Neeganagwedgin

Author and Background

• Dr. Erica Neeganagwedgin

  • Assistant Professor at the Centre for World Indigenous Knowledge and Research, Athabasca University.

  • Of Taino ancestry from the Caribbean.

  • Graduate research focused on Indigenous Education in Canada.

  • Research interests: Indigenous Knowledge systems, Decolonizing pedagogy, Indigenous Research Methods, Sociological theories, History of Indigenous Education in North America, Comparative race/cultural relations.

Overview of the Residential School System

• Purpose: Assimilation of Indigenous peoples through "education" by government and churches.

• Duration: Over 150 years of forced removal of Indigenous children from homes, families, and communities.

• Survivor Narratives: Many survivors described their experience as similar to incarceration.

Resilience of Indigenous Peoples

• Despite systematic attempts to suppress Indigenous cultures, the resilience of Indigenous peoples is evident.

• Indigenous communities continue to speak their truths and work towards revitalization of their knowledge systems.

Historical Context

Indigenous Education Prior to European Contact

• Indigenous peoples had established knowledge systems and educational philosophies before European arrival.

• Societies were largely self-governing, determining their cultural, economic, religious, and educational practices.

Origin of Residential Schools

• Early Initiatives: Extension of residential schools can be traced back to the 1600s with Christian missionary work aimed at assimilating Indigenous peoples.

• Bagot Commission (1842-1844): Recommended agricultural boarding schools to eradicate Indigenous culture, advocating for separation from parental influence.

• Influential Figures: Egerton Ryerson and T.G. Anderson promoted sending Indigenous children away from home to ensure forgetting of Indigenous habits.

Experiences of Indigenous Children

• Forceful removals: Children taken under legal threats, often with the assistance of authorities.

• Life in Schools: Children separated from siblings, subjected to abuse, and prevented from speaking their languages.

• Physical Conditions: Overcrowded schools with neglectful living conditions leading to abuse and high mortality rates.

Assimilation Policies and Legislative Framework

• Indian Act (1876): Promoted assimilation and disallowed Indigenous cultural practices.

• Mandatory Attendance at Residential Schools (1920): Enforced children's attendance, further severing familial and cultural ties.

• Davin Report (1879): Validated a systematic approach to Indigenous education emphasizing early intervention for assimilation.

Legacy and Impact of Residential Schools

• Current Misconceptions: The physical closure of residential schools does not equate to the end of their impacts; their legacy persists in contemporary systems.

• Intergenerational Trauma: Many Indigenous families continue to experience trauma as a result of the residential school system, affecting multiple generations.

• Systemic Influence: Ongoing disparities in justice, child welfare, and education systems rooted in past policies.

Conclusion

• Cultural Resilience: Despite efforts aimed at cultural erasure, Indigenous peoples have maintained a connection to their heritage, emphasizing the importance of remembering and acknowledging history.

• Call to Action: Need for understanding and addressing the impact of historical injustices while fostering respect for Indigenous identities and rights.

• Contemporary Issues: Continued challenges regarding child welfare and the legacy of removal, with many more Indigenous children currently in care than during the residential school era.

References

• Aboriginal Healing Foundation reports.

• Works by various authors on trauma, identity, and the legacy of residential schools.

• Royal Commission on Aboriginal Peoples findings.

• Historical documentation regarding Indigenous education and assimilation policies.