Reconciliation In Rabbit Proof Fence

Indian Residential Schools is a horrible event that happened from the 1840s until the 1990s. From these past mistakes in judgement, the education system has added curriculum to bring more knowledge to the event. By doing this we read “Indian Horse” by Richard Wagamese which is a fictional novel based on true events. It is about an Ojibway boy who experienced the hardships before, during, and after the Indian Residential School. The importance of learning the past is to ensure that this can be prevented in the future, to recognize what happened, and to help those affected by Indian Residential Schools.

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.

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

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.

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…

In and of itself, residential schools have damaged Indigenous culture and ways of life; they forcibly altered Indigenous lifestyles and have long-lasting adverse effects on Indigenous communities and individuals alike. Cultural genocide originates

"One of the most damaging consequences of residential schools has been that so many Survivors, their families, and whole communities have lost the connection to their own cultures, languages, and laws. on page forty-six, the author mentions, "The opportunity to learn, understand, and practise the laws of their ancestors as part of their heritage and birthright was taken away." The law significantly impacted Indigenous people, making it more difficult for them to accept reconciliation. The laws protected people from their wrongdoing and stripped away Indigenous laws. As the author stated on page forty-eight, "Decisions not to charge or prosecute abusers allowed people to escape the harmful consequences of their actions.

After the residential school system was put to an end, there were thousands of people searching for compensation on the unnecessary abuse they had faced. From the 1980’s onward, former students have inaugurated legal campaigns in order to receive the acknowledgement, reorganization, and compensation needed from the federal government and the churches involved (Miller 10/10/12,03/04/15). The Indian Residential School Settlement Agreement (IRSSA) was put into place. It has established multi-million dollar funds, recognized the damage inflicted upon our indigenous peoples cultures, and help formers students recover. The IRSSA was implemented on September 19, 2007 and includes five main components; The Common Experience Payment, Independent Assessment

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.

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

In this essay, I'm going to argue to you that residential schools were harmful to indigenous people. Do you know why these schools were horrible well in Erin Hanson, article called The Residential School System, she says that the residents school system was an attempt to ‘kill the“Indian in the child”. And I agree with this, the Residential school was an attempt to take away indigenous kid's culture. Residential school survivors endured horrendous abuse from the so-called staff. Indigenous kids were forced away from their parents and most times never saw them again.

In the late 19th century the United States put a plan together to have policies against the American Indian people of North America. Although Indian Boarding schools ended, many of our Indian children never

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

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

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.