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Residential Education Case Study

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Critics of the schools consistently cited that separating the children from their community was abusive and was not justified, further, they regularly called for less direction by the government and religious institutions, and more Indian control (Miller, 1996). Many requests for reform were made to the Special Joint Committee between 1946-48 (Miller, 1996). The residential schools created a multitude of issues for graduates -- by having their culture essentially beat out of them, they could no longer fit in if they stayed on reserves; if they wanted to work outside of reserves, intense racism prevented them from attaining jobs, truly a no-win situation for these students (Miller, 1996). Briefs and requests for more standardized curriculae …show more content…
There were also requests made to integrate residential and public schools, which would have potentially prepared native students to become ‘citizens’ if they wished. Any positive changes the Special Joint Committee desired to implement, especially integration, were shot down by the revisions made to the Indian Act in 1951 which essentially did not allow for the alteration of native education (Miller, 1996). Roman Catholics also supported the disallowance of integrated schools, on one hand claiming that native students had inherent “psychological handicaps” that prevented them from being able to learn, and on the other hand also stated that it would “deprive the reserves of their best and brightest,” shorthand for ‘we do not want you and we will use any excuses possible’ (Miller, 1996, p. 391). Calls for increased funding during the 1950s were ignored, and by the 1960’s, the system began to collapse markedly, and in 1973, the federal government agreed to give control over whichever schools remained to aboriginal leaders (Miller, 1996). In 1996, the last existing residential school finally closed in Saskatchewan (Indian Residential Schools Educational Resources, …show more content…
Native students are often taught concepts and historical claims that are not reflective of their culture, quickly leading to feelings of isolation (Redman, 2010). In addition, it comes as no shock that racism persists in post-secondary institutions. Both factors, among others, are cause for the underrepresentation of native scholars in academia. Many students attest to the fact that they feel ignored and rejected by their non-native professors, and the Eurocentric teachings only serve to bolster these feelings (Redman, 2010). Tokenization is a serious issue as well -- native students are often expected, by peers and professors, to be “experts in all things ‘Indian’” (Redman,

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