Dorinda is among the 40 local champions appointed by the Australian Prime Minister as People of Australia Ambassadors in His career spans television, radio and print coverage of international news and current affairs in both South Africa and Australia. Janice Petersen is an Australian television presenter.
Speaker, I stand before you today to offer an apology to former students of Indian residential schools. The treatment of children in Indian residential schools is a sad chapter in our history. In the 's, the federal government, partly in order to meet its obligation to educate aboriginal children, began to play a role in the development and administration of these schools.
Two primary objectives of the residential schools system were to remove and isolate children from the influence of their homes, families, traditions and cultures, and to assimilate them into the dominant culture. These objectives were based on the assumption aboriginal cultures and spiritual beliefs were inferior and unequal.
The government of Canada built an educational system in which very young children were often forcibly removed from their homes, often taken far from their communities.
Many were inadequately fed, clothed and housed. First Nations, Inuit and Metis languages and cultural practices were prohibited in these schools. Tragically, some of these children died while attending residential schools and others never returned home.
The government now recognizes that the consequences of the Indian residential schools policy were profoundly negative and that this policy has had a lasting and damaging impact on aboriginal culture, heritage and language. The legacy of Indian residential schools has contributed to social problems that continue to exist in many communities today.
It has taken extraordinary courage for the thousands of survivors that have come forward to speak publicly about the abuse they suffered.
It is a testament to their resilience as individuals and to the strength of their cultures. The government recognizes that the absence of an apology has been an impediment to healing and reconciliation.
Therefore, on behalf of the government of Canada and all Canadians, I stand before you, in this chamber so central to our life as a country, to apologize to aboriginal peoples for Canada's role in the Indian residential schools system.
To the approximately 80, living former students, and all family members and communities, the government of Canada now recognizes that it was wrong to forcibly remove children from their homes and we apologize for having done this. We now recognize that it was wrong to separate children from rich and vibrant cultures and traditions, that it created a void in many lives and communities, and we apologize for having done this.
We now recognize that, in separating children from their families, we undermined the ability of many to adequately parent their own children and sowed the seeds for generations to follow and we apologize for having done this.
We now recognize that, far too often, these institutions gave rise to abuse or neglect and were inadequately controlled, and we apologize for failing to protect you. Not only did you suffer these abuses as children, but as you became parents, you were powerless to protect your own children from suffering the same experience, and for this we are sorry.
The burden of this experience has been on your shoulders for far too long. There is no place in Canada for the attitudes that inspired the indian residential schools system to ever again prevail. You have been working on recovering from this experience for a long time and in a very real sense, we are now joining you on this journey.
The government of Canada sincerely apologizes and asks the forgiveness of the aboriginal peoples of this country for failing them so profoundly. In moving towards healing, reconciliation and resolution of the sad legacy of Indian residential schools, implementation of the Indian residential schools settlement agreement began on September 19, Years of work by survivors, communities, and aboriginal organizations culminated in an agreement that gives us a new beginning and an opportunity to move forward together in partnership.
A cornerstone of the settlement agreement is the Indian residential schools truth and reconciliation commission. This commission presents a unique opportunity to educate all Canadians on the Indian residential schools system.
It will be a positive step in forging a new relationship between aboriginal peoples and other Canadians, a relationship based on the knowledge of our shared history, a respect for each other and a desire to move forward together with a renewed understanding that strong families, strong communities and vibrant cultures and traditions will contribute to a stronger Canada for all of us.
God bless all of you and God bless our land. Harper's apology - it touches the tip of the iceberg. I will congratulate him on this, he has gone further than any Prime Minister has gone to-date in acknowledging Canada's inglorious past mistreatment of First Nation Peoples, but, he didn't go overboard.
Today, I would encourage National Chief Phil Fontaine, and others, to keep in mind that our First Nations are owed an apology for a long list of horrors perpetuated against our Peoples by Canadian and British colonial governments. A few examples, the extermination of the Beothuk, the use of scalp proclamations to try to exterminate the Mi'kmaq, medical experimentation, Indian Act sections that barred us from pool rooms, from hiring lawyers to fight our claims, centralization in the Maritimes, economic exclusion, etc.
When the day comes that a Canadian Prime Minister gets up in the House of Commons and make a full unequivocal apology for all the wrongs we and our ancestors suffered, it will be the day that we can fully celebrate. It's entitled "All-consuming desire to kill First Nations' cultures.
Catherine Mitchell Among the many euphemisms we have constructed to describe dying is the idea that in death we lose a loved one or a part of ourselves. It is an apt description of the pain that takes hold -- a life is "lost" to us.
Imagine the anguish if it were literally true, if a loved one vanishes without a trace. There is no rite of passage, and no physical place to unload the sorrow.Aboriginal peoples in Canada (First Nations, Metis and Inuit) are experiencing an epidemic of diabetes and its complications but little is known about the influence of factors attributed to colonization.
The purpose of this study was to investigate the possible role of discrimination, residential school attendance and cultural disruption on diabetes . Shutting Down Canada's Busiest Highway.
For a moment there, I was worried they were cutting off Fort MacMurray; Ontario Provincial Police shut down Canada's busiest highway early Friday morning west of Kingston due to native protesters in the area, who had earlier blockaded a section of secondary highway and a stretch of nearby railway track on the eve of the National Day of Action.
Highlights First study to explore the empirical relationship between Canada's Indian residential school and pathways of risk for suicide.
Canada's residential school, experienced individually or multigenerationally, predicated a history of abuse. This exposure and having a history of abuse was associated with a history of suicide thoughts and attempts. This report updates the publication 'Health and wellbeing of Tasmania's children, young people, and their families'.
This report series will present the latest statistics on key indicators of children and young people's health and wellbeing in Tasmania, and annual updates will be released to update existing indicators and add additional data.
Native American boarding schools, also known as Indian Residential Schools were established in the United States during the late 19th and mid 20th centuries with a primary objective of assimilating Native American children and youth into Euro-American culture, while at the same time providing a basic education in Euro-American subject matters.
These boarding schools were first established by. Objectives. I examined the health impact of lifetime Indian Residential school (IRS) attendance and the mediating influences of socioeconomic status and community adversity on health outcomes in a national sample of Aboriginal peoples in Canada.