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By John S. Milloy

For over a hundred years, hundreds of thousands of Aboriginal youngsters gone through the Canadian residential college approach. began within the 1870s, it used to be meant, within the phrases of presidency officers, to convey those kids into the “circle of civilization,” the implications, besides the fact that, have been a ways diversified. extra usually, the colleges supplied an inferior schooling in an environment of overlook, sickness, and infrequently abuse.

utilizing formerly unreleased executive files, historian John S. Milloy offers an entire photo of the background and fact of the residential university procedure. He starts through tracing the ideological roots of the procedure, and follows the paper path of inner memoranda, experiences from box inspectors, and letters of grievance. within the early many years, the procedure grew with out making plans or restraint. regardless of quite a few serious commissions and studies, it persevered into the Nineteen Seventies, whilst it remodeled itself right into a social welfare method with out bettering stipulations for its millions of wards. a countrywide Crime indicates that the residential procedure used to be chronically underfunded and sometimes mismanaged, and files intimately and the way this affected the future health, schooling, and health and wellbeing of whole generations of Aboriginal little ones.

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Additional info for A National Crime: The Canadian Government and the Residential School System

Sample text

Once again, the moral status of the sexually abused child was seen as dubious, necessitating her separation from ‘normal’ children. This chapter will examine the opinions and motives of welfare workers as well as the experiences of their child clients. The trajectory is also a circular one since, from the ‘Homes’ of chapter 7, the girls returned to the ‘homes’ or families of chapter 2 (whether they were sent back to their parents or themselves later became parents). These chapters are also closely related since they discuss a level of social interaction – the intimate daily relationships of child and carer/parent – that is very different from the impersonal detachment of the ‘expert’ judge, doctor, or policy-maker for whom the child was a case to be solved.

This chapter will examine the opinions and motives of welfare workers as well as the experiences of their child clients. The trajectory is also a circular one since, from the ‘Homes’ of chapter 7, the girls returned to the ‘homes’ or families of chapter 2 (whether they were sent back to their parents or themselves later became parents). These chapters are also closely related since they discuss a level of social interaction – the intimate daily relationships of child and carer/parent – that is very different from the impersonal detachment of the ‘expert’ judge, doctor, or policy-maker for whom the child was a case to be solved.

109 The search for a definition of sexual abuse is, however, something of a red herring in a historical study. Rather than starting with an underlying and absolute notion of what is and what is not abuse, I shall examine how sexual abuse was constituted historically, focusing on those acts that were described as indecent, illegal, corrupting or abusive by Victorians. Carolyn Conley has suggested that there were no clear established guidelines in the nineteenth century as to when, exactly, an act became indecent.

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