Residential schools or previously called Government Funded Industrial Schools were a type of boarding school for First Nation, Metis and Inuit children. These institutions included classrooms, school grounds and student residences. The original infrastructure of the residential school was enforced with the belief that it was the government’s duty to teach the Indian population and help them adapt to be more functional members of the quickly approaching modern mainstream society. The government, partnered with the Catholic, Anglican, Methodist, United and Presbyterian Churches, took children from their family and educated them in the appropriate mannerisms and culture of the Europeans and the holy religion. Residential schools became federally active including involvement from the government in 1883, beginning with three schools on the prairies and spread through Canada.
The term residential schools refers to an extensive school system set up by the Canadian government and administered by churches that had the nominal objective of educating Aboriginal children but also the more damaging and equally explicit objectives of indoctrinating them into Euro-Canadian and Christian ways of living and assimilating them into mainstream Canadian society. The residential school system operated from the 1880s into the closing decades of the 20th century. The system forcibly separated children from their families for extended periods of time and forbade them to acknowledge their Aboriginal heritage and culture or to speak their own languages. Children were severely punished if these, among other, strict rules were broken. Former students of residential schools have spoken of horrendous abuse at the hands of residential school staff: physical, sexual, emotional, and psychological.
The 1997 Bringing Them Home Report documented the systemic removal of thousands of Indigenous Australian children from their families. (Atkinson) The removal of Indigenous children was widespread throughout Australia over a 40-year period from the 1930s. (Young, Zubrizycki) The Bringing Them Home Report which was produced by the Human Rights and Equal Opportunities Commission revealed widespread and systemic suffering of the Australian Indigenous community placed in institutional care. (Atkinson, NSW Department of Community Services) The report revealed horrific damage inflicted on the most vulnerable people in our society, Indigenous children. Removal was through official government policy of assimilation of Indigenous people.
The disappearance of 43 students from Ayotzinapa by a group of armed police force revived the discussion on the Rural Normal Schools in Mexico, bastions of the educational strategy in Mexico in the early twentieth century, now fighting for their survival. This is the story of forgetfulness of these schools which have suffered for decades. This model of education in Mexico today is dying. Most rural communities in Mexico offers, among numerous shortcomings, the almost total disarray, which puts them in the broader underdevelopment. Their economic, social and cultural levels are barely noticeable.
Socialization, 2012). The aboriginal children taken into residential schools were forced to forget any developed social behaviours. They were forced to assimilate with the European society and leave their identity behind. Primary socialization (the socialization which occurs from birth to adolescence which is mainly influenced by family [McClinchey, B. Socialization, 2013]) disappeared. Secondary socialization could not be formed because it built on previous experiences (McClinchey, B. Socialization, 2013); therefore, the schools erased the children’s primary socialization and stopped their secondary socialization from forming.
Case Study: Counts vs. Cedarville School District Situation The Counts v. Cedarville School District court case was about the Harry Potter book series. After receiving a complaint from a parent, the Cedarville School Board voted 3-2 to remove all of the books from the Harry Potter series from the open shelves of public school libraries. Students who wished to read or check out these books could do so only with written parental permission. Several students and their parents filed suit, seeking the return of the books to the open shelves. In the course of discovery, the School Board members who voted to remove the books acknowledged that they had not read many of the books and that they removed them because they exposed students to the "religion of witchcraft."
MARRIAGE AND FAMILIES TODAY ANN HARRIS LIBERTY UNIVERSITY Abstract Just a few decades ago, the term “family” held a different meaning than today. There was a father, mother and children together in one household. Divorce and single parenthood were practically taboo. Single parents, mainly unwed mothers, were sent away and shunned from society. The changes in therapy in the 1950s and social changes in the 1960s changed the way society viewed family.
Running head: ATTITUDE, LEGISLATION, AND LITIGATION Attitude, Legislation, and Litigation Tammie Johnson Grand Canyon University: SPE 226 April 1, 2012 Attitude, Legislation, and Litigation The education of students with disabilities has changed over the years. During the B.C. era students with disabilities were consider a disgrace, were shun by society, and the Greek philosopher Aristotle openly declared, “As to the exposure and rearing of children, let there be a law that no deformed child shall live“(Hardman, Drew, & Egan, 2009, p. 4) When children with disabilities were denied access from the public school system, they were taught separately from the general population and were placed in isolated special education classrooms. Through most of the history of public schools in America, services to children with disabilities were minimal and were provided at the discretion of local school districts. Until the mid 70’s, laws in most state actually allowed schools to refuse enrollment of students with disabilities; while on the other hand some students with special needs were admitted to the public school system and placed in regular classroom but did not receive the required special services, while other were served in special programs that were considered inadequate.
Because these children were separated from their families too soon, most of them grew up without knowing their family background, had no racial or cultural consciousness and even did not know who their parents were. According to the Professor Robert Manne’s estimate, there were about 25,000 children separated from their parents and no family could escape from the forcible policy at that time (Australia Human Rights Commission, 2012). For example, John Moriarty, one of the members of the stolen generations, was removed from his mother at the age of four (McMahon, 2008). He was banned from using his Yanyuwa language and returning home (2008). He said that he was deprived of his family’s love, his culture, and his bonds of his ancestors’ land through thousands of generations (2008).
Welfare Is Killing Indigenous Australians As part of 'the gat' program (group of Australian organisations working together to achieve health and life expectation equality for Australia's Indigenous people) welfare was first introduced to Indigenous people in 1959. Since, it has only caused further problems to the livelihood of these traditional land societies particularly vulnerable to these funds. Little progress has been made in fixing the dire conditions on Indigenous lands, where approximately 75,000 Aborigines and Torres Strait Islanders languish on welfare. This is where Indigenous dysfunction; literacy, poor health, alcohol and drug abuse, and violence is concentrated. Welfare essentially prevents indigenous people from seeking jobs