Beginning in the 1870’s, over one hundred fifty thousand First Nations, Metis and Inuit children were forcibly taken from their families and placed in Indian Residential schools. Funded by the Canadian government and Christian led, the system sought to “kill the Indian in the child,” the last institution not closing until 1996.
The forcible assimilation of aboriginal children through the residential school system greatly contributed to the cultural genocide of Canadian aboriginals by breaking the links to their culture and identity, consequently threatening their existence as a group. The schools also forcibly assimilated the children into the “white-Canadian culture.” Further to this, the residential school employees inflicted physical harm on the students which left physical and emotional scars that prevented them from functioning in their communities in the long run. This essay employs the term ‘cultural genocide’ based on the definition provided by The Truth and Reconciliation Commission of Canada which states that, “
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. Languages are banned. 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.”
Table of Contents
1. “Killing the Indian in the Child”: The Canadian Residential School System and Cultural Genocide
Research Objectives and Themes
This essay explores the historical impact of the Canadian Residential School system on First Nations, Metis, and Inuit children, specifically analyzing how the system functioned as a mechanism of cultural genocide through forced assimilation, language suppression, and the systematic dismantling of spiritual and social traditions.
- The role of the residential school system in the cultural genocide of Canadian Aboriginals.
- Methods of forced assimilation, including the banning of spiritual practices and language suppression.
- The psychological and long-term physical impact of residential schools on survivors and their descendants.
- The intersection of Christian-led indoctrination and government policies in erasing indigenous identity.
- The justification of genocidal actions through paternalistic attitudes and the labeling of indigenous traditions as "uncivilized."
Excerpt from the Book
“Killing the Indian in the Child”: The Canadian Residential School System and Cultural Genocide
Beginning in the 1870’s, over one hundred fifty thousand First Nations, Metis and Inuit children were forcibly taken from their families and placed in Indian Residential schools. Funded by the Canadian government and Christian led, the system sought to “kill the Indian in the child,” the last institution not closing until 1996. The forcible assimilation of aboriginal children through the residential school system greatly contributed to the cultural genocide of Canadian aboriginals by breaking the links to their culture and identity, consequently threatening their existence as a group. The schools also forcibly assimilated the children into the “white-Canadian culture.” Further to this, the residential school employees inflicted physical harm on the students which left physical and emotional scars that prevented them from functioning in their communities in the long run. This essay employs the term ‘cultural genocide’ based on the definition provided by The Truth and Reconciliation Commission of Canada which states that, “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. Languages are banned. 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.” (Truth and Reconciliation Commission of Canada 1).
Summary of Chapters
“Killing the Indian in the Child”: The Canadian Residential School System and Cultural Genocide: This section outlines the history of the residential school system, the definition of cultural genocide used in the analysis, and the initial methods of forced assimilation through the suppression of spiritual and cultural identity.
Keywords
Residential Schools, Cultural Genocide, Indigenous Peoples, Forced Assimilation, Truth and Reconciliation Commission, Canada, Christian Missionaries, Language Suppression, Cultural Identity, Intergenerational Trauma, Colonialism, Human Rights, Social Engineering, Paternalism, Decolonization
Frequently Asked Questions
What is the fundamental focus of this document?
The document investigates the Canadian Residential School system as a tool for cultural genocide against First Nations, Metis, and Inuit people, examining its long-term impact on identity and community survival.
What are the primary themes discussed?
Central themes include forced cultural assimilation, the systemic destruction of indigenous languages and spiritual practices, the physical and sexual abuse of students, and the resulting intergenerational trauma.
What is the primary objective of this research?
The essay aims to categorize the activities of the Canadian Residential School system as a form of "cultural genocide" based on official definitions and historical evidence.
Which scientific or theoretical framework is applied?
The author primarily utilizes the definition of "cultural genocide" provided by the Truth and Reconciliation Commission of Canada to evaluate the school system’s policies and their consequences.
What topics are covered in the main body?
The main body covers the banning of rituals, the suppression of indigenous languages, the forced changing of names to Christian ones, and the pervasive abuse that left physical and psychological scars on the victims.
Which keywords best characterize this work?
Key terms include Residential Schools, Cultural Genocide, Forced Assimilation, Indigenous Identity, and the Truth and Reconciliation Commission.
How did the residential school system use language suppression as a tool of assimilation?
By banning native languages, the system restricted students' ability to articulate their own cultural identity and forced them to adopt the values and worldviews of white-Canadian culture.
Why does the author argue that the system constitutes a genocidal act?
The author argues that by destroying the political, social, and spiritual institutions of the group—and by disrupting families to prevent cultural transmission—the system meets the criteria for cultural genocide.
What role did Christian missionaries play in the residential schools?
Missionaries were often in charge of these schools and played a central role in banning indigenous spiritual practices, which they frequently labeled as "devil worship" to justify their suppression.
What is the significance of name changing in the context of residential schools?
Replacing indigenous names with Christian ones served to strip children of their primary identity, separating them from their tribal affiliations and forcing them into a non-indigenous cultural structure.
- Quote paper
- Samiha Jiwan (Author), 2017, The Canadian Residential School System and Cultural Genocide, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/388434
