Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Residential Schools (Genocide)
Transcript of Residential Schools (Genocide)
8 Stages Of Genocide
- Unlike most examples of genocide, the extermination stage in residential schools was not geared towards the destruction of a group of people, but rather the elimination of their culture.
- Aboriginal students placed into residential schools were striped of their identity and forced to assimilate into the dominant culture.
- They had their hair cut short and were dressed in uniforms.
- It was forbidden for Aboriginal students to speak their languages or to practice any of their customs/traditions.
- If any rules were to be violated, they would be severely punished.
- Constant emotional and psychological abuse occurred at residential schools, while physical abuse was used as a form of punishment. Along with that, sexual abuse was common.
- Abuse, overcrowding, poor sanitation, and severely inadequate food/health care resulted in a numerous amount of deaths.
- Although the initial goal of residential schools did not involve the killing of Aboriginal children, it resulted in a shockingly high death toll.
- There is no direct denial as to residential schools happening, but the fact that “Aboriginal culture” was striped from the students tend to be forgotten or pushed aside.
- The main points of focus generally are the dehumanization and polarization stages, rather than the extermination stage of the culture.
- Those who deny that residential schools were harmful to the world altogether, justify their perspective by presenting views such as “at least the Aboriginal children received education.”
- Residential schools presented more negative than positive results.
- The schools weakened the Aboriginal culture greatly, along with family ties.
- In 2008, Prime Minister Stephen Harper brought residential schools to the light and formally apologized for Canada’s role in the system.
> “Today, we recognize that this policy of assimilation was wrong, has caused great harm, and has no place in our country.”
> “The government now recognizes that the consequences of the Indian residential schools policy were profoundly negative and that this policy has had a lasting and damaging impact on Aboriginal culture, heritage, and language.”
> “The government of Canada sincerely apologizes and asks the forgiveness of the aboriginal peoples of the country for failing them so profoundly.”
- The residential school system separated children from their families and friends.
- It did not allow them to acknowledge their Aboriginal heritage, culture, or language(s).
- Students forced into these schools were assimilated into the dominant culture of the time since theirs was thought to be inferior.
- Residential schools striped Aboriginal children of their cultural identity, and disconnected them from all that they had known growing up.
- Legal guardianship of students was assumed by the principal(s) of the residential school.
- In order to prepare for cultural extermination of Aboriginal culture, amendments to the Indian Act, 1876 in 1884 provided the creation of Indian residential schools.
- Over 150,000 First Nations, Inuit, and Metis children (ages 4-16) are estimated to have attended residential schools in Canada.
- There were strict rules that ensured children accepted and adapted to the languages, religious beliefs, and ways of life that they were taught at the residential schools.
> For example, students caught speaking their native tongue would be dealt with using extreme abuse such as the puncturing of their tongues with needles.
- Like its name, the preparation stage prepared for the extermination of Aboriginal culture.
- After the processes of classification and symbolization, dehumanization is the next stage.
- Mass violences, sexual abuse, and hatred was directed at the Indigeneous individuals in residential schools.
- Euro-Canadians poisoned water, pilfered lands, and desecrated the students' ancestor's bones/graves.
- Aboriginal people were characterized as savages and therefore, looked at as inferior.
- Along with that, there was the belief that any individual who was not Christian was either an animal or sub-human.
- Duncan Campbell Scott was the Deputy Minister of Indian Affairs and the administrator of the residential school system for Canadian Indigenous people.
- His objective was to continue this system until there was no longer any trace of Aboriginal culture in anyone.
- He wanted to assimilate Aboriginal children into the Euro-Canadian culture by placing them into residential schools.
- A system called the "half-day system" was formed, in which students spent half the day in the classroom and the other at work.
- Residential schools were predominantly funded and operated by the Government of Canada, Roman Catholic, Anglican, Methodist, Presbyterian and United churches.
- Students put into residential schools were distinguished by their ethnicity.
- Society was divided and there was a power struggle between Aboriginals and Euro-Canadians.
- Residential schools cut Indigenous youth from their families, history, culture, and language.
- Under the Indian Act, people who earned a university degree would automatically lose their Indian status.
- Women who married non-status men were no longer classified with their original status.
> Children had their Aboriginal names changed to blend in with the Euro-Canadians at the time.
- Instead of having languages, types of dress, names, or traditions that set them apart from other ethnic groups, students at residential schools were forced to assimilate.
> Residential schools did not allow children to speak their native tongue.
> Traditional ceremonies such as the Sun Dance and Potlatch were banned.
*The Sun Dance was banned because it promoted the Aboriginal culture and transferred titles within the community.
*The Potlatch was banned because people were sharing their belongings rather than improving the economy by investing in goods.