Neegan, for years. The impact arising from disconnection

Neegan, E. (2005). Excuse me: Who are the first peoples of Canada? A historical analysis of Aboriginal education in Canada then and now. International Journal of Inclusive Education, 9(1), 3-15.The paper gives a historical review on how family visitations were highly discouraged and the bests that parents and family members could do was to travel to their kids schools and camp outside to be closer to their kids, and the number of visits prompted the movement of residential schools more far apart to make visiting more difficult. There were also objection to prevent learners from returning home during schools holidays due to the belief that trips interrupted the civilizing of school attendees. Besides, the trips for individuals who could make the journey were controlled by the schools officials through a manner similar to concepts adopted by the prison system. In certain cases visitors were denied access to kids while in other families the visitors were required to meet first with the school administration and also should be able to communicate in English, and for parents unable to communicate through English, verbal communication was disallowed hence the parents were forced to make their return journey back. Courtesy of the Pass System that was introduced, the movement of the indigenous population from the reserves was closely monitored hence prevented from the leaving the reserves through a pass issued by a local Indian agent. The instruction mechanism administered to the learners followed an institutional and European approach towards education, and it diverged significantly with the conventional knowledge systems reflecting on look, listen, and learn approaches. During school time, most learners lacked contact with their families for period extending up to 10 calendar months mostly due to the distance between the schools and home communities, and even in circumstances could not establish contacts with their families for years. The impact arising from disconnection with their families was exacerbated by the fact these learners were prohibited from communicating through indigenous languages even among themselves outside the classroom so that the da facto English and French languages could be learned.