Indigenous Education for All
Session #2
Exploring the Realities of the Canadian Residential School System
Disclaimer:
We recognize that the information provided during this session, regarding Residential School
history and the impact that the schools played and continue to play in the lives of Indigenous peoples, may cause
emotional stress. Please realize that the following information may be triggering and difficult for some.
If at anytime, you feel overwhelmed by the presentation feel free to remove yourself from the space until you
feel well enough to return. ​Please remember that you are safe!
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​Thank you
What Is Reconciliation?
The Honourable Murray Sinclair
The Right Honourable Michaëlle Jean, Former Governor General of Canada
How did IT come to this?
Residential School in Birtle Manitoba
Map of residential schools across Canada
“Indian Residential Schools,” as we know them today, date back to the 1880s. In time, over 130 residential schools were located across the country, with the last one closing in 1996.
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Prior to the 1880s these schools were referred to as Industrial labour Schools and Farm Schools. These schools were put into operation by the Roman Catholic Church as earlier as the mid 17th century.
In the 1870’s the Government of Canada partnered with Anglican, Catholic, United and Presbyterian churches to establish and operate Boarding and Residential Schools for Indigenous children.
First Prime Minister of Canada, serving from 1867 to 1873 and from 1878 until his death in 1891.
The intent of the Residential School System was to “educate” assimilate and integrate Indigenous peoples into Canadian society. In the words of one government official, it was a system designed “to kill the Indian in the child.”
Duncan Campbell Scott
Dr. Duncan Campbell Scott - 1920. Scott made his mark in Canadian history as the head of the Department of Indian Affairs from 1913 to 1932
Attendance at residential schools was mandatory for Indigenous children across Canada, and failure to send children to residential school often resulted in the punishment of parents, including imprisonment and/or forced starvation by restricting access to resources.
More than 150,000 First Nations, Métis and Inuit children (some as young as 4 years old) were often forcibly removed and separated from their families by long distances and placed in these schools.
Others who attended residential schools near their home communities were often prohibited from seeing their families outside of occasional permitted visits.
Many students received a sub-standard education. As late as 1950, according to a study by Department of Indian Affairs, over 40 % of the teaching staff had no professional training. Many were forbidden to speak their language and practice their own culture.
While some students had positive experiences at residential schools, the vast majority suffered emotional, physical and sexual abuse. Others died while attending these schools.
"The Canadian government pursued this policy of cultural genocide because it wished to divest itself of its legal and financial obligations to Aboriginal people and gain control over their land and resources. If every Aboriginal person had been 'absorbed into the body politic, 'there would be no reserves, no treaties, and no Aboriginal rights."
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– Truth and Reconciliation Commission Canada, Honouring the Truth, Reconciling the Future: Summary of the Final Report of the Truth and Reconciliation Commission of Canada, p. 3
In many cases, the abuses, and even the common experiences of having attended residential school have caused impacts such as Post Traumatic Stress Syndrome and have made it difficult for survivors to engage in family, social and professional circumstances.
Adaptation of abusive behaviors learned from residential school has occurred and caused intergenerational trauma, the cycle of abuse and trauma from one generation to the next.
“The following [link] is a selection of Survivor stories drawn from the Our Stories…Our Strength video collection. We are grateful to the men and women who have shared their personal and often painful accounts of their experiences of residential school and its legacy. It is by sharing these truths that we can all continue to work toward understanding and healing.”
Legacy of Hope
The 1996 Royal Commission on Aboriginal Peoples (RCAP) report recognized that the future must include a place for those affected by the Residential Schools System, so as to enable them to:
stand with dignity ~ to remember ~ to voice their sorrow and anger ~ and to be listened to with respect.
stand with dignity ~ to remember ~ to voice their sorrow and anger ~ and to be listened to with respect
Today, there are an estimated 80,000 former students still living.
The churches and government have offered various statements of regret,
condolence, sorrow and / or apology for their roles in administering
residential schools including:
-United Church of Canada (1986)
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-Oblate Missionaries of Mary Immaculate (Roman Catholic) (1991)
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-Roman Catholic (2009 – statement of regret --- Apology in 2022)
Video : ForGive
The unresolved trauma suffered by former students has been passed on from generation to generation.
Our communities are still in need of healing with high rates of substance abuse, violence, crime, child apprehension, disease and suicide.
However, with this said …. many people in Our communities are getting stronger ….. healing ….. growing.
The Ripple Effect is based on the understanding that we are all connected. These connections stretch like an incredibly interwoven and complicated tapestry. Each of us exists within this tapestry. Thoughts and actions are like stones dropped in a pond and they create ripples that travel outward.
Everything we do and think affects the people in our lives and their reactions in turn affect others. The choices you make have far-reaching consequences. Each of us carries within us the capacity to change the world in small ways for better or worse. We can use the Principles of the Ripple Effect to magnify our actions and their effects.