The Education of Indian Children in Canada PDF Download

Author: Canada. Indian Affairs Branch. Education Division
Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 140

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Author: Jean Barman
Publisher: UBC Press
ISBN: 077484485X
Category : Education
Languages : en
Pages : 181

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Book Description
The two volumes comprising Indian Education in Canada present the first full-length discussion of this important subject since the adoption in 1972 of a new federal policy moving toward Indian control of Indian education. Volume 1 analyzes the education of Indian children by whites since the arrival of the first Europeans in Canada. Volume 2 is concerned with the wide-ranging changes that have taken place since 1972.

Author: David Wallace Adams
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 422

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The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man." Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a "total institution" designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism.

Author: Isabelle Knockwood
Publisher: Lockeport, N.S. : Roseway
ISBN:
Category : Political Science
Languages : en
Pages : 168

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The Indian Residential School in Shubenacadie, Nova Scotia, was established by the Canadian government in 1929 to provide residential education to orphan, destitute, neglected, and other Mi'kmaw Indian children aged 7-16. Since many Indian parents were poor and unable to provide for their children, they felt the school was a chance for their children to have adequate clothing and food as well as an education. The parents did not understand that when they signed school registration papers, they were transferring guardianship of their children to the school principal. The school's staff of 10 nuns and a priest (principal) provided room and board and education to an annual population of about 200 until the school closed in 1967. The 5-year-old author and her brother and sister were sent to the school in 1936. She was a resident at the school for 11 years. This book relates her memories, and other students' memories, of their life at the school: physical, emotional, and sexual abuse by the nuns and priest; inadequate food and clothing; lack of care when ill or injured; enforced labor in the kitchen, laundry, barn, and fields; and beatings for speaking their native language. Even though some children were allowed to go home for summer vacation and parents were allowed to visit on Sunday, no student was allowed to permanently leave the school. The school's suppression of the children's Indian language, culture, and heritage caused severe social and personal adjustment problems, which are related through quotations from former students. Rumored to have been built on an old Indian burial ground, and haunted, the remnants of the school mysteriously burned down in 1986. Government officials and the Catholic church apologized to Native people for treatment at the school in 1991. Chapters are: "Origins" (nonformal Native education and child rearing); "Everyday Life at the School"; "Work and Play"; "Rewards and Punishments"; "Ghosts and Hauntings"; "Resistance"; "The End of the School"; "The Official Story"; and "Out of the Depths." Includes photographs. (SAS) -- from ERIC dbase.

Author: Jean Barman
Publisher: UBC Press
ISBN: 0774845244
Category : Education
Languages : en
Pages : 269

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Book Description
The two volumes comprising Indian Education in Canada present the first full-length discussion of this important subject since the adoption in 1972 of a new federal policy moving toward Indian control of Indian education. Volume 1 analyzes the education of Indian children by whites since the arrival of the first Europeans in Canada. Volume 2 is concerned with the wide-ranging changes that have taken place since 1972.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 129

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Author: Theodore Fontaine
Publisher: Heritage House Publishing Co
ISBN: 192661366X
Category : Biography & Autobiography
Languages : en
Pages : 210

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"Theodore Fontaine lost his family and freedom just after his seventh birthday, when his parents were forced to leave him at an Indian residential school by order of the Roman Catholic Church and the Government of Canada. Twelve years later, he left school frozen at the emotional age of seven. He was confused, angry and conflicted, on a path of self-destruction. At age 29, he emerged from this blackness. By age 32, he had graduated from the Civil Engineering Program at the Northern Alberta Institute of Technology and begun a journey of self-exploration and healing.

Author: Peter Henderson Bryce
Publisher: Government Printing Bureau
ISBN:
Category : Indians of North America
Languages : en
Pages : 34

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Author: John S. Milloy
Publisher: Univ. of Manitoba Press
ISBN: 0887554156
Category : History
Languages : en
Pages : 696

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“I am going to tell you how we are treated. I am always hungry.” — Edward B., a student at Onion Lake School (1923) "[I]f I were appointed by the Dominion Government for the express purpose of spreading tuberculosis, there is nothing finer in existance that the average Indian residential school.” — N. Walker, Indian Affairs Superintendent (1948) For over 100 years, thousands of Aboriginal children passed through the Canadian residential school system. Begun in the 1870s, it was intended, in the words of government officials, to bring these children into the “circle of civilization,” the results, however, were far different. More often, the schools provided an inferior education in an atmosphere of neglect, disease, and often abuse. Using previously unreleased government documents, historian John S. Milloy provides a full picture of the history and reality of the residential school system. He begins by tracing the ideological roots of the system, and follows the paper trail of internal memoranda, reports from field inspectors, and letters of complaint. In the early decades, the system grew without planning or restraint. Despite numerous critical commissions and reports, it persisted into the 1970s, when it transformed itself into a social welfare system without improving conditions for its thousands of wards. A National Crime shows that the residential system was chronically underfunded and often mismanaged, and documents in detail and how this affected the health, education, and well-being of entire generations of Aboriginal children.

Author: Jean Barman
Publisher: UBC Press
ISBN: 9780774802659
Category : Education
Languages : en
Pages : 276

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Book Description
Lectures, essays and Addresses on the history of Native Peoples education in Canada.