Indian residential schools:The Nuu-chahnuulth experience.

In this paper, I will mostly be focusing on residential segregation as it relates to the black and white populations in relation to one another, although I will be referencing some other races briefly to create a better understanding of concepts or ideas....

However, some people think they are superior to the others.

Three main negative impacts Thesis statement Why did the Canadian Indian residential schools close?

How have Aboriginal people responded to these policies.

The detrimental effects of abuse in residential schools were compounded by a long series of losses experienced by students as a result of being removed from their families and communities: loss of culture, language, traditional values, family bonding, life skills, parenting skills, self-respect, and, for many, respect for others. Residential school attendance, particularly when accompanied by physical and sexual abuse, has been linked to problems of alcoholism, drug abuse, powerlessness, dependency, low self-esteem, suicide, prostitution, gambling, homelessness, sexual abuse, violence, and, as this paper argues, missing and murdered women. Some Survivors and/or their descendants have been in conflict with the legal system, including the criminal justice system and the child welfare system.

The sad story of the residential schools which is troubling.

It should be noted that, beginning in 1920, it was illegal for parents to keep their children out of residential schools, and most parents were totally unaware that their children were at risk of physical, mental, emotional, spiritual, sexual, cultural, and verbal abuse while attending these institutions. In other words, parents did not have the power to protect their children from the residential schools or from the abusive treatment many students experienced in the schools. In addition, the removal of children from their families altered relationships between everyone and everything. Family bonds normally created as a result of nurturing and loving relationships were not a part of the residential school experience.
The loss of language affected the ability of children to communicate with parents and grandparents, and it reduced their access to cultural and spiritual teachings. Aboriginal women whose children and grandchildren attended residential schools were deprived of their traditional roles as mothers, grandmothers, caregivers, nurturers, teachers, and family decision-makers. These roles were similarly stolen from the generations of girls who were unable to learn through observation and interaction with their own mothers and grandmothers. The emotional bond between mothers and children was loosened. This disconnection was compounded for women who lost their Indian status and were no longer allowed to live among their people on traditional territories.

However, this was not the case when many “white” Americans refused to hire Irish workers.
A national crime : the Canadian government and the residential school system, 1879-1986.

Statement: The Residential Schools where set up to ..

"By 1890, fewer than 250,000 Indians remained alive within the United States, a degree of decimation extending into the upper 90th percentile. The survivors were lodged on a patchwork of "reservations" even then being dismantled by the application of what was called the "General Allotment Act." Under provision of this statute, effected in 1887, a formal eugenics code was utilized to define who was (and who was not) "Indian" by U.S. "standards." Those who could and, were willing to, prove to federal satisfaction that they were "of one-half or more degree of Indian blood" and to accept U.S. citizen in the bargain, received a deed to an individual land parcel, typically of 160 acres or less. Once each person with sufficient "blood quantum" had received his or her allotment of land, the remaining reservation land was declared "surplus" and opened up to non-Indian homesteading, corporate acquisition, or conversion into national parks and forests. Through this mechanism, the best 100 million acres of the reserved native land was stripped away by 1930." (Churchill, p.31)

Canadian Indian residential schools: the hard chapter …

However, with this said, the same morals that we have today about segregation, especially over something so trivial as the color of their skin, were held by some and these people were the ones who actually stood up against this discrimination and did something about it....

A history of residential schools in Canada - Canada - CBC News

Two years later, the Indian Office directed that all schools use the anniversary of the passing of the Dawes Act as an opportunity to impress on the students the opportunity given to them by this legislation. A new school "holiday" was therefore created, called "Indian Citizenship Day." The Native students were treated as though they were newimmigrants in their ancestral land.