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The Shubenacadie Indian Residential School was part of the Canadian Indian residential school system and was located in Shubenacadie, Nova Scotia. It was the only one in Atlantic Canada and children from across the region were placed in the institution.〔Benjamin, p. 36〕 The schools were funded through Indian Affairs and the Catholic Church. The institution was like an orphanage, which were the forerunners of contemporary child protection and welfare services.〔Benjamin, p.29〕 The first children arrived on February 5, 1930 and the institution was closed after 37 years on June 22, 1967.〔Benjamin, p. 157〕 Approximately 10% of Mi'kmaq children lived at the institution.〔The Mi'kmaq population went from 5000 to 6000 during this time period. 30% (1500) of the Mi'kmaq population was under age 17. Approximately 150 lived at the institution on an annual basis.〕 (Approximately 30% of native children were placed in residential schools nationally.)〔( Residential School History: A Legacy of Shame. Wabano Centre for Aborgiinal Health, Ottawa, Ontario. 2000., p. 1 )〕 Over 1000 children are estimated to have been placed in the institution over 37 years.〔(Cape Breton University ). The number 1000 presumes that after the 150 students of the first year, there was an average turn-over of 20 students annually over 37 years.〕〔Benjamin reports there were 2000 Mi'kmaq children who lived at the institution, however, he does not give his source (p. 29, 177).〕 Contemporary opinions of the institutions range from National Chief Phil Fontaine comparing it to “genocide” to the aboriginal affairs minister John Duncan describing it as “an education policy gone wrong“.〔Benjamin, p. 191〕〔Fontaine went public that he had been sexually abused at one of the institutions.〕 As the institution was moved out of poverty and away from corporal punishment in the 1950s and 60s, predictability, Mi’kmaq people’s memories of the school improved. One Mi’kmaq woman who attended the institution from 1955- 1962 spoke positively about attending the school, preferring it over living in the poverty on her reserve.〔Benjamin, p. 125〕 At the same time, those who were placed in the institution during the first twenty years have spoken of the traumatic experiences they had in the institution. Most agree that there were serious problems with the institution: poor living conditions, corporal punishment, over-crowding, lack of academic education, forced farm labour, hunger, racist curriculum, and children punished for speaking the Mi’kmaw language. == Historical context == According to historian John G. Reid, in the 18th century the Mi’kmaq militias and Maliseet militias were not defeated militarily nor did they make formal surrender of their territory.〔Reid, p. 87〕 (Historian Stephen Patterson argues that the native militias were defeated, however, this defeat was after Mi’kmaq and Maliseet militias effectively resisted the British for 75 years, over six wars, before participating in the Burying the hatchet ceremony in 1761.〔Patterson, Stephen E. 1744-1763: Colonial Wars and Aboriginal Peoples. In Phillip Buckner and John Reid (eds.) The Atlantic Region to Conderation: A History. Toronto: University of Toronto Press. 1994. pp. 125–155〕) As native military power waned in the region, they were supplanted by the arrival of the Loyalist who more than quadrupled the number of people living in the region.〔Reid, p. 85〕 Loyalists built roads and created farms that destroyed native hunting habitats.〔Reid, p. 86〕 The natives “access to land was narrowed and native economies hollowed out accordingly.”〔Reid, p. 88〕 The resulting dislocation from the land led to poverty and marginalization, subsisting on reserves. The intent of the institution in Shubenacadie was to elevate natives out of poverty, which had persisted throughout the 19th century, and to make natives self-sustaining. The effect for many was the opposite. The government failed to define the problem as the long history of (colonial) social policies that led to Mi’kmaq people’s grinding poverty and lack of educational opportunities in the first place, notably the underfunded, poorly built and badly staffed day schools that the government established on Mi'kmaw reserves.〔(Martha Walls, "Part of the Whole System: Maritime Day and Residential Schooling and Federal Culpability" ''The Canadian Journal of Native Studies'', Vol. XXX, No. 2 (2010), p.366-367 )〕 Instead, the problem was defined as ''being'' Mi’kmaq and the solution was defined as Mi'kmaq people adopting the same practices and ideas of those of European descent. The Mi’kmaq were blamed for their fate, they were the “Indian Problem” that those of European-descent needed to unilaterally, paternalistically fix. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Shubenacadie Indian Residential School」の詳細全文を読む スポンサード リンク
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