Browse "Manitoba"

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Intergenerational Trauma and Residential Schools

Historical trauma occurs when trauma caused by historical oppression is passed down through generations. For more than 100 years, the Canadian government supported residential school programs that isolated Indigenous children from their families and communities (see Residential Schools in Canada). Under the guise of educating and preparing Indigenous children for their participation in Canadian society, the federal government and other administrators of the residential school system committed what has since been described as an act of cultural genocide. As generations of students left these institutions, they returned to their home communities without the knowledge, skills or tools to cope in either world. The impacts of their institutionalization in residential school continue to be felt by subsequent generations. This is called intergenerational trauma.

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Manitoba

Manitoba is a Canadian province located at the centre of the country, bounded by Saskatchewan to the west, Hudson Bay and Ontario to the east, Nunavut to the north, and North Dakota and Minnesota to the south. The province was founded on parts of the traditional territories of the Assiniboine, Dakota, Cree, Dene, Anishinaabeg and Oji-Cree peoples, and on the homeland of the Métis Nation. The land is now governed Treaties 1, 2, 3, 4, 5, 6 and 10. As of the 2016 census, Manitoba had 1,278,365 residents, making it the fifth most populous province or territory in Canada. Manitoba joined Confederation in 1870, and its capital city, Winnipeg, was incorporated shortly thereafter, in 1873. Brian Pallister is the province’s current premier, leading a majority Progressive Conservative government.

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Métis Experiences at Residential School

Although the first residential schools in Canada were established with the intention of assimilating First Nations children into Euro-Canadian culture, Métis and Inuit children were also institutionalized in such facilities. Métis children experienced similar day-to-day conditions to those of other students in residential schools, but they were often considered “outsiders” by their peers and administrators. This perception affected their experiences within these institutions in particular ways.


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Native People's Caravan

The Native People’s Caravan was a cross-country mobile protest that took place in 1974. Its main purpose was to raise awareness about the poor living conditions and discrimination experienced by Indigenous peoples in Canada. It travelled from Vancouver to Ottawa, where the subsequent occupation of a vacant warehouse on Victoria Island, near Parliament Hill, extended into 1975. The caravan brought various Indigenous groups together in protest of broken treaties, as well as a lack of government-supported education, housing and health care. As a result, meetings between Cabinet ministers and Indigenous leaders became more frequent. The protest is remembered as an important turning point in Indigenous activism in Canada.

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Resistance and Residential Schools

Residential schools were government-sponsored religious schools that many Indigenous children were forced to attend. They were established to assimilate Indigenous children into Euro-Canadian culture. Indigenous parents and children did not simply accept the residential-school system. Indigenous peoples fought against – and engaged with – the state, schools and other key players in the system. For the duration of the residential-school era, parents acted in the best interests of their children and communities. The children responded in ways that would allow them to survive. 

Credit: M. Meikle / Library and Archives Canada / PA-101771

Inuit children who lived too far away and had to stay at school during the summer. Anglican Mission School. Credit: M. Meikle / Library and Archives Canada / PA-101771