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Residential schools in Canada were an extensive education program established by the government incoherent with the administered churches. This program was created in the late 1800s by the Canadian government in an effort to assimilate Indigenous people into the dominant culture (Miller, 2012). These were times when the world was opening its borders for growth, and other societies and nations were in the process of forming allies with stronger parties. The Western influence was heavier on the Canadians, while the Aboriginals were strongly resistant, and the government and church collaborated. Therefore, as the program gained more ground in the system, the government saw an opportunity to assimilate the indigenous Canadian culture. The residential program in Canada has had a devastating effect on the young generation of the indigenous people of Canada and their culture. The residential program sought to eradicate traditional Indigenous practices and beliefs by removing Indigenous children from their homes and placing them into residential schools. The adoption of the residential school program in the country significantly affected the young generation of indigenous Canadians and their culture.
After the government initiated the residential education program in Canada, all parents who had young children were required by law to register them in these education facilities. At these schools, children were forced to learn the English language, as well as the Christian religion, while traditional Indigenous cultural practices were banned. The education programs and the schedules followed by these institutions were contrary to the aboriginal Canadians. They were focused on reducing the gap levels in the whole education system and a guaranteed overall increase in student performance (Campbell, 2021). These initiatives provided the government and church with the reins to manipulate and influence the beliefs and futures of these students without any consideration of the trauma and difficulties they would have to endure in learning and living within their society. There are tough punishments for those who fail to meet requirements and many responsibilities that are all supposed to be attended to within their schedules. The children find themselves confused by their regular schedules and those to be followed at school.
As a result, the children were deprived of the opportunity to learn and practice their traditional culture. Bringing children from different ethnicities together in schools might have helped create unity and understanding. However, these children had different customs, and restricting them to a new regime without familiarity killed their beliefs and foundation with culture and society. Western education was teaching them to participate in a different society, Canada had not changed and traditions were highly respected. Schools focused on reducing the gaps in education levels and student success but failed to consider systematic dysfunctionality and discrimination. These children were being denied an opportunity to enjoy their lives as they struggled to coexist within different systems.
Children were physically, mentally, and sexually abused while attending residential schools, leaving many with long-term emotional and psychological trauma. Initiation into these schools required all new students to be presentable, in that they had to shave their hair, use uniforms and follow the timetable. These were new restrictions that were forced on children, and most of them must have felt violated. They were introduced to new diets and health care programs in these schools which were unorthodox compared to traditions. According to research, many aboriginal children who participated in residential schools developed serious medical and mental disorders during their lives. In these institutions, rapid changes in healthcare, education, self-care, and feeding regimens caused serious challenges for the indigenous Canadian children.
Compared to the general worlds population, aboriginal Canadians suffer from disproportionate increases in diabetes, hypertension, substance abuse, mental health concerns, and overall morbidity and mortality in relation to their short life expectancy. Research to determine the root cause of these issues requires an analysis of the social determinants of health to develop an understanding (Kim, 2019). The above-mentioned system has been used to explain social-scale inequities in healthcare, the environment, and the socioeconomic sector. Through research gathered from these influencer sectors, an intermediary to social determinants of health is established, making assessment easy. The colonial government did not initiate any culturally aware agenda in their residential programs, which eventually caused all these health-related issues in Canada. The indigenous juniors were exposed to colonial prejudistic programs that caused them to question their beliefs and themselves. The new teachings stood against the aboriginal culture forcing the young to develop their own belonging in the society.
Furthermore, the residential program has had a long-term detrimental effect on the relationship between Indigenous and non-Indigenous people in Canada. The residential school system has created a deep sense of mistrust and animosity between the two groups, which has been passed down from generation to generation. These institutions were a means by the government to alienate the indigenous culture. Using the children who were easily manipulated and influenced gave them the upper hand; however, these children were accustomed to different ways of life. During the sessions at school, the youths were not under intense pressure to fit into their societies, and they felt equal and comfortable because of similar attire and education schedules. However, after they were released for vacations, their culture and traditions would mount expectations and responsibilities their education was trying to eradicate. As a result, the young generation of Indigenous people has grown up feeling alienated from the dominant culture and uncertain of their place in Canadian society.
The residential program had a devastating effect on the culture of the Indigenous people of Canada. By banning traditional practices and beliefs, the residential schools have caused a disconnection between the younger generations and their traditional culture. This disconnect has caused a decline in the language, ceremonies, and other aspects of the cultural heritage of Indigenous people. Unlike children whose relatives and families have participated in residential education programs, new students feel torn between different systems, and they are still expected to function normally within each (Barker et al., 2019). Both the Western and the Canadian cultures did not understand the values of their opposition. Hence, no immediate actions were taken by either party to gradually initiate the young generation. Due to this unexpected problem, many aboriginal juniors have lost their way of life. Cases of drug abuse and the establishment of rehabilitation facilities to counter the abuse problem continue to increase steadily in Canada. Therefore, the main purpose of the aforementioned historical events was to curb the substance abuse issue and facilitate the assimilation of the aboriginal children into Canadian culture.
In conclusion, the residential program has had a significant negative impact on the young generation of the Indigenous people of Canada and their culture, there is no longer a balance between the elderly and the young. The program has created mistrust between Indigenous and non-Indigenous people, contributed to the decline of Indigenous culture, and caused long-term emotional and psychological trauma for pupils who attended the residential schools. The youth and the elderly in Canadian society no longer have similar desires. The nation is struggling to develop a firm foundation as all the different factions are consistently fighting for control. It is essential that steps are taken to heal the wounds caused by the residential program and ensure that future generations of Indigenous people in Canada are able to connect with their culture and feel a sense of belonging in Canadian society.
References
Barker, B., Sedgemore, K., Tourangeau, M., Lagimodiere, L., Milloy, J., Dong, H., Hayashi, K., Shoveller, J., Kerr, T. & DeBeck, K. (2019). Intergenerational trauma: The relationship between residential schools and the child welfare system among young people who use drugs in Vancouver, Canada. Journal of Adolescent Health, 65(2), 248-254. Web.
Campbell, C. (2021). Educational equity in Canada: The case of Ontarios strategies and actions to advance excellence and equity for students. School Leadership & Management, 41(4-5), 409-428. Web.
Kim, P. J. (2019). Social determinants of health inequities in indigenous Canadians through a life course approach to colonialism and the residential school system. Health Equity, 3(1), 378-381. Web.
Miller, J. (2012). Residential schools in Canada. Web.
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