Indigenous Studies 3140F

Ashlee Dixon
251171969
November 29th, 2023

Indigenous Residential Schools: Unveiling Historical Trauma and Paving the Path to
Reconciliation
Introduction:

As a person with a strong interest in social justice and history. My research on the subject

of Indigenous residential schools is motivated by a sincere desire to comprehend the complex

effects of these establishments on Indigenous people around the globe. By researching this

subject, I intend to acquire a thorough grasp of the realities faced by Indigenous families and

their children in the setting of residential schools. The terrible effects of cultural assimilation

programs were a major influence on my preconceptions, but I was also curious about the

complex ways that these policies appeared in social and familial settings. My goal in conducting

a thorough study was to challenge presumptions, widen my viewpoint, and add to the current

conversation about truth, reconciliation, and Indigenous rights.

Impact on Children and Families:

Residential schools have had a significant and lasting impact on the lives of Indigenous

children and families (Bombay et al, 2011). One intentional tactic used to undermine Indigenous

family systems was the forcible separation of children from their families. Denied the

opportunity to bring up their kids in their cultural setting, parents had to deal with the painful

reality of seeing their sons and daughters removed to far-off institutions (Bombay et al, 2011). In

addition to destroying close familial ties, this split made it harder for cultural information and

customs to be passed down from one generation to the next (Hackett et al, 2016). From the

repression of Indigenous languages and traditional practices to the pervasiveness of physical,

emotional, and sexual abuse, the trauma inflicted upon the children within these schools took

many forms (Bombay et al, 2011). The psychological effects, family dynamics, and cultural
continuity of Indigenous groups are all still being negatively impacted by the wounds from this

terrible past.

The preservation of Indigenous history was significantly impacted by the residential

school system's suppression of Indigenous languages and customs. Language is a means of

passing along customs, values, and tales from one generation to the next and a bearer of cultural

information (Hackett et al, 2016). Residential schools broke this crucial connection by forbidding

the use of Indigenous languages, hastening the loss of linguistic variety among Indigenous

communities (Bombay et al, 2011). The prohibition of traditional customs made Indigenous

children feel even more disconnected (Bombay et al, 2011). Within the walls of these

institutions, customs that were essential to Indigenous societies; ceremonies, dances, and

storytelling, for example, were either actively discouraged or prohibited. Consequently, the next

generation was left with fractured cultural identities and faced the difficulty of piecing together a

history that had been purposefully destroyed (Bombay et al, 2011).

The intergenerational trauma that Indigenous communities continue to experience is a

clear result of residential schools. Indigenous peoples' mental, emotional, and social well-being

has been impacted by the experiences of abuse, cultural repression, and familial disturbance that

have been passed down through the centuries (Bombay et al, 2011). Numerous manifestations of

the trauma have been identified, such as increased rates of drug abuse, marital violence, and

difficulties with parenting (Hackett et al, 2016). Residential school trauma is difficult to recover

from, and it takes time (Bombay et al, 2011). To end the broken cycles in their families and

communities, many survivors have made it their life's work (Bombay et al, 2011). Indigenous
youth are experiencing a loss of dignity and identity, which has led to a surge in efforts to

reclaim and restore Indigenous languages and traditional practices (Hackett et al, 2016).

Residential schools had a profound effect on Indigenous family structures that went well

beyond the specific experiences of the students who attended there (Hackett et al, 2016). The

forced separation of children from their parents and communities was one of the main ways that

these schools affected families. The intentional approach to disrupt the transfer of cultural

knowledge and threaten the basis of Indigenous cultures was the policy of taking children from

their homes and sending them to far-off residential schools (Hackett et al, 2016). The

heartbreaking reality of having their children taken away without permission was confronted by

parents (Hackett et al, 2016). In addition to weakening the ties within immediate families, the

loss of parental control over their children's education and upbringing also undermined the

transmission of cultural knowledge and customs between generations. In an attempt to break the

links that connected Indigenous children to their traditional history and assimilate them into a

Western, Christian worldview, family structures were purposefully dismantled (Hackett et al,

2016). Within Indigenous communities, the trauma that children in residential schools

experienced had a knock-on impact. It was difficult for parents who had survived the same

institutions to help and guide their children emotionally because they were typically dealing with

psychological scars of their own (Hackett et al, 2016). In Indigenous families, the disintegration

of conventional parenting roles and the loss of cultural continuity created a vacuum that fueled

problematic cycles that continue to this day (Hackett et al, 2016).

Basis for Interest and Preconceived Ideas:

social justice. Even though I hold a fair amount of knowledge and understanding of what

residential schools are and the impacts they had on the Indigenous community, I can admit it was

somewhat surface-level. I had a preconceived notion that these organizations mostly aimed to

destroy Indigenous cultures, without taking into account the severe trauma that people

experienced or the damage they did to families. My objective was to challenge and expand on

these assumptions through my research, realizing the need for a more complex understanding

that takes into account the lived experiences of individuals who are affected.

Historical Knowledge Acquisition:

Through my research, I was shown how Indigenous residential schools encompass a

history that was characterized by institutionalized discrimination, erasure of culture, and endless

breaches of human rights (MacDonald and Hudson, 2012). Ultimately, it was the intention of

many nations such as; the United States, Canada, Australia, and New Zealand, to get rid of

Indigenous languages, customs, and ways of life by imposing Eurocentric values upon them

(MacDonald and Hudson, 2012). Unfortunately, residential schools were made possible by laws

such as; Canada's Indian Act showing how intentional and well-coordinated the attempt was to

integrate Indigenous people into the majority society (MacDonald and Hudson, 2012). The

historical data revealed the profoundly embedded institutional issues that enabled the

establishment and operation of residential schools, which gave crucial background for

understanding the current effects (MacDonald and Hudson, 2012). To establish control over the

lands they had claimed, European powers throughout the colonial era established indigenous

residential schools in several countries. For example, in Canada, the Indian Act of 1876
​​
authorized the establishment of residential schools and granted the government the power to

mandate attendance for pupils who are Indigenous (MacDonald and Hudson, 2012).

Assimilationist techniques, which were founded on the notion that Indigenous cultures were

inferior and needed to be eradicated to "civilize" Indigenous peoples, provided the rationale for

these institutions (MacDonald and Hudson, 2012).

To address the historical injustices that Indigenous peoples suffered at the hands of

residential schools, several nations have established Truth and Reconciliation Commissions

(MacDonald and Hudson, 2012). Canada established the Truth and Reconciliation Commission

of Canada (TRC) to document the history and legacy of these facilities and provide a platform

for survivors to share their stories (MacDonald and Hudson, 2012). The TRC made several

recommendations in its final report, which was released to the public in 2015, to address the

legacy of residential schools, promote reconciliation, and offer a path forward (MacDonald and

Hudson, 2012).

Contemporary Relevance:

In today's world, the effects of Indigenous residential schools continue to be a noteworthy

and pertinent topic. The mental health and general well-being of Indigenous communities have

been negatively impacted by the intergenerational trauma created by these establishments

(Hackett et al, 2016). Many current issues, including the disproportionate number of Indigenous

children placed in foster care, the disproportionate number of Indigenous people involved in the

criminal justice system, and the continuous fight for land and resource rights, are rooted in the

historical trauma caused by residential schools (Bombay et al, 2011). Acknowledging this
historical background is essential to addressing the issues that Indigenous communities are

facing now and moving toward true reconciliation (Hackett et al, 2016).

Cross-Cultural Understanding and Relationships:

To forge connections and bridge cultural gaps between Indigenous and non-Indigenous

communities, one must have a solid understanding of the history of Indigenous residential

schools (MacDonald and Hudson, 2012). Dispelling myths is a crucial step in the process of

facing prejudices and appreciating the diversity of Indigenous cultures (Bombay et al, 2011).

People can overcome the misconception that Indigenous cultures are less advanced, for instance,

by becoming familiar with the many rituals, dialects, and artistic expressions of these groups

(Bombay et al, 2011). Promoting openness is also necessary to address the root causes of

problems that Indigenous people and communities face, such as social injustice and

intergenerational trauma. Education about the horrifying history of residential schools helps both

Indigenous and non-Indigenous people to have a better informed and caring perspective on these

issues.

Encouraging respectful representation is also important because the mainstream media

sometimes propagates false impressions and prejudices about Indigenous peoples (Hackett et al,

2016). Knowing the consequences of residential schools enables individuals to evaluate how

they are represented in the media and encourages respectful, accurate portrayals that contribute

to an educated public discourse about Indigenous customs (Hackett et al, 2016). Understanding

the historical resilience of Indigenous communities amid the challenges posed by residential

schools can catalyze collaboration (MacDonald and Hudson, 2012). Collaborative efforts to

protect and revive Indigenous languages, rituals, and artistic expressions are one way that both
Indigenous and non-Indigenous communities may demonstrate their commitment to appreciating

the assets of Indigenous cultures and fostering self-determination (MacDonald and Hudson,

2012).

Furthermore, this knowledge can promote policies and movements for self-determination

that protect Indigenous peoples' rights to their land and resources. The development of empathy

is the cornerstone of building trust between Indigenous and non-Indigenous cultures (Hackett et

al, 2016). Comprehending the deep-rooted historical trauma inflicted by residential schools

fosters empathy and facilitates comprehension of the challenges faced by modern Indigenous

families, such as forced family separations (MacDonald and Hudson, 2012). To sum up, using

knowledge about Indigenous residential schools is essential to breaking down barriers, fostering

empathy, and building long-lasting relationships that respect and support the right of Indigenous

peoples to self-determination and cultural renewal (Hackett et al, 2016).

Personal Impact:

Researching Indigenous residential schools has been a transformative experience that has

challenged my preconceptions and strengthened my commitment to social justice. The

significance of elevating Indigenous perspectives, acknowledging past injustices, and actively

engaging in the current reconciliation process has been emphasized. I am now more aware of the

complexities of cross-cultural connections, which have an impact on both my academic

perspective and interpersonal ones. By recognizing the rights and history of Indigenous peoples

and using this knowledge in my everyday actions, I wish to contribute to the creation of a society

that is more compassionate, inclusive, and respectful.

which goes beyond scholarly understanding. My awareness of the details of cross-cultural

encounters has increased as a result of reading about people who have overcome adversity and

persevered. I am now more aware of the value of carefully listening to different points of view

and comprehending the historical background that influences the experiences of people with

various cultural origins.

In my personal life, this increased understanding has resulted in concrete steps like

actively looking for chances to interact with and gain knowledge from Indigenous cultures.

Engaging in cultural events, contributing to community dialogues, and endorsing Indigenous-led

projects are just a few of the individual pursuits that have become essential to my mission to

promote tolerance and compassion. In the end, I try to be an ally in my everyday interactions by

dispelling myths and encouraging a more polite, inclusive conversation. This introspective

journey highlights my goal to support the creation of a society that respects and honours the

rights, cultures, and viewpoints of Indigenous peoples.

Conclusion:

In summary, this research paper has emphasized how legislation mandating cultural

assimilation can have terrible consequences, as seen in the example of Indigenous residential

schools (Bombay et al, 2011). These institutions bring about unspeakable pain for Indigenous

children and their families that lasts for decades (Bombay et al, 2011). It is our responsibility to

stop the intentional erasure of languages, cultural practices, and family systems that still cause

harm to indigenous people.

Bombay, A., Matheson, K., & Anisman, H. (2011). The impact of stressors on second generation

Indian Residential School Survivors. Transcultural Psychiatry, 48(4), 367–391. https://

doi.org/10.1177/1363461511410240

Hackett, C., Feeny, D., & Tompa, E. (2016). Canada’s residential school system: Measuring the

intergenerational impact of familial attendance on health and Mental Health Outcomes.

Journal of Epidemiology and Community Health, 70(11), 1096–1105. https://doi.org/

10.1136/jech-2016-207380

MacDonald, D. B., & Hudson, G. (2012). The genocide question and Indian residential schools

in Canada. Canadian Journal of Political Science, 45(2), 427–449. https://doi.org/

10.1017/s000842391200039x