated, activities that went on in residential schools and the impact left on families because of residential schools. Why did we the Canadian Government have so much hatred towards Aboriginals? Before opening residential schools, the Canadian government believed they were responsible to help teach aboriginal children in Canada English and really bring them away from the aboriginal culture. Also there was so much discrimination against Aboriginals; many times Canadians would say the phrase “Kill the Indians” which showed how much hatred was shown to Aboriginals. The Canadian government funded all the expenses for residential schools, which wasn’t a whole lot of money becaus... ... middle of paper ... ...was shown over and over again how it emotionally and physically scarred the children which paid a huge role in having them lose their Aboriginal identity. The breakdown of Aboriginal family was a long term effect of the residential schools, the children lost their language, culture, spiritual beliefs, and traditional ways of subsistence. They knew nothing of family life, family values, structure or parenting skills. Many would raise their future children in the same harsh and abusive ways they were taught in the residential schools. To this day Aboriginals get no sympathy, respect and they feel oppressive. The Canadian Government has taken out residential schools but, to this day Aboriginals are still mistreated. Culture misunderstanding of aboriginals is what lead the government to try and brainwash Aboriginal kids and terminate the Aboriginal culture and belief.
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...
This again shows the traumatic effects of residential schools and of cultural, psychological, and emotional upheaval caused by the intolerance and mistreatment of Aboriginals in Canada. Settlers not only displaced Aboriginal people from their land and their homes, but they also experienced emotional trauma and cultural displacement.
Across North America, the scattering of Aboriginal children contributed to damaged identifications with traditional First Nations culture (Alston-O’Connor 2010). Consequently, the Sixties Scoop caused irreversible psychological, emotional and spiritual damage to not only the individual, but to the families and the community too. 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 abused and neglected....
Residential schools had a negative impact on Aboriginal people, many children suffered greatly. The government had thought Aboriginal people’s history and culture were not worth preserving.This resulted to loss of culture and assimilation, because they were stripped out of their traditional ways, and taken away from their families.Stephen Harper apologized to the former students enrolled in Indian Residential schools on behalf of the government of Canada. What
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,
According to conservative conflict theory, society is a struggle for dominance among competing social groups defined by class, race, and gender. Conflict occurs when groups compete over power and resources. (Tepperman, Albanese & Curtis 2012. pg. 167) The dominant group will exploit the minority by creating rules for success in their society, while denying the minority opportunities for such success, thereby ensuring that they continue to monopolize power and privilege. (Crossman.n.d) This paradigm was well presented throughout the film. The European settlers in Canada viewed the natives as obstacles in their quest of expansion by conquering resources and land. They feared that the aboriginal practices and beliefs will disrupt the cohesion of their own society. The Canadian government adopted the method of residential schools for aboriginal children for in an attempt to assimilate the future generations. The children were stripped of their native culture,...
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.
“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.
Despite the decreasing inequalities between men and women in both private and public spheres, aboriginal women continue to be oppressed and discriminated against in both. Aboriginal people in Canada are the indigenous group of people that were residing in Canada prior to the European colonization. The term First Nations, Indian and indigenous are used interchangeably when referring to aboriginal people. Prior to the colonization, aboriginal communities used to be matrilineal and the power between men and women were equally balanced. When the European came in contact with the aboriginal, there came a shift in gender role and power control leading towards discrimination against the women. As a consequence of the colonization, the aboriginal women are a dominant group that are constantly subordinated and ignored by the government system of Canada. Thus today, aboriginal women experiences double jeopardy as they belong to more than one disadvantaged group i.e. being women and belonging to aboriginal group. In contemporary world, there are not much of a difference between Aboriginal people and the other minority groups as they face the similar challenges such as gender discrimination, victimization, and experiences injustice towards them. Although aboriginal people are not considered as visible minorities, this population continues to struggle for their existence like any other visible minorities group. Although both aboriginal men and women are being discriminated in our society, the women tends to experience more discrimination in public and private sphere and are constantly the targeted for violence, abuse and are victimized. In addition, many of the problems and violence faced by aborigin...
trial of two men for the 1971 murder of Helen Betty Osborne in The Pas Manitoba.
Poverty is defined by the Cambridge Dictionary as a lack of something or when the quality of something is extremely low. All over the world, poverty is present. Charles Darwin once said in the Voyage of the Beagle: “if the misery of our poor be caused not by the laws of nature, but by our institutions” (Charles). First Nations across Canada are being put into a position of poverty and the Canadian Government are to blame. The Canadian government is only worsening the problem, rather than helping our First Peoples. The First Nations are disconnecting them from their traditional way of living, not funding their given lifestyle and not raising any awareness of the issue of Aboriginal poverty. But why should Canadian’s help the Aboriginals?
...ed in out-of-home care during those years were Aboriginal, yet Aboriginal children made up less than 5% of the total child population in Canada (Brown et al., 2005).” The number of First Nations children from reserves placed in out-of-home care grew rapidly between 1995 and 2001, increasing by 71.5% (Brown et al., 2005). In Manitoba, Aboriginal children made up nearly 80% of children living in out-of-home care in 2000 (Brown et al., 2005). These staggering numbers are the reason why researchers and advocates blame the residential schools as the main historical culprit for today’s phenomenon of the over-representation of Aboriginal children in the child welfare system. The sections below will highlight how residential schools shaped child welfare system in Canada today, which help to explain the over-representation of Aboriginal children in the child welfare system.
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.
No community in Canada comes into conflict with criminal justice system officials more disproportionately than Aboriginals (Dickson-Gilmore, 2011, p.77). Indeed, Aboriginal Canadians are often subject to both overt and unintended discrimination from Canadian law enforcement due in large part to institutionalized reputations as chronic substance abusers who are incapable of reform (Dickson-Gilmore, 2011, p.77-78). One of the more startling contemporary examples of this is the case of Frank Paul; a Mi’kmaq Canadian who was left to die in a Vancouver alley by officers of the Vancouver Police Department after being denied refuge in a police “drunk tank”. Not surprisingly, this event garnered significant controversy and public outcry amongst Canada’s Aboriginal population who have long been subject to over-policing and persistent overrepresentation as offenders in the Canadian criminal justice system (Jiwani & Dickson-Gilmore, 2011, p.43 & 81).
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