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When it was recognized that residential and industrial schools were not succeeding in the process of assimilation as hoped, the focus shifted to integration in the late 1950s. However, some residential schools continued to operate until the late 1980s. Integration focused on placing Aboriginal students in public or separate schools without acknowledging their culture or traditions.
Overall, the education of Aboriginal students post-contact could be argued to be a negative experience. There is no debate as to whether or not residential schools succeeded in diminishing the cultural identity of many of its young students. Aboriginal children did not receive knowledge, traditions, cultural practices including language from their parents and communities as they were often separated from them for long periods of time. They did not learn the ways of
Western culture either, therefore it is argued that they are marginalized between two cultures. It is no surprise that the socialization process was interrupted and the state of Aboriginal controlled education is a very political and emotional topic today.
Introductory Activity
To introduce the topic of traditional and post-contact schooling systems present the following video to the students.
Mission School Syndrome: 1993, ACCESS-The Education Station
BPN 2063701. To contact: phone 780-440-7702 or internet at
www.accesslearning.com
The video is approximately 58 min long but it is possible to only show the beginning of the video as it conveys the most powerful message of residential school experiences. The history of residential schools is explored from the late 1800's to the 1960's. The video case studies the impacts of Yukon boarding schools upon Aboriginal culture, identity, and language.
It is suggested that the teacher watch the video in advance to enhance understanding and class discussion.
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Heritage Community Foundation Presents
