The final section highlights the unique educational philosophy of BQFNC. The impacts of trauma on learning, how expressions of trauma manifest in the classroom, and the factors considered important by researchers for improving the academic achievement of Aboriginal victims of trauma are then explored. It acknowledges how the schools contributed to deep social and psychological effects which perpetuate conditions of disadvantage, including the current educational gap between Aboriginal and non-Aboriginal Canadians. The report begins with an overview of the history and legacy of the residential school system. It specifically examines how programs and curriculum have the potential to disrupt the intergenerational transmission of trauma within families who are the descendants of survivors of Canada’s residential school system. Using Blue Quills First Nations College (BQFNC) as a case study, the second report in this series, Addressing the Healing of Aboriginal Adults and Families within a Community-owned College Model, explores the potential for healing strategies within the education domain. Finally, the report looks at the interconnectedness of these processes in transmitting trauma through the generations and calls for holistic healing strategies that are implemented not only within the health domain, but in other domains as well including education. It turns to a discussion of the characteristics and patterns of behaviour that are typical in Aboriginal families living with intergenerational trauma, as well as the psychological, physiological and social processes by which trauma can be transmitted. The effects of trauma can reverberate through individuals, families, communities and entire populations, resulting in a legacy of physical, psychological, and economic disparities that persist across generations.Īboriginal Peoples and Historic Trauma: The process of intergenerational transmission opens with an overview of the existing knowledge of trauma, how it is defined, and how it must be conceptualized within the context of Aboriginal people in Canada. The first report in this two-part series, Aboriginal Peoples and Historic Trauma: The process of intergenerational transmission, recognizes that Aboriginal peoples’ experiences are rooted in multigenerational, cumulative, and chronic trauma, injustices, and oppression. Addressing the Healing of Aboriginal Adults and Families within a Community-owned College Model.Aboriginal Peoples and Historic Trauma: The process of intergenerational transmission.The National Collaborating Centre for Indigenous Health (NCCIH) explores the ongoing and devastating impacts of this accumulated trauma on the health and well-being of individuals, families, and communities, and presents one model for healing through the following two reports: Personal testimonies gathered by the TRC point to the emotional toll these traumas have inflicted on Aboriginal families and communities. The traumas experienced by many individuals during the residential school years have accumulated over time and been passed to subsequent generations, leaving a legacy of intergenerational trauma. Designed to assimilate Aboriginal people into the dominant society, the residential school system forcibly removed children from their families, communities and culture, and educated them in the dominant society’s values, skills, culture, religion and language. Over a five year period, the TRC has documented thousands of statements from residential school survivors and their descendants from across Canada. The mandate of the Truth and Reconciliation Commission of Canada (TRC) concludes in 2015.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |