Contents
Historical Background
There was a term in the early 1800s that deemed indigenous peoples of Canada unfit for the new era of the country’s evolution. For a period that spanned for more than 150 years, more than 150’000 indigenous children have been taken away from their families unwillingly and thrown into a Christian educational system known as a residential school. Know that within this reign of religious genocide that many of residential schools attendants never returned to there family’s.
In the early 1800s the Canadian Government implemented and expanded a “formal” system of residential schools to which it will teach and provide education to indigenous children in Canada. The goal was to accelerate assimilation the indigenous tribes in Canada into a settlers society.
Residential schools were to strip away culture and language from young native children, and strictly value a social behaviours and education to “westernized” them. During these times children were attending, there were punishments to those who spoke languages of indigenous descent, some were verbal, physical and even sexual abuse.
Ages attending this schools were a range of 4-16 years of age and had to endure through the sick troubles of institutionalized sexual abuse. The conditions of residential schools also had poor sanitation and was often over crowded, and children was serve severely inadequate food, in which all of these conditions added up, so was the shockingly high death toll.
Why was it created?
From the early 1830s-1977 residential schools implemented for one purpose. To kill the Indian in the child.
As a quote from Duncan Campbell Scott who advocated assimilation of indigenous peoples, he quoted that: “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.”
The assimilation immediately began as soon as the the children entered the schools, their hair was cut short, they were stripped from any traditional clothing and was given uniforms to wear, and they were given numbers as a form of identification.
They had to endure strict daily schedules was was mostly revolved around physical labour and were restricted to speak their own language and were limited communication from there families, only some were allowed to write letters to there parents. Students attending who disobeyed these rules, undergo harsh physical, verbal and sexual abuse,
By the time 1920 came around, Duncan Campbell Scott who was the deputy superintendent for the deputy of Indian affairs, amended the Indian Act and made it mandatory for all indigenous children to attend these residential schools without any resistance. He also made it clear that it was illegal for any indigenous children to attend other schools.
Impact on Indigenous Communities
During and after the acts of residential schools, native people of Canada lost a huge branch of teaching the younger generations. Language was nearly lost within all indigenous communities, mental health issues continued to increase from the trauma and abuse that students had to witness and go through, and most importantly, the assimilation teachings were passed down into next generations and the abuse that came with it.
The assimilation affect carried on as the many indigenous children experienced physical, emotional, and sexual abuse while attending these schools. The trauma from this abuse has had long-lasting and intergenerational effects on indigenous communities, contributing to issues such as substance abuse, mental health problems, and high rates of suicide.
The suppression of indigenous languages and cultural traditions in residential schools has had a lasting impact on indigenous communities. Many languages and cultural practices are endangered or have been lost altogether. The removal of children from their families disrupted traditional family and community structures. This has led to challenges in parenting, family dynamics, and a breakdown of community cohesion.
The trauma experienced by survivors of residential schools has been passed down through generations. The impacts on the children and grandchildren of survivors can be seen in issues like substance abuse, mental health problems, and a cycle of abuse. The educational experiences in residential schools often left indigenous children with subpar education, making it difficult for them to access opportunities and break out of cycles of poverty.
The legacy of residential schools has contributed to socioeconomic disparities between indigenous and non-indigenous populations. Indigenous people in Canada, for example, often experience higher rates of poverty, unemployment, and lower educational attainment. Residential schools eroded trust in institutions, including the education system, healthcare, and government, which has made it difficult for indigenous communities to access services and support.
Truth and Reconciliation Commission (TRC) and its findings
Truth and Reconciliation Commissions (TRCs) are institutions that have been established in several countries around the world to address human rights abuses and promote reconciliation after periods of conflict, oppression, or violence during the residential school acts. The specific findings and outcomes of TRCs vary depending on the context and the objectives of each commission, but there are some common elements typically associated with them.
The TRC was created as part of the Indian Residential Schools Settlement Agreement, which was the result of a class-action lawsuit filed by survivors of residential schools. It was officially established in 2008 and operated until 2015.
The TRC’s mandate was to document the history and impacts of the residential school system and to provide survivors with an opportunity to share their experiences. The goal was to raise awareness, educate the public, and promote reconciliation.
The TRC conducted hearings across Canada where survivors of residential schools, their families, and others affected by the system were given a platform to share their experiences. These testimonies were crucial in understanding the extent of the abuse, cultural loss, and trauma experienced by Indigenous individuals.
The TRC released its final report in December 2015, which included 94 Calls to Action aimed at addressing the legacy of the residential schools and advancing reconciliation between Indigenous and non-Indigenous Canadians.
The TRC’s findings were disturbing and highlighted the systemic abuse, neglect, and cultural suppression that occurred in residential schools. Some of the key findings included:
- The severe physical, emotional, and sexual abuse suffered by many Indigenous children in these schools.
- The loss of Indigenous languages, cultures, and traditions as a result of the schools’ assimilationist policies.
- The high death rates among students due to poor living conditions and inadequate healthcare.
- The lasting intergenerational trauma and social impacts on survivors and their families.
- They all found graves within the residential schools that contain over 15’000 students that were killed during the cultural genocide.
The 94 Calls to Action outlined specific steps to address the legacy of residential schools and advance reconciliation. They covered a wide range of areas, including education, health, justice, language, and culture, among others.
The TRC emphasized that reconciliation involves acknowledging the past, providing reparations to survivors, and working toward healing and positive change. It called on governments, churches, and Canadians as a whole to take concrete steps to build a more just and equitable future for Indigenous peoples.
The TRC’s findings and recommendations have had a profound impact on Canada’s ongoing efforts to address historical injustices, support Indigenous communities, and promote a more inclusive and equitable society. It has also prompted discussions about the need for truth and reconciliation processes in other countries with similar histories of mistreatment and abuse of Indigenous populations.
How to support Indigenous communities today
Supporting residential school survivors today is a crucial and ongoing effort. The legacy of the residential school system in Canada and other similar institutions around the world has left deep scars on survivors and their communities. To support survivors and promote healing, reconciliation, and justice, you can consider the following actions:
Take the time to educate yourself about the history and impacts of residential schools. Understanding the experiences and challenges faced by survivors is an important first step. Respect the experiences and feelings of survivors and their families. Acknowledge the trauma and intergenerational effects that continue to affect Indigenous communities.
Support initiatives and policies that promote reconciliation, justice, and Indigenous rights. This may include advocating for government actions to implement the recommendations of Truth and Reconciliation Commissions or similar bodies.
Build relationships with Indigenous communities and organizations. Listen to their needs and priorities, and offer your support and resources when appropriate. Participate in cultural events, ceremonies, and gatherings organized by Indigenous communities. These events can provide an opportunity to learn and show solidarity.
Purchase Indigenous art and crafts, attend cultural performances, and read literature by Indigenous authors. This supports Indigenous artists and helps preserve and promote their culture. Volunteer your time and skills with Indigenous organizations that are working on issues related to education, health, or cultural revitalization.
Be sure to research and choose reputable organizations that align with your values. Advocate for equitable and culturally sensitive education for Indigenous youth. Support Indigenous language revitalization efforts and curriculum development. Encourage and support programs and services that focus on mental health and healing, especially for survivors and their families. Trauma-informed care is essential.
Recognize and address the systemic inequalities and discrimination that continue to affect Indigenous peoples in areas such as healthcare, housing, and the justice system. Foster open and respectful discussions about reconciliation with family and friends. Challenge stereotypes and misconceptions about Indigenous peoples.
If you are not Indigenous, learn about create bonds and how you can be a supportive ally to Indigenous communities. Amplify Indigenous voices and concerns. Encourage and participate in the practice of land acknowledgments to recognize the traditional territories of Indigenous peoples. Ensure that these acknowledgments are sincere and not performative.
Conclusion
Now you are little educated about the inequality that residential schools effected indigenous people of Canada. And now you may know the reason about the trauma that native people faced within the cultural genocide. I hope that you take this into your knowledge and know that there are struggles for a reason.
Make sure that this is is always in your mind when it comes to our beautiful life as a indigenous person.
