Connects to the dots

PART 1: READINGS

According to Sinclair (2007), “the adoption of Aboriginal children in Canada between

the years of 1960 and the mid-1980s was first coined the “Sixties Scoop” in a report written

by Patrick Johnston (1983) published as Aboriginal Children and the Child Welfare System

by the federal department of Social Policy Development'' (p.66). Child welfare service

workers removed the children of First nations, Inuit and Métis from their families and placed

them in non-Indigenous middle-class families across Canada. The "scooping" of children is

carried out without parental consent. The provincial governments implemented this process.

it is more common in the Prairie Provinces (Saskatchewan and Manitoba). It is estimated that

more than 20,000 Indigenous children have been forced to leave their homes.(Sinclair, 2007)

The physical and emotional separation from their birth families continues to affect

adult adoptees and Indigenous communities to this day. Loss of cultural identity, low self-

esteem, frustration, they reunited with their families, it seems they lack common topics to

communicate. In addition, since the adoptive children grow up in the white middle class

family, they may develop identity conflict when they intend to integrate them into their own

ethnicity. adoptive parents are white people, who may not truly understand racism and teach

the adopted children how to deal with racism issues. When a adopted child experiences

racism and discrimination in social activities, they will develop a feeling, “their experiences

do not necessarily match with what they are told or what they have been socialized to

anticipate that life will be like. They may believe that they are inherently “different” because

they know that their parents and family do not experience those same things (Kim, 1978)”.

(p.72), the identity issue and lack of coping skills when facing racism. This lead “Aboriginal

youth had extremely poor self-esteem and an extraordinarily high rate of suicidal

ideation”(p.73). in addition, the final Truth and Reconciliation Commission report found
that, “the effects of the residential school experience and the Sixties Scoop have adversely

affected parenting skills and the success of many Aboriginal families.” This points to the

continuing damage wrought by the ‘60s Scoop on the succeeding generations of Indigenous

families.

What are your thoughts?

I think that in order to alleviate the identity of adoptees, we can teach them to

recognize that the identity of adopters is a product of colonization, not a personal problem,

actively face identity issues, and try to accept their bi or multi-racial family structure. In

addition, addiction and drug abuse. Moreover, governments at all levels should provide more

funds to Indigenous families so that they have sufficient financial resources to raise their

children.

The article “The Millennium Scoop: Indigenous youth say the care system repeats horrors of

the past” tells that millennial adopters were apprehended into white families without family

consent and grew up in fear. Two students, 23-year-old JAYE SIMPSON and DYLAN

COHEN, talked about their growing experiences in adopting families and their inner conflicts

about their identities.

Millennial scoop:

According to the article, “The Millennium Scoop: Indigenous youth say the care

system repeats indigently"(Para, 5)

Many adoptees grew up in fear and anti-Indigenous consciousness. They cannot really

understand their identity. They are often despised and humiliated. In addition, some adoptees

have to abide by their adaptive families' beliefs. As Thorompson tells, “being shamed for

participating in a culture that wasn't mine and also being forced to go to church.” Their
ambivalence and actions lead to their mental health problems. As Adopted children grow up

in the white middle-class family, they lack knowledge of their own culture and traditions.

When they know their identity, they may not be able to deal with various problems and will

feel self-isolation.

What are your thoughts?

As more and more people and institutions realize the destructive effects of the help

millennial adoptees to strengthen their ability to adapt to their situation, build confidence to

deal with their own identity issues, and work hard to find ways to integrate them into the

local culture.

Part 2: CONNECT THE DOTS

I would like you to connect the dots between the INDIAN RESIDENTIAL SCHOOL –

THE 60’s SCOOP – AND THE MILLENNIAL SCOOP. Summarize your understanding of

the article by explaining your understanding of the millennial scoop. Teaching the Legacy of

the Sixties Scoop and Addressing Ongoing Child Welfare Inequa

According to Indigenous foundations (nd), “Boarding schools refer to the school

system established by the Canadian government and managed by churches. They instill the

Canadian and Christian from the 1880s to the end of the 1920s. According to McCracken

(2017), sixties scoop was the continuation of the residential school system. The abolition of

the boarding system has resulted in Indigenous children transferring from their homes to

government care. Provincial and territorial governments implemented the European Canadian

standards of care for the community. They believe that Aboriginal families are not eligible to

take care of their children.“ McCracken (2017)states, “In 1996, the Royal Commission of

Indigenous Peoples reported that between 1960 and 1990, aboriginal identities were placed in

white middle-class family homes. "(Paragraph 4).

 is als a child welfare system with residential school. with elimination of the

residential school system, Indigenous children have been transferred from their homes to

government care. Provincial and territorial governments implemented the European Canadian

standards of care for the community. They believe that Aboriginal families are not eligible to

take care of

number of Indigenous children is still too high, and the funds for child welfare services

received by Indigenous children living in reserves have been greatly reduced. Compared with

the peak of the boarding school era, more Indigenous children are currently being cared for.

(McCracken, 2017).

How and why this current day “scoop” is similar to the Indian Residential School

system and the 60’s Scoop

I think the millennium scoop is similar to the sixty scoop and the Indian boarding system in

four aspects. First of all, all of these are child welfare policies proposed by the Canadian

government. Second, the purpose of these policies is to make Indigenous children lose their

original culture and integrate into European culture. Third, the implementation of these

policies Sixty Scoop, the residential school and millennial scoop adversely affect adoptees to

identify their identities and confuse who they are. Cultural parenting skills are prejudiced and

denied.

. in their same root cause, the purpose of their system, and the way to seize children into a

new environment. First of all, These policies are identical in terms of assimilating

Indigenous cultures into the society of Europe. They all root in colonialism. Children are

apprehended into a new environment where their culture is avoided without parents consents
under those three policies. Children are adversely impacted for their life span. Racism and

denial of parenting skills occur. What happened was that the provinces pretty much all

extended their child welfare systems into aboriginal communities without checking whether

aboriginals wanted such a system or whether they would have any say in how it was run.

Ottawa was supposed to provide oversight, but in the end they just wound up paying the bills

and otherwise took a hands off approach. The reason why there are many similarities are

multiple. For the children who grow up in a not-Indigenous environment, their living habits

and eating culture are assimilated into their adoptive families. Even though they are

descendants of Indigenous peoples, they cannot speak their native language and do not have

Indigenous heritages. Effects of the Sixty Scoop, the residential school and millennial scoop

adversely affect adoptees to identify their identities and confuse who they are. Cultural

parenting skills are prejudiced and denied.

While there are several provincial and territorial programs in place to assist Indigenous

families, they’ve not been developed in response to the Truth and Reconciliation

Commission’s Call to Action #5. Some, however, do receive federal funding.

their mental health throughout their lives and make them feel a sense of belonging. The

knowledge that I learned from the readings and the video is building a sense of identity will

make Indigenous peoples develop a belonging feeling.

A sense of identity equals a sense of belonging：We have been building our identity in

relationships with relatives, friends, communities, geography, language and other social

factors around us. From birth, we have been exploring who I am and who I am

communicating with and what my values are. When a child feels a sense of belonging to his
or her family, community, and peers, we have always established our identity in relationships

with relatives, friends, communities, geography, language, and other social factors around us.

Since birth, we have been exploring who I am, who I communicate with, and what my values

are. When a child develops a sense of belonging to their families, communities and realizes

the positive effects he or she brings to society, they will be more capable of coping with

adversity. As an early childhood educator, I can contribute my spare time, knowledge, and

skills to Indigenous peoples and communities. I volunteer to serve the Indigenous

communities and participate in their cultural activities. Help them solve the problems they are

facing, and transfer. Also, Educational work can suggest that schools invite Indigenous

people into the classroom to share their experiences or lead children to play games with their

ethnic characteristics. This allows more educators and non-Indigenous children to have a

deeper understanding of their culture. Moreover, schools can also establish relationships with

Indigenous schools. Indigenous and non-Indigenous students go to each other's schools to

share their experiences and make friends.

I can volunteer in the Indigenous communities and take part in their cultural activity. The

volunteers come to read the story for children in the childcare center and help newcomers in

the field trip and introduce Canadian culture. They work with the staff of NCP to arrange the

meeting room. The volunteer who is secondary school serves youth in youth network

activities and summer camp. If somebody wants to be volunteers, they must submit a letter of

interest, resume, as well as agree to provide a cleared and current vulnerable sector screening.