Search for "Indigenous Peoples in Canada"

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Intergenerational Trauma and Residential Schools

Historical trauma occurs when trauma caused by historical oppression is passed down through generations. For more than 100 years, the Canadian government supported residential school programs that isolated Indigenous children from their families and communities (see Residential Schools in Canada). Under the guise of educating and preparing Indigenous children for their participation in Canadian society, the federal government and other administrators of the residential school system committed what has since been described as an act of cultural genocide. As generations of students left these institutions, they returned to their home communities without the knowledge, skills or tools to cope in either world. The impacts of their institutionalization in residential school continue to be felt by subsequent generations. This is called intergenerational trauma.

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Métis Experiences at Residential School

Although the first residential schools in Canada were established with the intention of assimilating First Nations children into Euro-Canadian culture, Métis and Inuit children were also institutionalized in such facilities. Métis children experienced similar day-to-day conditions to those of other students in residential schools, but they were often considered “outsiders” by their peers and administrators. This perception affected their experiences within these institutions in particular ways.


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Lillian Elias

Lillian Elias (whose Inuvialuktun name is Panigavluk) is a teacher, language activist and a residential school Survivor (born 1943 in the Mackenzie Delta, NT). Influenced by her time at residential school, where administrators attempted to forcefully strip her of her language and culture, Elias has spent much of her life promoting and preserving her first language, Inuvialuktun (see Inuvialuit).

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Education of Indigenous Peoples in Canada

Before contact with Europeans, Indigenous peoples educated their youth through traditional means — demonstration, group socialization, participation in cultural and spiritual rituals, skill development and oral teachings. The introduction of European classroom-style education as part of a larger goal of assimilation disrupted traditional methods and resulted in cultural trauma and dislocation. Reformers of Indigenous education policies are attempting to reintegrate traditional teachings and provide more cultural and language-based support to enhance and improve the outcomes of Indigenous children in the education system.

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Sandra Perron (Primary Source)

Sandra Perron was a captain in the Royal 22e Régiment of the Canadian Forces. She served on peacekeeping missions overseas. Perron completed two tours in former Yugoslavia where she helped many displaced Bosnian children find shelter and much needed care. Listen to Perron’s story as she details her experiences as a Canadian Peacekeeper.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Article

Carol Elizabeth Duffus (Primary Source)

Carol Elizabeth Duffus was a Staff Officer and Tactical Table Trainer with the Women’s Royal Canadian Naval Service (WRCNS) during the Second World War. Women such as Carol Duffus made important contributions to the war effort, carving a path for future generations of women to join the Canadian Armed Forces. Listen to Duffus’ first-hand account of her service.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Article

Sheila Elizabeth Whitton (Primary Source)

During the Second World War, Sheila Elizabeth Whitton was a coder for the Canadian Navy. Whitton was sent to England in preparation for D-Day to work on coding machines instrumental to the Allies’ success. Read and listen to Whitton’s recount of the loss of her husband in the war and the resilience she had to put forward.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Article

Elizabeth “Betty” Dimock (Primary Source)

Elizabeth “Betty” Dimock’s great ambition during the Second World War was to become a nurse. She registered in the South African army to treat wounded soldiers from the North African Campaign. Read and listen to Dimock’s story below.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Article

Dorothy Lutz (Primary Source)

At the age of 16, Dorothy Lutz served in the Second World War as an electrical welder in the Halifax shipyards. During the Second World War, Lutz and millions of women worked with military machinery and equipment. Listen to Lutz’ achievements as a trailblazer on the home front.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Article

Corinne Kernan Sévigny (Primary Source)

At only 16 years old, Corinne Sévigny enlisted with the Canadian Women’s Army Corps during the Second World War. Sévigny served as a driver and was one of millions of women who helped with the war effort either overseas or at home. Read and listen to Sévigny’s story in which she details the extraordinary accomplishments of her fellow women-at-arms.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Article

John Baptist James “John the B” Marchand (Primary Source)

John “the B” Marchand from Okanagan Reserve #1 was a Bren gunner during the Second World War. He served in the infantry from 1943 to 1945. Learn more about Marchand’s time in the trenches during the Italian Campaign.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.