Native education in Canada following the residential school era

Type :

Term papers

Pages :

9 pages

Format :

.doc

Published date :

04/30/2009

Category :

Political science

Sub category :

Social sciences

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Summary :

Introduction
The Canadian government's establishment of industrial and residential schools
The view held by the Church missionaries designated with implementing the Residential school programs
The study of Saskatchewan Aboriginal youth by Schissel and Wotherspoon
The generations of children subjected to the racist residential schools
The Medicine Wheel: The direct opposite of the chaos of trying to destroy culture through brutal means,
Canada's Official Languages Act as noted by Fettes and Norton
Conclusion
Works cited

Abstract

The history of native-white relations in canada is historically, colonial in nature and paternalistic in design, and racist.(Miller: 185) In addition, schooling may not be an idealistic location of growth and study but rather as Metis educator Fyre Graveline (1998) contends, "ideological processing plants." (Graveline: 8) As an educator Graveline situates herself as a critical educator, a member of the Aboriginal community "responsible for giving back to the community that which I am learning...It is an act of reciprocity." (Graveline: 8) Thus, contemporary aboriginal educators have to deal with two strands or facets in their critical practice: the legacy of the residential schools and their impact on aboriginal cultures, and the problems of self-directed autonomous education that is interrogative of the school system, while advocating new more holistic and spiritual means through which children can be taught. As Graveline writes,
"The 'ecological consciousness of our Ancestors has been bombarded by the Eurocentric philosophies that are necessary to support industrial capitalism. Aboriginal beliefs are no longer shared by all North Americans, but our people and our traditions continue to exist. Tradition is not lost if it can be remembered and revitalized to symbolize a possible future." (Graveline: 8)