The Consequences of the Residential School System for First Nation Communities

The Consequences of the Residential School System for First Nation Communities
Name
Institution
Course Title
Instructor
Date
The Consequences of the Residential School System for First Nation Communities
Introduction
The system of residential schools for the children of Aboriginal origin, was meant to separate them from their original families and any form of cultural connections in preparation for their assimilation into a culture that was new (Hudson, & MacDonald, 2012). They were to embrace the value systems of the Euro-Christian society of Canada under the leadership of Sir John A. Macdonald, the first Prime Minister of Canada (Hudson, & MacDonald, 2012). Residential schools had been around for a record period of over a century since their inception. They subjected these children to many ills for generations that have brought forth many experiences that have resulted into numerous court battles of high magnitude, in Canada. It is through the Truth and Reconciliation Commission of Canada (TRCC) that harmony is to be realized for smooth coexistence, as a nation. This paper seeks to unveil the repercussions of these residential schools, to the indigenous people in Canada, with an express aim of getting a feasible solution (Truth and Reconciliation Commission of Canada, 2015). It tries to underpin the reasons behind Canada’s stand on genocide of the people of the Aboriginal nature and how this is interpreted by the United Nations Genocide Convention and how Canada hopes to go about the compensation of those affected (Hudson & MacDonald, 2012).
As the narrative unfolds about the ill-treatment of the aboriginal community in Canada, Wagamese’s book Indian Horse (fictional account), reveals more, on the culture of sports. This was a way of including the native Aborigines into the European-Canadian way of living and culture. Hockey as a sport, was used thus making it very symbolic. The Aborigine children were supposed to be preoccupied in an activity that would distract them from engaging into aboriginal cultural practices that were physical in nature (Wagamese, 2012). The story talks about a fictitious character Saul Indian Horse, which was forcefully ejected from his family only to be confined in a residential school by the name St. Jerome’s (Wagamese, 2012). The author was keen to note the kind of treatment Saul went through as a student, at the school in the hands of the nuns and priests. The mistreatment was too much and the only solace for him, was the game of hockey that he adored. Through hardship, he excelled in the sport in a manner that was so impressive that he earned himself a spot in the most coveted Moose, a First Nations athlete team, based outside the residential school. This was indeed a breather for Saul since he viewed hockey as a redemption from the horror that was the norm at St. Jerome’s. As time passed on, Saul diminished his interest from the sport because of the violence from opponents (Wagamese, 2012). This was due to increased racism attributed to his team’s success. Along his career spot, internal resentment from team members and their white parents profiled him on racial grounds too, prompting him to wonder what his state as an Indian had to do with his being in the team (Wagamese, 2012). He therefore, authoritatively depicts hockey as a game that was meant for the whites of that time, and he actually finds this racist in the sense that there was a great deal of exclusion from the team if players happened to be of color (Wagamese, 2012). For any inclusion in the team, there was need for rigorous input on the part of the player and stringent vetting procedures by the authorities in office (Wagamese, 2012). The story goes on and on until Saul stops playing the game and gets anew occupation which finally ends in his drunkard mannerism. In the end, he loses everything, since the only reprieve, apart from what he lost, for example family, culture, and relationships formation being a difficult huddle, was hockey. However, through expended effort, he is able to overcome his drunkenness to go back to his ancestral home where he enjoys lasting peace. The peace enables him to get back to his sport that was a consolation for him, apart from abuse and trauma amidst devastation (Wagamese, 2012).
The story of Saul is a true reflection of what transpired in Canada, in the era of residential schooling. It is a depiction of how race can demean someone’s culture and also act as an agent of doom to another person’s culture and tradition. The reconciliation with the affected community, will not come easily, and so was the process of obtaining the claimed truth itself (TRCC, 2015). Initially, the express aim of Canada’s policy on aborigines, was to terminate the governance, right, treaties, religion, and culture of the Aborigine people. Aggressive assimilation approach was embraced to acculturate the Aborigines into the Euro-Canadian Christian culture. The system was meant to promote the Indians from the barbaric way of living and convert them into supportive and productive citizens (cbc.ca, 2017). Indian residential schools were a project of the Canadian government but had a church administration was in charge of their operations.
The overall impact of the treaty-making, European involvement and the conquests there after, did not have any positive outcomes in the sovereignty, health and the wellness of the Aborigines (Hudson...