Indian Residential Schools

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Notwithstanding the significance of the effects of Bureau of Indian Affairs (BIA) boarding schools have had on American Indians past and present, the literature is comparatively small regarding methods to overcome the trauma. Existing literature does, however, explain the history of the boarding schools experience’s harm to American Indian children. Moreover, the literature provides a few methods as to how these victims might mend and move forward. The writer included Canadian literature in this review since Canada imitated U.S. policy in building schools for aboriginal children with similar results. (Canada uses the term ‘residential school.’) This review will focus on three themes inherent in much of the literature that pertains to healing …show more content…
As a result, TRC Canada disregarded the continuing trauma that the residential school experience still has on individuals, families, and communities (Androff, 2012; Corntassel & Holder, 2008; Corntassel, Chaw-Win-Is, & T’Lakwadzi, 2009). Government-centered routes towards reconciliation made an effort to heal the harms produced by residential schools but did not help to reconcile and renew the Indian families and communities scattered and disrupted by the suffering garnered at these schools (Angel, 2012). This is a quantum failure in the eyes of these …show more content…
Consequently, CBRJ methods are those that speak to the needs and objectives of victims and the community (McCold, 2004; Zehr & Mika, 1998). The outcome of a fruitful CBRJ process is, therefore, an awareness of the repairing of hurt and a fresh start in the life of those affected (Gal, 2016)). Such a program of restorative justice makes sense in the indigenous world and offers a new way to look at significant options for working through the Indian boarding school

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