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Differences And Uniforms In Residential Schools In Canada

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As Students were found by the government in native communities, they were put into residential schools that never gave them a chance to look back and go see their families living a normal life. According to the government, these students were brought to the schools and kept these children in a similar form of fashion (Hanson). Children were given uniforms to wear and were given haircuts that kept hair short (Hanson). The boys and girls were kept in separate rooms, meanwhile, the Canadian public schools allowed boys and girls to be in the same classroom. Students in the Canadian public schools were either given uniforms or the freedom of what they would like to wear to school, but it depended on the school the students went to. Schools like
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The perception was that Native American adults had a limited ability to learn new skills and concepts. Later in the report, it is expressed that children learn little at day school, causing their “tastes to be fashioned at home, and [their] inherited aversion to toil is in no way combated. ”11 Davin recommended that similar industrial boarding schools should be built in Canada, which would attempt to assimilate Native children into the European culture.12 Nicholas Flood Davin’s research and advances about the industrial schools in America, was important in the creation and developing of the Residential school system in

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These negative effects were further amplified with residential schools in which they were not allowed to practice their tradition and were forcefully assimilated into the “western” ways. Boarding schools were run by the new white government and forcibly taught Haudenosaunee boys agriculture and manual trades, while Haudenosaunee girls were taught domestic skills. Since residential schools targeted younger generations, it made the Haudenosaunee’s traditional

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This paper will review the first five chapters in J.R. Miller’s book Shingwauk’s Vision: A History of Native Residential Schools. These chapters examine the events that took place before residential schools were made, as well as looking into the historical context of Canada during this time period. The first chapter of the book explains the way in which indigenous communities educated their children before contact by the European settlers. The educational systems from these indigenous communities were much different than the European educational systems, in the sense of a formal, rigid, institution.

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Before the Indian Act most of the young members of the First Nations followed the traditions and beliefs of previous generations, however, this changed with the introduction of Residential schools through the Indian Act. By 1948, there were 78 schools operating with nearly 10,000 students enrolled. This education network was established by the government but was controlled by the Catholic, Anglican and Presbyterian churches. The objective of this school system was to teach young aboriginals how to integrate themselves into the “normal” Canadian life. In other words, this whole system was a major cultural genocide.

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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

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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…

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The residential schools had been built so that Indians (First Nations) could be educated and fit into Euro-Canadian

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I attended the book launch for The Regina Industrial School (1891-1910): Historical Overview and Chronological Narrative by Douglas Stewart, Professor Emeritus and film screening of RIIS from Amnesia by Janine Windolph and Trudy Stewart on the evening of October 25, 2017. My first impression when I walked into the room was that there were many white faces in the crowd consisting and students and older adults as well as a few Indigenous people. The evening consisted of exploring the effects residential schools had on students, the function of residential schools, as well as the process of uncovering truth. The evening started with an introduction by James Daschuk to welcome and invite forward two members of All Nations Hope, Wesley and Audrey

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The Bureau of Indian Affairs removed tens of thousands of American Indian children from their homes in the late 19th and early 20th centuries to assimilate the youth into the dominant Euro-American culture. Although the schools provided education and vocational training, their primary intention was to deprive Indian children of their tribal culture, language, and appearance. There was a significant amount of abuse in the boarding schools with administrators, teachers, and staff often treating students harshly, including physical and sexual abuse and neglect. Moreover, children suffered serious illnesses and disease. Due to these harsh conditions many Indian youth returned home with mental and physical health problems that transcended for

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Traditional clothing was taken away from our children. The boys were given miniature copies of military uniforms with high collars, stiff shirts, and leather boots. Long cotton dresses and hard leather shoes were given to girls. Their Indian names were taken away from them and they received Americanized names. The Blue Starred Woman, a famous Native American child that attended a boarding school says that her original name meant absolutely nothing in the camp and they were never allowed to use it.

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This led to loss of identity, culture and tradition, which negatively effected Indigenous people; they often returned to their communities with no knowledge of how to survive and thrive in a traditional way. The education of children was of poor quality and was often forgone because the students needed to do work to support the school and keep it running. Arranged marriages were quite common, and this was to promote the ideas and worldview that was taught at residential schools. The speaking of Indigenous language and following of customs were strictly prohibited, which dramatically reduced Canadian Indigenous cultures because if an entire generation forgets it, it is gone. Furthermore, the treatment of students was very inhumane, children were punished very harshly, and the children were often verbally, physically, and sexually abused.

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government on the Native society was boarding schools that began in the late 19th century. Native children, as young as five years old, were taken from their families off the reservations thousands of miles away to boarding schools. One of those boarding schools was the Carlisle Industrial School, which opened in 1880, founded by Captain Richard Harry Pratt. The sole purpose of these schools was to assimilate the next generation of Native’s into the Anglo society. The boys were taught mechanical and agriculture skills, while the girls were taught domestic lessons such as sewing and cleaning.

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School Dress codes do not allow students to completely express their individuality. Schools want students to be able to think for themselves and create a sense of who they are, but it is not easy when they are forced to abide by rules that take away from from that. It should be a place of expressing ourselves freely in a learning environment without having to worry about what we wear as an interfering issue. The fact that the school system cares more about the student dress code than their education is an issue in itself. Schools should promote dress code individuality because of religious aspects, mental health, and human experience.

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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.

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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.

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