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Residential Schools
An essay about Residential Schools
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Answer
Residential Schools
Residential schools started in the 1840s in Markham, Ontario, by the Canadian government and the church. The original purpose of residential schools was to integrate aboriginal children into Canadian society and education. Still, the founders later admitted that the true mission was to remove the aboriginal children from the influence of families and culture and assimilate them into the dominant culture. This goal of this essay is to discuss the residential school system.
Aboriginal students received poor education at the residential schools, and lessons were in English and French, which many aboriginal children did not speak. The teaching staff was also underqualified and classes began early with a bell that summoned children to attend the mass first, then performing chores before breakfast. Three hours’ classes followed the chores, and more chores followed before supper. Children spent more time on religious activities on Sundays and holidays included more work and play in the residential schools. Thus, many children in the residential schools did not see their families for years, thus affecting parenting style and family structures (Cowan, 2020).
Physical abuse and sexual abuse flourished in the residential schools. Speaking the aboriginal language, wetting the bed, escaping from the school, smiling at the opposite sex, or even sibling was punished by whipping and humiliation (Wilk, Maltby & Cooke, 2017). Children suffered emotional distress as they lived in fear installed by the teaching staff in their hearts and minds.
In summary, many of the children died from diseases and abuse they received in residential schools. The flawed education system and victims losing trust in the Canadian government led many aboriginal children not to complete schooling, thus began the cycle of poverty in their society.
References
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Cowan, K. (2020). How the residential schools led to intergenerational trauma in the Indigenous Canadian population influences parenting styles and family structures over generations. Canadian Journal of Family and Youth/Le Journal Canadien de Famille et de la Jeunesse, 12(2), 26-35.
Wilk, P., Maltby, A., & Cooke, M. (2017). Residential schools and their effects on the Indigenous health and well-being in Canada—a scoping review. Public health reviews, 38(1), 1-23.
Appendix
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Appendix A:
Communication Plan for an Inpatient Unit to Evaluate the Impact of Transformational Leadership Style Compared to Other Leader Styles such as Bureaucratic and Laissez-Faire Leadership in Nurse Engagement, Retention, and Team Member Satisfaction Over the Course of One Year
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