The impact of Indian residential schools on First Nation parenting in Saskatchewan

Abstract

The Indian residential school system in Canada is one issue that has been at the forefront of social and cultural revitalisation for Aboriginal people in recent years. The reason for this attention is the influence that this system has had on changing Aboriginal families and culture. Rueven Feuerstein identifies culture as "the process by which knowledge, values, and beliefs are transmitted from one generation to the next" (Feuerstein in Ballester, 1984, p. 32). Aboriginal people are attempting to reclaim the cultural losses suffered due to this system. One participant in this study stated, "do not deprive your children of their tradition, [let them] know their history and not be ashamed of who they are". This study examined the experiences of twenty-five (n=25) Aboriginal Saskatchewan participants who had attended residential school in Saskatchewan. The over-all focus consisted of the impact of their experiences on parenting. Aspects in this approach included memories,traumatic events and resolution suggestions from the participants. The findings in this study support the over-all focus consisted of the impact of their experiences on parenting. Aspects in this approach included memories, traumatic events and resolution suggestions from the participants. The findings in this study support the over-all views found in the literature that purport First Nation parenting to be a central factor impacted upon by the role-models who cared for the children at residential school. The examples available to the students in the schools for the most part were lacking due to the substandard parenting and nurturing examples that Aboriginal children experienced. Most of these twenty-five students were raised without support from their family and community and subjected to a system that was raised with abuse and lacked the healthy patterns that should prepare them for their role as parents.