Beyond Assimilation: A Comparative Literature Analysis of the Roles and Practices of Modern-Day Indigenous Boarding Schools

Through missionary work and increases in Indigenous restrictions in North America, boarding schools began to arise with the goal of “fixing the Indian problem.” These schools became places of great malpractice and abuse for students, not allowing their pupils to dress in traditional clothing, speak their native language, or even communicate with their families. Students were taken from their homes, given new names, told to live their lives in unfamiliar ways, and then punished for not meeting strict expectations. While they called them schools, Indigenous boarding schools lacked proper education and often taught basic vocational skills or even used children for free labor. Starved and exposed to various outbreaks of disease, the students often fell sick, and thousands did not survive. The shame that was taught towards their indigenous culture was so extreme that many children internalized this anger and used it against fellow students. Today, over 120 Indigenous boarding schools still openly operate, with varying levels of benefit. The schools that operate under religious governance follow striking similarities with traditional assimilation schools through harsh punishment, isolation with family, and religious assimilation. Governmentally run schools have made more progress towards benefiting their students due to emphasis on parent-student communication and integration of indigenous culture within school curriculum. Overall, modern-day indigenous boarding schools have made great strides from where they began in nutrition, illness response, and more standardized curriculum. Ultimately, modern-day Indigenous boarding schools can serve as important cultural and educational community when executed correctly.