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Abuse in residential schools|Aboriginal residential schools
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Abuse in residential schools
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Aboriginal residential schools in 1920 were not compulsory and many Aboriginal children remained at home. Some Aboriginal parents reluctantly supported organized schooling because they wanted their children to be able to cope with their rapidly changing society.
However, Aboriginal parents' vision of educational opportunities for their children was ignored by those in power.
The conditions at Aboriginal residential schools in 1920 created an environment where infectious diseases thrived made worse by "overwork, underfeeding, and various forms of abuse."33 As is now widely known, the emotional, physical, spiritual, and sexual abuse of Aboriginal children and families by those entrusted to educating and caring for them for over 100 years resulted in profound personal and cultural loss and fuels the continued strong resistance to colonialism.
Aboriginal residential schools in 1920 families actively resisted sending their children to Aboriginal residential schools but they were rarely successful. The interruption in the passing of language and knowledge between generations, caused by the forced separation of children from their parents and extended family members, meant that many Aboriginal people grew up with little traditional knowledge of their culture. Aboriginal residential schools forced separation also destroyed the relationships of respect between generations and contributed to family conflict.
Parenting skills developed unevenly due to substance abuse, family violence, and sexual abuse. In the next two video clips, Sheila Dick reflects on her Aboriginal residential schools experience, particularly on being referred to as a "number."
The curriculum was hardly adequate. Native children in abuse in residential schools were taken away from their culture, language and teachers and did not go through their proper rites of passage. abuse in residential schools the stages of development preceding Elder hood are not adequately met, or if during childhood a young person is abused during their development, it is easy to see how so many unhealthy native people came out of the residential school system.
When the abuse in residential schools children became adults and Elders, they often passed on the abuse or emotional damage they endured in residential schools to their own children and families, beginning a cycle of abuse.
Arlene relayed her own poignant story about residential school abuse that has affected her family in a profound way. She emphasized the need to face the issue within families and to work together as a family or with counseling to help heal the wounds of residential school abuse.
