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Indian residential school survivors and state‐designed ADR: A strategy for co‐optation?
Author(s) -
FunkUnrau Neil,
Snyder Anna
Publication year - 2007
Publication title -
conflict resolution quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.323
H-Index - 21
eISSN - 1541-1508
pISSN - 1536-5581
DOI - 10.1002/crq.175
Subject(s) - residential school , neglect , state (computer science) , government (linguistics) , principal (computer security) , political science , sociology , socioeconomics , criminology , economic growth , psychology , psychiatry , linguistics , philosophy , algorithm , computer science , economics , operating system
Abstract The history of the Indian residential school system, which began officially in Canada in 1879, is marked by the persistent neglect and abuse of children and, as a result, of Aboriginal communities in general. The residential schools were an attempt to undermine the existence of Aboriginal communities and families. The federal government wanted Aboriginal people to assimilate into Canadian society. According to Duncan Campbell Scott, the principal architect of Indian residential school policy, “Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic, and there is no Indian question and no Indian Department. … I want to get rid of the Indian problem” (Titley, 1986, p. 50). In many communities, every child between the age of five and eighteen was taken from his or her family and put in residential schools.