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Prejudice In Boarding Schools

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Prejudice In Boarding Schools
As detailed in the literature, there is significance given to the historical experiences of Indian children victimized by the boarding schools. At the same time, there is agreement by all scholars that the BIA built the boarding schools on the clear policy agenda of assimilation into the dominant white culture. Deutsch (2006) calls this cultural imperialism, which happens when a dominant group foists its “values, norms, and customs” (p. 45) upon ‘inferior’ groups. Accordingly, there is no doubt that Deutsch’s definition is relevant to this conflict. Moreover, Coleman (2006) goes further by saying that prejudice is at the root of many intractable conflicts. Consequently, prejudice and cultural imperialism go hand in hand, and there is no …show more content…
Deutsch (2006) discusses reframing a conflict as one of the most important implications of conflict resolution theory. A core purpose of a TRC is to restate the conflict as a shared problem. On the condition that the government would be willing to create a TRC, such a method could reframe the boarding school issues. These characteristics of a TRC are why some of the literature supports it.
Llewellyn (2008) argues that TRC Canada was vital to realizing the holistic and complete answer required through the Indian Residential Schools Settlement Agreement. Further, Llewellyn (2008) states that the range of the TRC’s mandate was vital to safeguarding an adequate response to the abuses of the residential schools. Specifically, it was the instrument through which the voices of victims of or affected by the residential school system could be …show more content…
More importantly, there should be a shared emotional component. Community-based restorative justice offers such a component because it is a personal process.
Coleman (2006) endorses a peacebuilding method that might work well in the White Earth community with its local BIA office, which he calls an ‘elicitive’ approach. This is where the participants use local cultural skills so that all involved work together to plan mediations suitable within the particular cultural setting (2006). Additionally, an elicitive approach empowers the participants to value, accept, and adapt to the opinions of local people (2006). It can also promote abundant dedication to the healing process by all
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