The history of residential schools in Nova Scotia: past failures and future prospects
LE3 .A278 2006
Bachelor of Arts
History & Classics
The objective of this thesis was to prove that the federal government in Canada did not succeed in their attempts to abolish through education a culture so rooted in language and tradition as that of the Mi'kmaq and Maliseet of Nova Scotia. The educational curriculum taught to First Nations children was purposely designed to assimilate them into European-Canadian society; however it failed. Both the federal government and the school authorities at Shubenacadie neglected to provide adequate necessities of life to the children. In edition, they lacked compassion and consideration for Native culture and language. Children were alienated from their own community and were made to feel inadequate in Euro-Canadian society. Ultimately the system failed the children. Although initially the effects of Residential Schools were devastating, Native communities have since rebounded and a new political consciousness has awakened. It was the National Indian Brotherhood in 1972 that spearheaded the movement for a better future in education for First Nations. The federal government is no longer exclusively making decisions about Native education. Instead, it is required to work in cooperation with Native leaders in preparing new educational policies concerning. I concluded that Nova Scotia has the most progressive policy for First Nations education. The province was the first in Canada to allow the leaders of the Chapel Island First Nations Reserve to ultimately control what would be taught in the Mi'kmawey school. Because of the landmark success Mi'kmawey school has had, there is a new standard in education. The federal government must officially recognize the new influence Native leaders have in creating and implementing policy for the educational curriculum taught to First Nations people.
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