The story you have just heard is not fictional. In fact, the vast majority of residential school alumni have either: died—through homicide or suicide; turned to drug abuse; or at the very least, have been utterly distressed. More importantly, these schools were actually built, and managed, by the Canadian government. With this being said, it becomes quite clear how this would pertain to me, and any other decent human being, so I should just stop here, right? Actually, no—there is much more to it than that, I am afraid. Residential schools are unbelievably important to me, because, for approximately one hundred years, they traumatized nearly every single student. Whether it was through stolen rights, various levels of abuse, and/or stolen …show more content…
The first right that was neglected was the right to be free from arbitrary detention. This right was abused the second the government declared that they would be apprehending children from their homes, to bring them to residential schools. Could you imagine, being compelled to attend a school that is hundreds of kilometers away from your home, without even being informed as to why? Or better yet, could you imagine perceiving your parents as powerless individuals, from the tender age of three or four-years-old? Thankfully, I can say, with confidence, that every single one of you was saved that horrid experience, and will luckily grow up unaffected by the government’s passed transgressions. The second right that was infringed upon was the right to life, liberty, and security of person. In other words, by creating these institutions, the government was openly challenging the psychological integrity—and independence—of each and every residential school student. It is a certainty that the constant reproval of one’s independence can act as a catalyst towards their insanity. So, by constantly treating these children like savages, the residential school staff members were, effectively, causing the students to adapt to that state …show more content…
Each variant of abuse affected individuals in different manners. To begin, the majority of the students were physically beaten on regular occasions as punishment for their “wrongdoings.” As a result of the constant beatings, the victims would typically grow up as defiant individuals, whom lack empathy for authoritative figures. In addition, they would become more prone to get into altercations. Furthermore, the students at these institutions were taught in a manipulative system. This would cause the students to become very suspicious—always questioning the legitimacy of different ideas. That is to say, children who were brought up in residential schools usually had a large range of trust issues, and consequently, lacked compassion for others. Finally, a disturbing quantity of students—both male and female—were raped by nuns and priests. You could only imagine the kind of impact that could have on an individual. Some students were considered lucky, if it only happened once, for many children were raped constantly, and some were even impregnated by their abuser. However, the individuals who did not commit suicide, usually grew up to be very vengeful, and fighters for rights. Given these points, it is understood how different types of abuse shaped individuals in different
Over the past few decades, there has been many distinct perspectives and conflicts surrounding the historical context between the Indigenous peoples in Canada and the Canadian Government. In source one, the author P.J Anderson is trying to convey that the absolute goal of the Indian Residential School system in Canada has been to assimilate the Indian nation and provide them with guidance to “ forget their Indian habits”, and become educated of the “ arts of civilized life”, in order to help them integrate into society and “become one” with their “White brethren”. It is clearly evident throughout the source that the author is supportive of the Indian residential school system and strongly believes that the Indian residential School System
"One of the most damaging consequences of residential schools has been that so many Survivors, their families, and whole communities have lost the connection to their own cultures, languages, and laws. on page forty-six, the author mentions, "The opportunity to learn, understand, and practise the laws of their ancestors as part of their heritage and birthright was taken away." The law significantly impacted Indigenous people, making it more difficult for them to accept reconciliation. The laws protected people from their wrongdoing and stripped away Indigenous laws. As the author stated on page forty-eight, "Decisions not to charge or prosecute abusers allowed people to escape the harmful consequences of their actions.
These schools gave traumatic experiences to the Aboriginal youths and haunted them for the rest of their life. the government pursued the schooling to first nations to make them “economically self-sufficient” with its underlying scheme(Miller) the government secretly lied to them and planned on lessening Aboriginal dependency on the public purse (funds raised by the government) Eve Cardinal, a former student of a residential school, still has traumatic memories that even 45 years later, Eva still cries about (Boguski) “Students were punished for just about everything,” -Eve Cardinal (Boguski) getting out of bed at night, wetting the bed, speaking their native language, etc. some students were forced to hold down their peers on a table as the nun beats her (the peer being held down) with a strap “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…
This included beatings, humiliation, and neglect. Many children were also forced to endure malnourishment and disease, leading to high rates of illness and death. Many survivors of residential school suffered from psychological and emotional distress, and many also struggled with addiction and other mental health issues as a result of their experiences at these schools. The forced separation from their families and communities also caused deep emotional trauma, and the loss of their culture and language, this further increased the damage done to them. The damaging effects of residential schools means it is important to recognize and acknowledge the injustices and atrocities that took place at residential schools.
“Bruises fade, but the pain lasts forever” (Christina Kelly). This compelling quote depicts the horrifying side effects of abuse. In the gripping novel titled “Indian Horse,” author Richard Wagamese successfully informs readers about the severely unfair conditions in which the Native Indians were treated. Through Saul’s terrifying experiences in the Residential school and hockey tournaments, readers can effectively identify the purpose of the novel – treating someone through any kind of abuse can leave them with long lasting pain, and memories that will haunt them forever. There were numerous incidents at the residential school regarding physical abuse, and after effects that followed.
" Since then, the boy carefully watched for his father's movement. When the parents or someone that the child lives with abuse them, they suddenly have to protect themselves from being abused by watching their actions or thinking about how to fight against the parents. In the other hands, children tend to grow up and act like their parents and they do the exact same thing that their parents used to do with them when they were a kid. Child abuse effects on a child's life greatly.
Though many First Nations people believed that the concept of these residential schools would help connect their children to a better life, residential schools were also faced with harsh criticism and strong resistance from First Nations parents and students. After generations of family members facing the harsh conditions of the residential schools, parents began to speak out against the use of residential schools, showing their discomfort and their discontent. Parents
Hi suja, I agree with you that being away from family during childhood can be very distressing. Lots of people are unaware of the existence of the residential school which can be overcome by adding it in nursing curriculum as you mentioned. I was reading one article from Ottawa citizen published on October 25, with a title 'High hopes' for Trudeau to act on residential schools report ‘’ in which Liberal spokesman Daniel Lauzon reiterated that pledge last Thursday, saying, “We believe it is time to act, without delay, to renew Canada’s relationship with First Nations, Inuit, and Métis peoples based on rights, respect, and co-operation to ensure we create a fair and prosperous shared future. ” this article developed some hope in the survivors
How would an individual feel if their school was integrated? Or had conditions so bad to the point where they can’t focus on their education? Well I’ve been given multiple sources to analyze Detroit Public Schools and schools in the 1950’s to tell you how they dealt with these issues and many others; So, I’ll be comparing and contrasting the two. Both subjects had multiple comparisons and contrasts, but some more than others.
The TRC’s “The History” author appeals to logos through the use quantitative findings. The use of logical evidence from the collection of testimonials made by former residential school students is an effective way to aid the persuasion of a reader. Throughout “The History”, the author describes the memories of known First Nations peoples Frederic Ernest Koe, Marlene Kayseas, Lily Bruce and many others. In addition, the author quotes Vitaline Elsie Jenner’s use of ‘kaya nakasin’ (TRC, 2015, p.38) in describing her experience with residential school. The author’s example that contains the use native language reaffirms his credibility and detailed knowledge of the
As I watched the documentary “Road Beyond Abuse,” I experienced a whirlwind of emotions. From disgusted and disappointed to impressed and joyful, I felt it all. It truly disturbed me to hear about the experiences both Michael McCain and Johnnetta McSwain endured. I was disgusted that no one protected these innocent children from being verbally abused, beaten, raped, and left to fend for themselves. It was shocking to hear that these children withstood this amount of abuse from their family members until they were teenagers.
Maltreatment has a severe impact on a child’s current and future functioning and development regarding their emotional, social, cognitive, behavioral, and physical wellbeing.(Frederico 345). Different types of abuse, such as physical, emotional, and sexual have different consequences, but the consequences of all maltreatment, are likely to happen in three stages. Firstly, a child may have an initial reaction such as post-traumatic symptoms, painful emotions, and cognitive distortions. Secondly, children develop coping strategies that are aimed to help increase their safety or reduce their pain. Thirdly, a child 's sense of self-worth is damaged and develop the feeling of shame and hopelessness..
The Native Americans and white people never got along ever since the time the first pilgrims arrived. After losing many wars to the white men Native Americans soon became controlled by these white men to the point where their children were forced into boarding schools. The government stated that the schools would civilize the native children and fix what they called the indian problem. They saw Native Americans as if they weren’t also part of the human race, as if they were less. That wasn’t the worse part either in the boarding schools where the native american children attended they were mistreated and malnourished.
In addressing respect for human dignity, the Belmont Report (1979) incorporates two ethical convictions: first, “individuals should be treated as autonomous agents, and second, that persons with diminished autonomy are entitled to protection.” (p. 5). Perry was a vulnerable population, incarcerated, and stripped of any autonomy. In addressing justice, an injustice occurred as there was no benefit to Perry in the “sense of ‘fairness in distribution” or “what is deserved’” (Belmont Report, 1979, p. 7).