Residential Schools

Residential Schools
Name
Institutional Affiliation
The world has seen different institutional systems that are meant to offer educational services. Each system is designed to serve a specific function and to offer education that is beneficial to the community. Canada experienced the residential schools as instituted by the European settlers (Wilk, Maltby & Cooke, 2017). The Canadian society was made up of the Aboriginal people, and the settlers felt that the culture was retrogressive. The residential schools had economic and social effects on the Canadian society.
The European settlers felt that the Aboriginal people were lagging in terms of development and educational enlightenment. The settlers introduced the residential schools so as to isolate the children from the communities (Travers, 2017). They felt that the isolation would offer a chance to educate the children and to eliminate the social concepts that were seen as retrogressive. The schools were influenced by social forces as the settlers tried to change the cultural values among the Aboriginal people (Park, 2016). The settlers attempted to assimilate the children into a culture they felt was dominant.
The residential schools were also meant to propagate economic concepts. The children were not allowed to acknowledge the local culture or speak their language. The education would help the children interact with other societies. This would later help shape the society in terms of issues such as economic empowerment (Jacklin, 2009).

The settlers felt that they had introduced a superior system that would ensure the Aboriginal people adopted concepts such as trade and economics (Walls & Whitbeck, 2011). The residential schools would help expose the community to the different aspects of socio-economic interactions (Miller, 2018). The schools were expected to help the indigenous communities achieve economic self-sufficiency. This was meant to ensure the communities were not dependent on the government.
References
Jacklin, K. (2009). Diversity within: Deconstructing Aboriginal community health in Wikwemikong Unceded Indian Reserve. Social Science & Medicine, 68(5), 980-989. doi: 10.1016/j.socscimed.2008.12.035
Miller, J., Residential Schools in Canada (2018). In The Canadian Encyclopedia. Retrieved from https://www.thecanadianencyclopedia.ca/en/article/residential-schoolsPark, A. S. J. (2016). Remembering the children: decolonizing community-based restorative justice for Indian Residential Schools. Contemporary Justice Review, 19(4), 424–444. https://doi.org/10.1080/10282580.2016.1226818Travers, K. J. (2017). Residential Schools and Reconciliation: Canada Confronts Its History. American Indian Culture & Research Journal, 41(4), 153–155. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=131103698&site=eds-liveWalls, M., & Whitbeck, L. (2011). Distress among Indigenous North Americans. Society And Mental Health, 1(2), 124-136. doi: 10.1177/2156869311414919
Wilk, P., Maltby, A., & Cooke, M. (2017). Residential schools and the effects on Indigenous health and well-being in Canada—a scoping review. Public Health Reviews, 38(1). doi: 10.1186/s40985-017-0055-6