Impact of the Residential School System on “Women’s Roles”

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Canada’s Aboriginal people are known as a population with major cultural significance. These people are those recognized by the Constitution of Canada as “the descendants of the original people of North America” (Waldram. 2007). One would infer that from the definition of where these people come from, that they are extremely in touch with this country, it’s land, and their identity. However sadly, this is not the case. At the start of the twentieth century there was concern that the Aboriginals were becoming extinct, however not so much in the context of their physical population, but more in a sense of culture loss. This diminishing heritage was a result of European colonization. Identity looks at an individual’s sense of self inclusive of how they are treated, and evaluated by those that surround them (Weigert.1977). From this socially constructed perspective of self, it can be understood how colonization and the introduction of a new population would confuse the Aboriginal mindset on identity. Naturally, confusion and loss of self-understanding specifically from residential schools had consequences. The relationship between colonization and substance abuse through lowered self –esteem is clear (Waldram. 2007). Thus, Identity loss due to colonization and assimilation, specifically during the period of residential schools, forced a loss of Aboriginal women’s traditional roles. Therefore, putting Canada’s Aboriginal women at a high risk for, victims of violence, substance abuse and suicide. When looking at the Aboriginal communities of Canada, one of the first things to be recognized is just how rich the heritage, culture and Indigenous identity is. The foundation of these communities is woven within their morals, values and Aboriginal traditions. Their culture is so unique from those of European domain that it is a feat in itself that it has survived the

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