Beginning in the 1870’s, over one hundred fifty thousand First Nations, Metis and Inuit children were forcibly taken from their families and placed in Indian Residential schools. Funded by the Canadian government and Christian led, the system sought to “kill the Indian in the child,” the last institution not closing until 1996.
The forcible assimilation of aboriginal children through the residential school system greatly contributed to the cultural genocide of Canadian aboriginals by breaking the links to their culture and identity, consequently threatening their existence as a group. The schools also forcibly assimilated the children into the “white-Canadian culture.” Further to this, the residential school employees inflicted physical harm on the students which left physical and emotional scars that prevented them from functioning in their communities in the long run. This essay employs the term ‘cultural genocide’ based on the definition provided by The Truth and Reconciliation Commission of Canada which states that, “
Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the targeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual leaders are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.”
Table of Contents
- Introduction
- The Role of Government-Appointed Missionaries
- Confiscation of Significant Items
- Language Suppression
- Forcible Assimilation into "White-Canadian" Culture
- Forced Name Changes
- Brutal Methods and Long-Term Effects
- The Inability to Heal and Integrate
- Legal Implications
Objectives and Key Themes
This essay aims to analyze the Canadian Residential School system and its role in the cultural genocide of Indigenous peoples. It examines the various methods employed by the schools to suppress Indigenous culture and forcibly assimilate Indigenous children into white-Canadian society.
- The destruction of Indigenous cultural practices and traditions.
- The forced assimilation of Indigenous children into white-Canadian culture.
- The long-term physical and psychological effects of the residential school system.
- The legal implications of the residential school system's actions and whether they constitute cultural genocide.
- The intergenerational trauma caused by the disruption of families and the loss of cultural identity.
Chapter Summaries
Introduction: This introductory section sets the stage by outlining the devastating impact of the Canadian Residential School system on First Nations, Métis, and Inuit children. It establishes the scale of the forced assimilation, the duration of the system (1870s-1996), and its explicit aim to "kill the Indian in the child." The introduction defines cultural genocide using the Truth and Reconciliation Commission of Canada's (TRC) definition and frames the essay's argument around this definition, highlighting the system's role in destroying Indigenous cultural structures and practices, ultimately threatening their existence as distinct groups.
The Role of Government-Appointed Missionaries: This section focuses on the significant role of government-appointed missionaries in actively suppressing Indigenous spiritual practices. It uses the example of the banning of ceremonies like the Potlatch and the Sun Dance, which were labeled as "devil worship," to illustrate how religious authorities actively worked to undermine Indigenous cultural identity and beliefs. The chapter explores how this suppression was a key component in the systematic dismantling of Indigenous cultural values.
Confiscation of Significant Items: This section discusses the deliberate confiscation and destruction of culturally significant objects from Indigenous children. Using the example of the Kamloops school, it demonstrates how the removal of these items actively contributed to the eradication of Indigenous cultural identity. The chapter emphasizes the symbolic significance of these objects and highlights how their destruction was a deliberate act to erase Indigenous heritage.
Language Suppression: This section examines the policy of language suppression implemented in the residential schools, which banned Indigenous languages and forced students to speak only English or French. It explores the crucial link between language and cultural identity, arguing that the suppression of Indigenous languages directly undermined students' ability to understand and express their cultural heritage. The chapter connects this language suppression to the TRC’s definition of cultural genocide, illustrating how it contributed to the overall destruction of Indigenous cultural structures.
Forcible Assimilation into "White-Canadian" Culture: This section delves into the deliberate attempt to forcibly assimilate Indigenous children into white-Canadian culture. It discusses the government's belief in the need to eradicate Indigenous ways of life, and how the residential school system aimed to transform Indigenous children into assimilated members of white-Canadian society. The chapter discusses the physical changes enforced, like hair cutting and skin bleaching, and highlights the paternalistic attitude that justified these actions as benevolent rather than genocidal.
Forced Name Changes: This section analyzes the practice of replacing Indigenous names with Christian names. The example of Ochankugahe being renamed David Kennedy illustrates how this practice stripped children of their identity and forced them to adopt an identity that did not reflect their cultural background. The chapter connects this practice to the TRC’s definition of cultural genocide, demonstrating how it challenged the children's group affiliations and contributed to the destruction of cultural identity.
Brutal Methods and Long-Term Effects: This section details the brutal methods employed in the residential schools, including physical abuse, sexual abuse, malnutrition, and unsanitary conditions. It emphasizes the long-term physical and psychological damage inflicted on students, leading to ongoing issues like drug addiction, intergenerational trauma, and mental health problems. The chapter connects these lasting consequences directly to the system’s genocidal actions.
The Inability to Heal and Integrate: This section explores the challenges faced by residential school survivors upon returning home, including language barriers and the inability to integrate into either Indigenous or white-Canadian society. The chapter highlights the resulting intergenerational trauma and the difficulties in rebuilding families and communities. It connects these lasting consequences directly to the TRC's definition of cultural genocide and its emphasis on the disruption of families and the transmission of cultural values.
Legal Implications: This section addresses arguments against the classification of the residential school system as cultural genocide, focusing on the lack of explicit mention of “cultural genocide” in international law. However, it counters this by referencing the UN definition of genocide, which includes mental harm to a racial or religious group—a harm undeniably caused by the residential school system.
Keywords
Canadian Residential Schools, Cultural Genocide, Indigenous Peoples, Assimilation, Intergenerational Trauma, Truth and Reconciliation Commission of Canada (TRC), Language Suppression, Spiritual Practices, Physical and Sexual Abuse, Identity Loss.
Frequently Asked Questions: Canadian Residential School System - A Comprehensive Analysis
What is the main focus of this document?
This document provides a comprehensive overview of the Canadian Residential School system, analyzing its methods and impact on Indigenous peoples. It examines the system's role in cultural genocide, drawing on the Truth and Reconciliation Commission of Canada's (TRC) definition. The document includes a table of contents, objectives and key themes, chapter summaries, and keywords.
What are the key themes explored in the document?
The key themes include the destruction of Indigenous cultural practices and traditions, forced assimilation into white-Canadian culture, the long-term physical and psychological effects of the system, the legal implications of its actions, and the intergenerational trauma caused by family disruption and cultural identity loss. Specific examples include language suppression, confiscation of significant items, forced name changes, and the role of government-appointed missionaries.
What methods were used to suppress Indigenous culture?
The residential schools employed various methods to suppress Indigenous culture, including the banning of ceremonies (like the Potlatch and Sun Dance), the confiscation and destruction of culturally significant objects, the suppression of Indigenous languages, forced assimilation into white-Canadian culture (including changes in appearance), and the forced adoption of Christian names.
What were the long-term effects of the residential school system?
The long-term effects were devastating, including physical and sexual abuse, malnutrition, unsanitary conditions, intergenerational trauma, mental health problems, drug addiction, and the inability to integrate into either Indigenous or white-Canadian society. These lasting consequences are directly linked to the system’s genocidal actions.
What is the document's stance on whether the residential school system constitutes cultural genocide?
The document argues that the residential school system's actions constitute cultural genocide, referencing the TRC's definition and the UN definition of genocide, which includes mental harm to a racial or religious group. While acknowledging arguments against this classification based on the lack of explicit mention of "cultural genocide" in international law, it emphasizes the undeniable mental harm inflicted by the system.
What are the legal implications discussed in the document?
The document addresses arguments against classifying the residential school system as cultural genocide, primarily focusing on the lack of explicit mention of this term in international law. However, it counters this by emphasizing the undeniable harm caused, aligning it with the UN definition of genocide which includes the mental harm inflicted upon a racial or religious group.
What specific chapters are included in the document?
The document includes chapters on the Introduction, the Role of Government-Appointed Missionaries, Confiscation of Significant Items, Language Suppression, Forcible Assimilation into "White-Canadian" Culture, Forced Name Changes, Brutal Methods and Long-Term Effects, The Inability to Heal and Integrate, and Legal Implications.
What keywords are associated with this analysis of the Canadian Residential School System?
Keywords include: Canadian Residential Schools, Cultural Genocide, Indigenous Peoples, Assimilation, Intergenerational Trauma, Truth and Reconciliation Commission of Canada (TRC), Language Suppression, Spiritual Practices, Physical and Sexual Abuse, and Identity Loss.
- Quote paper
- Samiha Jiwan (Author), 2017, The Canadian Residential School System and Cultural Genocide, Munich, GRIN Verlag, https://www.grin.com/document/388434
