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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.
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. In its dealing with Aboriginal people, Canada did all these things.
Canada asserted control over Aboriginal land. In some locations, Canada negotiated Treaties with First Nations; in others, the land was simply occupied or seized. The negotiation of Treaties, while seemingly honourable and legal, was often marked by fraud and coercion, and Canada was, and remains, slow to implement their provisions and intent.
Canada denied the right to participate fully in Canadian political, economic, and social life to those Aboriginal people who refused to abandon their Aboriginal identity. This was done not to educate them, but primarily to break their link to their culture and identity.
Macdonald, told the House of Commons in When the school is on the reserve the child lives with its parents, who are savages; he is surrounded by savages, and though he may learn to read and write his habits, and training and mode of thought are Indian. He is simply a savage who can read and write.
It has been strongly pressed on myself, as the head of the Department, that Indian children should be withdrawn as much as possible from the parental influence, and the only way to do that would be to put them in central training industrial schools where they will acquire the habits and modes of thought of white men.
When Canada was created as a country inCanadian churches were already operating a small number of boarding schools for Aboriginal people. As settlement moved westward in the s, Roman Catholic and Protestant missionaries established missions and small boarding schools across the Prairies, in the North, and in British Columbia.
Most of these schools received small, per-student grants from the federal government. Inthe federal government moved to establish three, large, residential schools for First Nation children in western Canada.
In the following years, the system grew dramatically. According to the Indian Affairs annual report forthere were eighty residential schools in operation across the country. For children, life in these schools was lonely and alien.
Buildings were poorly located, poorly built, and poorly maintained. The staff was limited in numbers, often poorly trained, and not adequately supervised.
Many schools were poorly heated and poorly ventilated, and the diet was meagre and of poor quality. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed.
The educational goals of the schools were limited and confused, and usually reflected a low regard for the intellectual capabilities of Aboriginal people.
For the students, education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining.
Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. In establishing residential schools, the Canadian government essentially declared Aboriginal people to be unfit parents.
Aboriginal parents were labelled as being indifferent to the future of their children—a judgment contradicted by the fact that parents often kept their children out of schools because they saw those schools, quite accurately, as dangerous and harsh institutions that sought to raise their children in alien ways.
Once in the schools, brothers and sisters were kept apart, and the government and churches even arranged marriages for students after they finished their education. The Mission, British Columbia, school opened in the early s and remained in operation until The residential school system was based on an assumption that European civilization and Christian religions were superior to Aboriginal culture, which was seen as being savage and brutal.
Government officials also were insistent that children be discouraged—and often prohibited—from speaking their own languages. Although, in most of their official pronouncements, government and church officials took the position that Aboriginal people could be civilized, it is clear that many believed that Aboriginal culture was inherently inferior.
This hostility to Aboriginal cultural and spiritual practice continued well into the twentieth century. InJohn House, the principal of the Anglican school in Gleichen, Alberta, became involved in a campaign to have two Blackfoot chiefs deposed, in part because of their support for traditional dance ceremonies.
Saskatchewan Archives Board, R-A Into the s and s, the prime mission of residential schools was the cultural transformation of Aboriginal children.Guide to Business Modelling Guide to Economic Indicators Although this book provides a step-by-step guide to business planning, it can also be A business planning model built in Microsoft’s Excel is available for the readers ofthis book.
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