Davin report. Ethics of non-interference. An ethic of non-interference refers to a philosophical concept wherein individuals respect independence in decision making and thought. Fosterage practice. Fosterage practice is the process wherein children spend considerable time with extended family. Indian Residential Settlement Agreement. Implemented in , the Indian Residential Settlement Agreement is a class action settlement established between the Canadian government and approximately 86, Indigenous people that had attended residential schools.
Inductive discipline. Inductive discipline is a child rearing practice whereby an adult explains to the child how their actions or misbehaviour impacts others. Intergenerational trauma. Intergenerational trauma or historical trauma are lasting psychological inflictions resulting from a people's multigenerational suffering. Mohawk institute.
Observational learning. Observational learning happens when one watches another perform a task or behave in a certain way. Post-traumatic stress disorder. Post-traumatic stress disorder is a mental illness caused from an often violent or traumatic experience.
Many died trying to escape the schools to reunite with their family. In this context of ritual abuse and cultural genocide, Wilson-Fontaine said that survivors of residential schools often experienced difficulty forming loving relationships and were apt to reproduce cycles of violence they experienced as children at the hands of the church.
Following her presentation Wilson-Fontaine took questions from Unifor members that primarily focused on taking action as activists and allies.
Yet the schools remained underfunded and abuse continued, and many teachers and workers continued to lack proper credentials to carry out their responsibilities. In the meantime, the government decided to phase out segregation and began incorporating Indigenous students into public schools. Although these changes saw students reaching higher levels of education, problems persisted. Many Indigenous students struggled in their adjustment to public school and to a Eurocentric system where Indigenous knowledges were excluded, fostering discrimination by their non-Indigenous peers.
Post-secondary education was strongly discouraged for Indigenous students because those who wanted to attend university would have been enfranchised. The process to phase out the residential school system and other assimilation tactics was slow and not without reversals. The residential school system in Canada lasted officially for almost years, and its impacts continue on to this day.
In part, this is the legacy of compromised families and communities left by the residential schools. Starting in , residential schools in Canada began to decline in numbers. In , the Department of Indian Affairs calculated fifty-six remaining schools, excluding the Northwest Territories.
By , the same institution reported sixteen, and one decade later, eleven. By , the Department of Indian Affairs registered no remaining residential schools in operation. In many ways, this is a misconception. According to the Report of the Aboriginal Justice Inquiry of Manitoba , several generations of Indigenous Peoples were denied the development of parenting skills not only through their removal from communities and families but also from the severe lack of attention paid to the issue by school officials.
The residential schools were operational through several generations of Indigenous Peoples so the process of healing from these damages will also take several generations -a process that has already begun, but has not been easy nor has it been simple. The historic, intergenerational, and collective oppression of Indigenous Peoples continues to this day in the form of land disputes, over-incarceration, lack of housing, child apprehension, systemic poverty, marginalization and violence against Indigenous women, girls, and 2SLGBTQQIA peoples, and other critical issues which neither began nor ended with residential schools.
Generations of oppressive government policies attempted to strip Indigenous Peoples of their identities not only through residential schools but also through other policies including but not limited to: the implementation and subsequent changes to the Indian Act; the mass removal of Indigenous children from their families into the child welfare system known as the Sixties Scoop ; and legislations allowing forced sterilizations of Indigenous Peoples in certain provinces, a practice that has continued to be reported by Indigenous women in Canada as recently as ; and currently, through the modern child welfare systems which continue to disproportionately apprehend Indigenous children into foster care in what Raven Sinclair has called the Millennium Scoop.
It is a tool in the genocide of Indigenous Peoples. I have just one last thing to say. To all of the leaders of the Liberals, the Bloc and NDP, thank you, as well, for your words because now it is about our responsibilities today, the decisions that we make today and how they will affect seven generations from now.
My ancestors did the same seven generations ago and they tried hard to fight against you because they knew what was happening. They knew what was coming, but we have had so much impact from colonization and that is what we are dealing with today.
Thank you for the opportunity to be here at this moment in time to talk about those realities that we are dealing with today. What is it that this government is going to do in the future to help our people? Because we are dealing with major human rights violations that have occurred to many generations: my language, my culture and my spirituality.
I know that I want to transfer those to my children and my grandchildren, and their children, and so on. What is going to be provided? That is my question. I know that is the question from all of us. That is what we would like to continue to work on, in partnership. Read the full transcript and watch the video here. The residential schools heavily contributed to educational, social, financial and health disparities between Indigenous Peoples and the rest of Canada, and these impacts have been intergenerational.
The school system was dramatically underfunded. Food was often spoiled and in short supply. Children went hungry. Many the schools were badly built; poor ventilation led to high rates of deadly tuberculosis.
The buildings, many with locked windows and no fire escapes, became firetraps in which children perished.
About 7, children died in the schools, according to available records. But the real death count, says the Truth and Reconciliation Commission probing the history and impact of the schools, is much higher and may never be known. A welcome email is on its way. If you don't see it, please check your junk folder. The next issue of Ottawa Citizen Headline News will soon be in your inbox. We encountered an issue signing you up. Please try again.
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