Search for "indigenous families system"

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Resistance and Residential Schools

Residential schools were government-sponsored religious schools that many Indigenous children were forced to attend. They were established to assimilate Indigenous children into Euro-Canadian culture. Indigenous parents and children did not simply accept the residential-school system. Indigenous peoples fought against – and engaged with – the state, schools and other key players in the system. For the duration of the residential-school era, parents acted in the best interests of their children and communities. The children responded in ways that would allow them to survive.

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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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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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Private School

Fee-supported educational institutions at the primary and secondary level not under direct government control have existed in Canada from the earliest years of white settlement to the present day. Until the 1830s, most schooling was private.

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Tenure

Generally, tenure is the holding of a secure position within an educational institution or system, although it can also refer to an individual's length of service in a particular position or system.

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Linguistic Anthropology

In Canada linguistics exists as a fully autonomous discipline, represented by about 12 independent programs, as well as by linguistic research within departments of English, various other language areas, education, philosophy, psychology, sociology and anthropology.

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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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Séminaire de Québec

Séminaire de Québec, an educational institution consisting of the Grand Séminaire and the Petit Séminaire. The former, fd 26 Mar 1663 by Mgr François de LAVAL, was to train priests and guarantee parish ministries and evangelization throughout the diocese. In 1665 it was affiliated with the Séminaire des Missions Étrangères de Paris.

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Women and Education

Although women have always been well represented in schools as students and teachers, it is possible, by examining women's participation in schooling, to understand how that participation has both reflected and produced the unequal position of women in society.

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Separate School

In both the US and Canada parents are free to choose to send their children to the state-run public SCHOOL SYSTEM or to a variety of private fee-paying schools.

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Financial Aid to Students

Some form of financial support to needy post-secondary students has been available in Canada for many years. Until 1939 this primarily took the form of privately funded assistance from universities and colleges to students with high scholastic achievement.

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Agricultural Education

Agricultural education in Canada occurs formally at at least 4 levels: school system, diploma (subdegree) level, university bachelor degree level, and postgraduate degree level (master's and doctoral).

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Education Policy

 The Education policy in each province is meant to ensure that a structure is in place which will allow for the development of the personal capacities of each individual.