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The after effects of residential schools on people
Racial discrimination in the USA
Racial discrimination in the USA
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Recommended: The after effects of residential schools on people
Resentment that Indigenous people have for our society because of the abuse they suffered through in Residential Schools is a very pressing issue. A huge part of PTSD comes from the sexual and physical abuse that they suffered through as children in Residential Schools. Sexual abuse rates were as high as seventy-five percent in some schools and physical harm rates were even higher . PTSD is a very pressing problem in terms of how Indigenous people interact in the world. When someone has a mental health problem, they are not in the right state of mind – someone suffering from PTSD symptoms, will more likely than not make the right decision . This in return ends with them breaking the law and being incarcerated. Even in Residential Schools,
where the children were supposed to be educated, most times they were out doing chores or suffering punishments. That being said, a few Residential Schools did educate the children. However, over forty percent of the teaching staff did not have proper education and therefore, where not teaching the children what they were supposed to learn . By having this be a huge part of their life for many, many years, Indigenous people did not have the chance to learn what they could have learnt if not in Residential Schools. There is a feeling of anger towards the Eurocentric culture leading more and more Indigenous people into incarceration. Lack of education leads to low income levels for Indigenous people and therefore disadvantaged communities. In community housing and low-income levels, statistics show that people are more likely to engage in criminal activities . Indigenous people are being sentenced to higher incarceration rates because of the lack of education that they receive. Residential Schools have played such a big role in the Indigenous way of life. The assimilation, integration and lack of education into a dominant culture have affected Indigenous people in the long term. Not only in the time of Residential Schools, but intergenerational traumas affect the way of Indigenous lives and the high rates of incarceration . The biggest and most influential problems in the world are Indigenous people and the ignorance that surrounds the rest of the society when addressing them. The reoccurring issues in the paper of alcoholism, Missing and Murdered Aboriginal Women and Residential Schools all effect the incarceration rates. The past experiences that they have had create many issues surrounding them individually and in communities. Indigenous peoples are considered to be one of the most peaceful people in history – living off the land, respecting all aspects of living things and their minimalistic way of life. However, their incarceration rates in Canada are extremely high for a few reasons. Little awareness and understanding of a culture makes society place stereotypes on things and people that they are uncomfortable with. Secondly, the Canadian government, does not want to deal with the burden of Indigenous peoples and their separate system of laws, pressing issues like all the Missing and Murdered Indigenous Women and the less than second class treatment they get when interacting with the rest of Canadian society. Instead of the government address and solving these problems, they push Indigenous people aside and put them in a closed jail system where they are forgotten about. Lastly, many past issues such as the Residential Schools Act and the many years of assimilation that Indigenous people suffered through puts them at greater risk for PTSD and other developmental issues. This in return, lands them in jail systems instead of allowing for free resources for the public and places for Indigenous people to deal with their PTSD and past experiences.
Canadians are just recently beginning to realize the detrimental aftermath of the years of trauma experienced by Indigenous peoples of Canada, such as the survivors of the residential school system. It is often difficult for these people to overcome the impact that follows. Undoubtedly, it requires help and support from others, but these people must make their personal healing journey themselves. The passages “Rock Bottom” by Steven Keewatin Sanderson and the “Legend of the Sugar Girl” by Joseph Boyden prove that although trauma can significantly undermine groups of people, they can overcome their difficulties. Both authors illustrate how trauma negatively affects characters, causes them to fall victim
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...
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.
For decades First Nations people1 faced abuse in Canada's residential school system. Native children had their culture and families torn away from them in the name of solving the perceived “Indian Problem” in Canada. These children faced emotional, physical, and sexual abuse at the hands of residential school supervisors and teachers. Since the fazing out of residential schools in the 1960's the survivors of residential schools and their communities have faced ongoing issues of substance addiction, suicide, and sexual abuse.2 These problems are brought on by the abuse that survivors faced in residential schools. The government of Canada has established a Truth and Reconciliation Commission (TRC) to address these issues but it has been largely ineffective. Though the Government of Canada has made adequate efforts towards monetary reparations for the survivors of residential schools, it has failed to provide a means to remedy the ongoing problems of alcohol and drug addiction, sexual abuse, and suicide in the communities of residential school survivors.3
“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.
Definition: Mental health has become a pressing issue in Indigenous communities. Often, a combination of trauma, a lack of accessible health resources, substance abuse, violence, and socioeconomic situations lead to high rates of depression, anxiety, and suicidality in Indigenous Peoples. This crisis is especially apparent in Indigenous youth, where there is a growing suicide epidemic but little mental health support and resources are provided. The increase in stigmatized and untreated mental illness has continued as trauma and systemic injustices remain unaddressed. Indigenous groups, governmental parties, and health organizations are involved.
Brave Heart clarifies, “when we talk about historical trauma I am referring to the theory that lifespan trauma is passed down generation to generation” (2011). Brave Heart illustrates that any trauma that is passed down generation to generation is historical trauma and therefore the trauma will continue, unless some interferes to stop the trauma affecting the next generation. The trauma that came out of the boarding schools is the trauma that was caused by Native American children being taken from their loving homes and placed into institutions that all they did was to take every cultural connection they had to their home and forced them to learn the American culture and the language. If that was not enough what the Native American children went through in the boarding schools when they came home was worst. This children felt like they did not belong because they had learn some of the American culture and at the same time they lost their own culture. As a result of the changes it made it hard for them to go back to the way it was before the went to boarding school. Brave Heart mensions, “ boarding school attendance affected entire family systems; individuals and family relationships; family, community and cultural attachments; and interpersonal communication” (2011:287). Brave Heart enlightens us that the damage of boarding schools caused Native American children to feel disconnected to their own community. Many of the children in boarding schools do not know how a family should be or how they should behave with their parents and loved ones. In addition, to the family relationships these children lack parenting skills that are thought throw them see how their parent treat them and their siblings, but for someone who was at a boarding school for the majority of their childhood they did not learn this skills. Brave Heart emphasis “ clinical
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...
...s a way of coping with bad memories and changes in culture (Reser, 1991). Many Indigenous are still being affected by the events which unfolded long ago. Alcohol is consumed by many who are known to have mental disorders. Depression is a major issue within the aboriginal population with many suffering with factors like grief, shame, worry, homesickness, and anger due to the colonization and the way it has changed their everyday life, culture and environment (Reser).
The end result, rather horrifying as these children were dumped back to their tribes, when they became too old, without a clue of how to survive. Furthermore, children whom returned were discouraged from completing further education due to the fact that they were barely educated in these schools. Most children returned home without semblance of how to raise their own children or show affection. The generational difference also further segregated these children from their parents because most of them failed to understand the culture that they were pruned to deny from childhood. According to the Manitoba Justice institute, the creation of Residential Schools was what created the high rise of abuse and violence among Aboriginal families because the time spent in these facilities isolated the children from nurturing families and taught them abuse. The trauma felt by the children of Residential schools would transcend their behavior to the next generation leading to a vicious
Native Americans have undergone a horrific past of genocide, discrimination, forced acculturation, miscommunication, and misunderstanding. They were frequently dehumanized and stripped of basic human rights. Treated as “savages” they were herded into areas of confinement and robbed of their language, culture, and way of life. In many instances of genocide, experts have noted a type of historical trauma that may be passed down through families, known as generational trauma. While the potential effects of this concept are not proven, the stories, images, and memories of thousands of Native Americans continue to be shared with their children, thus perpetuating, and never forgetting the pain and embarrassment that their people have experienced.
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.
Every child has the right to live in safe healthy environment without abuse or anything to ruin their childhood. But there are some hard problems that he might face in his life that could destroy his childhood that’s why every parent and child is well educated and aware of the problem to avoid and if it happened how to pass through it. The article tackles the problem of harassment and child abuse. According, “what is sexual abuse?” the author explained the definition of the problem sexual abuse “Which is any sexual act with a child performed by an adult or an older child." Child sexual abuse could include a number of acts, including but not limited to:
Abuse at the schools was widespread: emotional and psychological abuse was constant, physical abuse was meted out as punishment, and sexual abuse was also common. Survivors recall being beaten and strapped; some students were shackled to their beds; some had needles shoved in their tongues for speaking their native languages. These abuses, along with overcrowding, poor sanitation, and severely inadequate food and health care, resulted in a shockingly high death toll. In 1907, government medical inspector P.H. Bryce reported that 24 percent of previously healthy Aboriginal children across Canada were dying in residential schools. This figure does not include children who died at home, where they were frequently sent when critically ill. Bryce reported that anywhere from 47 percent (on the Peigan Reserve in Alberta) to 75 percent (from File