The little community of Attawapiskat, Ontario, Canada has been and is currently facing an immense loss due to a high amount of youth suicides. The community has been under a state of emergency since April 2016 after many of the community’s youth have tried to or succeed at committing suicide. These suicides have been the product of colonialism and intergenerational trauma from the generations that came before them. The devastation in the community can teach Child and Youth Care practitioners how to put into action programs that build youth’s strengths and resilience as well as overcome any negative factor that have been created during this epidemic. Though it is important to note there have also been positive factors that have
Although many view these schools as events that occurred a long time ago, in truth the last residential school closed only two decades ago. (Hanson, 2016, para. #18) Residential school syndrome is a term created by a psychologist called Charles Brasfield and it refers to a disorder experienced by survivors of the residential school system. This disorder is similar to post-traumatic stress disorder, but with a much more cultural focus that can completely change the behaviour of those affected. (Brasfield, 2016, para. # 2) The effects of what transpired in that system are still being felt generations later from descendants of those who were in residential schools or even residential school survivors themselves. (Hanson, 2016, para. #19) Generations of aboriginal youth had to grow up in situations with no stable and nurturing family to take care of them, and many therefore lack the skills needed to parent their own children. (Hanson, 2016, para. #19) The trauma sustained in residential schools has caused a serious increase in domestic abuse and violence that results in broken homes. The cycle of abuse has continued years and years later, still causing disruption in Aboriginal families. (Hanson, 2016, para. #20) It was found that among indigenous people aged 10 to 44, the primary cause of death that is responsible for almost 40% of the mortalities is suicide and self-inflicted injury. There are also seriously high rates of alcoholism and substance abuse found on reserves. (Hanson, 2016, para. #20) Though the residential schools may not be the only cause of this, it is certainly the root of many problems for Aboriginal individuals and the healing process will be a long
There has long been significant historiographical and popular controversy about the conditions experienced by students in the residential schools. While day schools for First Nations, Metis and Inuit children always far outnumbered residential schools, a new consensus emerged in the early 21st century that the latter schools did significant harm to Aboriginal children who attended them by removing them from their families, depriving them of their ancestral languages, through sterilization, and by exposing many of them to physicalleading to sexual abuse by staff members, and other students, andenfranchising them forcibly.
For decades in Canada, officially beginning in 1892, children were taken away from their families and put into schools that would change and take away their views and beliefs, initial knowledge, image, and identity. In the earlier stages, these schools were referred to as Industrial Schools for Indians. Today, we call them Residential Schools with Aboriginal survivors who are able to tell their stories. Aboriginal people suffered while there schools were running. This essay will compare the knowledge in a recent article to primary sources that were written while Industrial Schools were in action. The actions of assimilating Aboriginal people through a strict form of education caused a negative butterfly effect upon the public and Aboriginal
The indigenous people have a long and proud history, including the rich cultural and spiritual traditions. However, many of these traditions have been changed or even disappeared after the arrival of the European settlers. Forced introduction of European culture and values, Aboriginal community, indigenous land being deprived, and the imposition of a period of governance outside the pattern of the beginning of a cycle of social, physical and spiritual destruction. You can see the effects of today. Some of the effects include poverty, poor health, and drug abuse. The basis of these problems is a loss of identity and a sense of knowing that their values are oppressed, and their rights are ignored. Likewise, non-indigenous Canadians have become increasingly aware of the unfairness of the richness of indigenous and aboriginal cultures that are taking place.
Thirdly, discriminatory behaviour by surrounding communities and the effects it has on First Nation children. There are many voices in this world that appreciate being heard upon their opinions, but some individuals use their voices as weapons to bring down other people. In Richard Wagamese’s Indian Horse, the audience in a hockey game perceive a hockey team full of Indigenous peoples as a source of negative energy for the game in general, and that can be interpreted as racial discrimination.
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
Maracle chooses to display the ripple effect of racism by shedding light on the unjust treatment of the First Nations and Chinese people by writing a story of a First Nation who grew up in a mixed neighborhood that is flooded with prejudice and stereotypes. Maracle further challenges the recurring stereotypes of societal views of minority groups by addressing them through the speaker’s point of view.
Residential Schools was an enormous lengthening event in our history. Residential schools were to assimilate and integrate white people’s viewpoints and values to First Nations children. The schools were ran by white nuns and white priests to get rid of the “inner Indian” in the children. In residential schools, the children suffered immensely from physical, emotional, sexual and spiritual abuse. Although the many tragedies, language was a huge loss by the First Nations children. One of the worst punishments in residential schools was for speaking their own language. The use of residential schools on First Nations has led to substantial loss of the indigenous languages, therefore, causing further cultural losses to First Nations people.
Battered Woman Syndrome has provided women who have been abused at the hands of their partners recognition in the criminal justice system and is allowing women to tell their stories. Although there are controversies surrounding battered woman syndrome, it should not be viewed as an excuse for killing their partners. It is a real disorder that has affected thousands of women 's lives all over the world. Discussing the Gladys Heavenfire case will bring awareness to the life of a woman who has been abused by her partner for several years. Furthermore, it provides information on Indigenous women who are more likely to suffer abuse than white women. Indigenous people have been discriminated and have been extremely mistreated
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
Indigenous peoples of Canada have been considered inferior to all other citizens, and have been abused and neglected through European history, and can be seen as a form of genocide. In Canadian residential schools, children were removed from the home, sexually assaulted, beaten, deprived of basic human necessities, and over 3 500 women and girls were sterilized, and this went on well into the 1980 's (Nicoll 2015). The dehumanization of Indigenous peoples over the generations has left a significant impact on society today; the generational trauma has left many Indigenous peoples heavily dependent of drugs and alcohol, and the vulnerability of Indigenous women has led to extremely high rates of violent crime towards these women. A report that
In Chapter eight of Byron Williston’s Environmental Ethics for Canadians First Nation’s perspectives are explored. The case study titled “Language, Land and the Residential Schools” begins by speaking of a public apology from former Canadian Prime Minister Stephen Harper. He apologizes for the treatment of “Indians” in “Indian Residential Schools”. He highlights the initial agenda of these schools as he says that the “school system [was] to remove and isolate [Aboriginal] children from the influence of their homes, families, traditions and cultures, and to assimilate them[…]” (Williston 244). By doing this, colonial Canadians assumed that aboriginal cultural and spiritual beliefs were invalid in relation to European beliefs (244). The problem with ridding the First Nations Peoples of their languages, as Williston points out is to “deprive them of the sense of place that has defined them for thousands of years” (245). The private schooling system was an attack on First Nations identities, and their identity is rooted in “a respect for nature and its processes” (245).
The way that society sees you should not depend on the colour of your skin. Even today, in the 21st century, people in our society judge other human beings by their colour or race. One of the main racism issues is the discrimination towards our Indigenous people. National data from the Challenging Racism Project reveals that 27% of Aboriginal people over the age of 15 experience racism more than once in their life. Racism towards Indigenous Australians includes mostly verbal abuse such as name-calling and insulting language. Exclusion from workplaces and social events also plays a major part in the racial discrimination. Do we really want Australia to be seen as such a racist and prejudiced nation? What can we as individuals do to stop this racial hate from going on? All of this is happening because we stole the Aboriginal people’s land. If we had
Imagine being ripped apart from family members, culture, tradition, and labelled a savage that needs to be educated. Imagine constantly facing punishment at school for being one’s self. Unfortunately, these events were faced head on for many First Nations people living in Canada in the late 20th century. These First Nations people were the victims of an extensive school system set up by the government to eradicate Aboriginal culture across Canada and to assimilate them into what was considered a mainstream society.