Public Schools: Unraveling Their Impact on Child Welfare and Cultural Beliefs - Essay Sample

Introduction

Public schools do more harm to local children and adolescences through the primary regulations that fail to embrace the traditions and cultures of the learners. The learning institutions are thus perceived to be a fairground where youths from various cultural backgrounds meet freely without observing their traditional beliefs. This article unravels the primary roles of learning institutions in teenagers and native children concerning child welfare arrangements. Most policies in various learning institutions do not depict what happens in homes.

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According to a report by The Truth and Reconciliation Commission of Canada (TRC), education and child reform systems are crucial in reconciling and reconstructing the various challenges induced in both the indigenous and youths in learning institutions. The non-indigenous organizations place indigenous children in an ambiance that cannot promote understanding of the native cultural practices practiced in the home environments. In Canada, for example, the national government is significant in family lives by shaping family relationships aimed at eliminating minority populations. Families are thus at a stake of losing the indigenous children's state involvements. The child welfare system is one of the government interventions in Canada aimed at reconstructing new practices for youths in the community.

However, the child welfare system in Canada faces a big blow in the overrepresentation of the indigenous children. (Milne, 2020).The native children are presented by an estimated 7% of the entire population of the child welfare program. Government intervention encourages indigenous children to stay away from parents than their non-native counterparts. Keeping the native children away from their parents for more prolonged periods exposes the children to many risks that are related to cultural practices among various homes. Additionally, the children are discriminated against socially from the communities rather than enjoying a communal tie.

Even though the government is active in the promotion of child welfare programs in Canada, the roles of education in indigenous children should be recommended. Teachers and communal workers should be accountable for the wellbeing of learners by linking indigenous learners with their families. The government should also promote indigenous children's relations in communities and schools. Consequently, the State should approve the teachers and communal workers as a significant link between native children and their families. On the other hand, the teachers are obliged to make reports about child and youth developments to relevant groups such as the child welfare organizations. According to Milne, (2020), the child welfare program encourages the native children to accuse their parents of any form of actions that make the indigenous children uncomfortable.

Moreover, the new State's interventions that give more power to children rather than their parents make the parents doubt their parental skills. Most parents have, therefore, raised complaints of being targeted by the core objectives of the Child welfare systems created by the national government of Canada. It is undisputed that the social workers and teachers spend more time with the indigenous children than their parents. The children are thus attempted to believe that the social workers and are more committed to them than their parents are. Lest I forget, the high representations of the native children in the residential schools portray a negative image of the suburban parents. The abilities of the native parents to take good care of their children are questioned through taking admitting their children in residential schools.

On the other hand, the black parents feel looked down upon when the teachers and social workers want to assume their parental role to them. If the governmental intervention of child welfare is not based on racist stereotypes, there should be an equal representation of all genders in the residential schools, unlike admitting a higher number of black children than the non-native ones. On the other hand, the indigenous youth are exposed to endless struggles in societies through low wages that cannot meet their expectations in life.

Besides, parents feel respected if they can avail of food for their children. However, the national government's initiative of providing free meals in residential schools that re overcrowded by the native children, raises eyebrows on the extent to how much the native parents are responsible. Some of the social workers and teachers lack necessary parenting skills yet are respected by indigenous children because they exercise authority over the native children than the aboriginal parents. Indigenous parents feel humiliated by the social workers and teachers who fail to recognize that parents should not be separated from their children. Nonetheless, the poor indigenous families are perceived by residential teachers as being incapacitated to perform their obligations to their native children.

Conversely, in as much as parents complain about being humiliated by the social workers and teachers on matters about their parental skills and responsibilities, some parents are in dire need of government intervention. Such indigenous parents are very vulnerable in society because they fail to be accountable for their bills. (Milne, 2020). For this reason, the residential schools for the indigenous children create a leeway for them to reduce some of their parental responsibilities, such as the provision of food to children. However, social workers and teachers should treat indigenous parents with maximum respect without undermining their parental capabilities.

The government should be blamed for the poor living standards of the native parents and children. Such poor living conditions that promote high admission of indigenous children in residential schools can be traced back to a racist stereotype. Racism promotes unequal treatment of people where the whites are favored in social places than the African American parents. The indigenous parents are thus left with no options but to live in poor conditions because of low wages earned. The government should, therefore, reduce suspecting the abilities of indigenous parents to take good care of their children through the establishment of the child welfare program. On the other hand, enrollment in residential schools among the indigenous children should not be made as if it is a primary requirement for black children. However, the parents who are in a position to pay school bills to their children should not be restricted.

Conclusion

Schools are envisioned to be dangerous places for indigenous children and youths because of the image created by the social workers and teachers. The teachers and social workers stereotype black parents as being incapable of taking good care of their children. The indigenous children thus are brought up in the schools believing that their parents are not as important to them as their teachers. However, this should not be the case in residential schools. The teachers should uphold respect to indigenous parents even though they occupy the lowest positions in the social strata.

Reference

Milne, E., & Wotherspoon, T. (2020). Schools as "Really Dangerous Places" for Indigenous Children and Youth: Schools, Child Welfare, and Contemporary Challenges to Reconciliation. Canadian Review of Sociology Canadian Journal of Sociology.