12.2 Residential Schools: History, Impact, and Reconciliation Efforts
3 min read•august 6, 2024
Residential schools were a dark chapter in Canadian history, forcibly assimilating Indigenous children into Euro-Canadian culture. This system tore families apart, prohibited native languages and traditions, and inflicted lasting trauma on generations of Indigenous people.
Reconciliation efforts aim to address this painful legacy. The documented survivors' experiences, leading to government apologies and calls to action. Ongoing work seeks to heal wounds and build understanding between Indigenous and non-Indigenous Canadians.
Residential Schools and Assimilation
The Residential School System and its Devastating Impact
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- The was a network of government-funded, church-run schools established to assimilate Indigenous children into Euro-Canadian culture
- Children were forcibly removed from their families and communities, often at a young age, and placed in these schools where they were prohibited from speaking their native languages or practicing their cultural traditions
- Conditions in the schools were often poor, with inadequate food, clothing, and medical care, leading to high rates of illness and death among the students
- Many children experienced physical, emotional, and sexual abuse at the hands of school staff, leaving lasting trauma and contributing to intergenerational cycles of abuse and dysfunction in Indigenous communities
Assimilation Policy and Cultural Genocide
- The residential school system was part of a broader assimilation policy aimed at eradicating Indigenous cultures and identities
- This policy has been described as , as it sought to destroy the cultural, linguistic, and spiritual practices that were essential to Indigenous ways of life
- Indigenous children were forced to adopt European names, clothing, and customs, and were punished for speaking their native languages or engaging in traditional practices
- The , culture, and identity has had profound and lasting impacts on Indigenous communities, contributing to social and economic marginalization, as well as high rates of substance abuse, mental health issues, and suicide
The Legacy of Intergenerational Trauma and the Sixties Scoop
- The trauma experienced by residential school survivors has been passed down through generations, affecting the children and grandchildren of those who attended the schools
- This has contributed to a range of social and health problems in Indigenous communities, including high rates of poverty, addiction, and family dysfunction
- The , which involved the mass removal of Indigenous children from their families and communities in the 1960s and 70s, further compounded the trauma and loss experienced by residential school survivors and their descendants
- Many of these children were placed with non-Indigenous families, often without the consent or knowledge of their birth parents, leading to a further loss of cultural identity and connection to their communities
Reconciliation Efforts
The Truth and Reconciliation Commission and the Indian Residential Schools Settlement Agreement
- The Truth and Reconciliation Commission (TRC) was established in 2008 as part of the , which provided compensation to residential school survivors and their families
- The TRC's mandate was to document the history and legacy of the residential school system, and to promote healing and reconciliation between Indigenous and non-Indigenous Canadians
- Over the course of six years, the TRC gathered testimony from over 6,000 witnesses, including residential school survivors, their families, and former school staff
- The TRC's final report, released in 2015, included 94 calls to action aimed at addressing the ongoing impacts of the residential school system and promoting reconciliation between Indigenous and non-Indigenous Canadians
Apologies, Commemoration, and the National Centre for Truth and Reconciliation
- In 2008, Prime Minister Stephen Harper issued a formal on behalf of the Canadian government for the residential school system and its impact on Indigenous communities
- This apology was an important step in acknowledging the harm caused by the residential school system and the government's role in perpetuating this harm
- , held annually on September 30th, is a day of commemoration for residential school survivors and their families, and a reminder of the ongoing impacts of the residential school system (the orange shirt symbolizes the clothing and cultural identity stripped away from Indigenous children upon entering the schools)
- The , established in 2015, serves as a permanent archive for the records and testimony gathered by the TRC, and works to promote ongoing research, education, and dialogue around the residential school system and its legacy
Key Terms to Review (20)
Apology: An apology is a formal expression of regret or remorse for an action that has caused harm or offense. In the context of historical injustices, especially related to residential schools, apologies serve as a means of acknowledging past wrongs and are often seen as a critical step towards reconciliation and healing for affected communities.
BNA Act: The British North America Act, 1867 (BNA Act) was a landmark piece of legislation that created the Dominion of Canada by uniting the British colonies of Ontario, Quebec, New Brunswick, and Nova Scotia. This act laid the groundwork for Canada's federal structure and governance, establishing a framework for provincial and federal powers. Importantly, the BNA Act also set in motion the policies that would later impact Indigenous peoples, including the establishment of residential schools aimed at assimilating Indigenous children into Euro-Canadian culture.
Colonialism: Colonialism is the practice of acquiring and maintaining control over a territory and its people by a foreign power, often resulting in the exploitation of resources and cultural domination. This power dynamic typically involves settling colonizers in the territory, imposing their culture, laws, and systems on the indigenous populations, and often disregarding or undermining local customs and governance. In relation to the treatment of Indigenous peoples, colonialism is deeply connected to historical practices that sought to assimilate these populations into Western culture, significantly impacting their identities and ways of life.
Cultural genocide: Cultural genocide refers to the deliberate destruction of a group's cultural heritage, practices, and identity, often with the intent to erase their existence as a distinct group. This term is particularly relevant in understanding how specific policies and systems were implemented to undermine Indigenous cultures, languages, and ways of life, especially in the context of oppressive laws and educational institutions aimed at assimilation.
Duncan Campbell Scott: Duncan Campbell Scott was a Canadian poet, writer, and civil servant, known for his role as the head of the Department of Indian Affairs from 1913 to 1932. His policies significantly shaped the residential school system in Canada, which aimed to assimilate Indigenous peoples into Euro-Canadian culture. Scott's literary contributions often reflected his views on Indigenous identity, which were deeply intertwined with the detrimental impacts of assimilationist policies.
Idle No More: Idle No More is a grassroots movement that began in Canada in late 2012, aimed at promoting Indigenous rights and environmental protection. The movement arose as a response to perceived government negligence regarding treaty rights and environmental issues affecting Indigenous lands, seeking to empower Indigenous communities and raise public awareness of these challenges. It is not only a protest but also a call for solidarity among Indigenous peoples and their allies in advocating for social justice and environmental stewardship.
Indian Residential Schools Settlement Agreement: The Indian Residential Schools Settlement Agreement is a legal settlement reached in 2006 between the Canadian government, various churches, and Indigenous peoples who attended residential schools. This agreement aimed to compensate survivors of these schools for the emotional, physical, and sexual abuse they endured, as well as to promote healing and reconciliation within affected communities. The settlement represents a critical step toward acknowledging the harms caused by the residential school system and addressing its legacy in Canadian society.
Intergenerational trauma: Intergenerational trauma refers to the psychological, emotional, and social effects of traumatic experiences that are passed down from one generation to another. This phenomenon occurs when the descendants of individuals who have experienced significant trauma—such as cultural oppression or systemic abuse—exhibit symptoms of trauma, even if they did not directly experience the original event. The legacy of trauma can manifest in various ways, impacting family dynamics, cultural identity, and mental health across generations.
Loss of language: Loss of language refers to the decline or disappearance of a language within a community, often as a result of cultural assimilation, colonization, or systemic oppression. In the context of residential schools, Indigenous children were forcibly separated from their families and communities, leading to a significant erosion of their native languages and cultural identities. This process not only stripped individuals of their means of communication but also undermined the transmission of traditional knowledge and values across generations.
National Centre for Truth and Reconciliation: The National Centre for Truth and Reconciliation (NCTR) is a Canadian institution that was established to document the history and impact of the residential school system on Indigenous peoples. It serves as a hub for truth-telling, education, and reconciliation efforts, preserving the stories of survivors and their families while promoting awareness about the ongoing legacy of residential schools. The NCTR plays a crucial role in the broader reconciliation process by facilitating dialogue and understanding between Indigenous and non-Indigenous Canadians.
Numbered treaties: Numbered treaties are a series of agreements made between Indigenous peoples and the Canadian government from 1871 to 1921, aimed at defining land rights and establishing terms for the relationship between the two parties. These treaties were intended to facilitate the settlement of Western Canada by allowing the government access to land while providing Indigenous communities with certain rights and benefits. However, many Indigenous peoples feel that these treaties were often signed under duress and have led to significant disputes over land and resource rights, affecting their legacy in contemporary society.
Orange Shirt Day: Orange Shirt Day is a day of remembrance observed on September 30th each year, dedicated to honoring the survivors of residential schools in Canada and acknowledging the profound impact these institutions had on Indigenous communities. The day serves as a reminder of the ongoing effects of the residential school system and promotes awareness, education, and reconciliation efforts to address the historical injustices faced by Indigenous peoples in Canada.
Paul Martin: Paul Martin is a Canadian politician who served as the 21st Prime Minister of Canada from 2003 to 2006. He played a significant role in addressing the legacy of residential schools and promoting reconciliation efforts between Indigenous peoples and the Canadian government, particularly during his time as Minister of Finance and later as Prime Minister.
Reconciliation initiatives: Reconciliation initiatives refer to efforts and programs designed to address historical injustices and promote healing between Indigenous peoples and non-Indigenous Canadians. These initiatives aim to acknowledge the harms caused by policies like residential schools, facilitate dialogue, and foster mutual understanding and respect. By focusing on truth-telling, restitution, and relationship-building, these initiatives strive to create a more equitable society and to recognize the rights and cultures of Indigenous communities.
Residential school system: The residential school system in Canada was a government-sponsored initiative that aimed to assimilate Indigenous children into Euro-Canadian culture by removing them from their families and communities. This system operated from the late 19th century until the 1990s and is characterized by its significant social and cultural impact on Indigenous peoples, leading to generational trauma, loss of language and culture, and ongoing efforts for reconciliation.
Sixties Scoop: The Sixties Scoop refers to a period in Canada from the late 1950s to the 1980s when thousands of Indigenous children were taken from their families by child welfare services and placed into non-Indigenous foster homes or adopted by non-Indigenous families. This practice was rooted in the belief that Indigenous culture and parenting were inferior, and it significantly disrupted the cultural identity and familial connections of many Indigenous individuals, creating long-lasting impacts that echo through generations.
Treaty agreements: Treaty agreements are formal and legally binding contracts between two or more parties, often used to resolve disputes, define relationships, or establish specific rights and obligations. In the context of indigenous peoples and the Canadian government, these treaties have profound historical implications as they were intended to facilitate coexistence but frequently led to misunderstandings, broken promises, and significant cultural impacts.
Truth and Reconciliation Commission: The Truth and Reconciliation Commission (TRC) was established in Canada to address the historical injustices faced by Indigenous peoples, particularly in relation to the residential school system. Its purpose was to document the experiences of survivors, promote healing, and recommend ways to move forward towards reconciliation between Indigenous and non-Indigenous Canadians. The TRC played a vital role in acknowledging past wrongs and fostering a deeper understanding of the ongoing impacts of colonization.
Truth and Reconciliation Commission Calls to Action: The Truth and Reconciliation Commission (TRC) Calls to Action are a set of 94 recommendations aimed at addressing the legacy of residential schools in Canada and fostering reconciliation between Indigenous peoples and non-Indigenous Canadians. These calls are designed to promote healing, establish justice, and improve relationships by acknowledging the harm done and working towards meaningful change in various areas such as education, health, and governance.
United Nations Declaration on the Rights of Indigenous Peoples: The United Nations Declaration on the Rights of Indigenous Peoples is an international instrument adopted in 2007 that outlines the individual and collective rights of Indigenous peoples around the world. It emphasizes the right to self-determination, cultural preservation, and land rights, serving as a crucial framework for addressing historical injustices faced by Indigenous communities. This declaration connects to critical discussions about the impacts of colonial policies, such as the Indian Act and residential schools, highlighting the need for reconciliation and respect for Indigenous rights.