This presentation was delivered in Indigenous Liberation studies by Yvette, Hulena-Leslie. It examined the Indigenous movement Families of the sisters in spirit who provide emotional and financial support for families of missing and murdered Aboriginal women and girls in Canada.

1. By Yvette Hulena-Leslie
Indigenous Liberation Studies 2016
Bachelor of Applied Social Science Year 3
Waikato Institute of Technology

2. History
 The program began in January of 2011 and has grown
considerably in terms of community support and
partnerships with other family members and allies. The
program arose out of the recognition that there has been
too little support for families of missing and murdered
Aboriginal women, and often they do not know where
and how to find help in their search for information.

3. Goals and Objectives
 To provide emotional and financial support for families of
missing and murdered Aboriginal women and girls. To
promote grassroots and institutional awareness on the
issue.

4. Funding
 Funding comes from "our own pockets"; also obtains
small donations from community members and
community organizations.
Two fundraising events have also been organized by
Amnesty International and the local band, Dustbowl
Daddies; this goes toward the costs of helping to bring in
families for events and forums.

5. Indian Act 1867
 The ultimate goal was the removal of identity.
 The great aim of this legislation was to do away with the
tribal system and assimilate the Indian people in all
respects.
 Christianity was imposed on Indian people as a means of
"civilizing" them.

6. Residential Schools

7.  Government and religious orders made all decisions about the education of
Indian children.
 Children were removed from their homes with or without parental consent.
 The use of Indian languages in school was prohibited; children were
punished severely for speaking their language, even if they knew no English.

8.  Many children died as a result of health conditions at the schools.
 Many other children ran away from school; upon their return they were
severely punished.
 Many encountered sexual abuse by people in authority.
 Many suffered severe psychological harm as their identity as an Indian
person was attacked.

9.  Many lost their knowledge of traditional parenting
practices.
 After a century of operation, the residential schools had
nearly destroyed First Nations communities. These
schools suppressed their language, culture, and
spirituality.

10.  The extended period of time spent in these schools with
caregivers who were often abusive resulted in this abuse
of children moving into the Indian communities.
 The last government controlled residential school closed
in 1986.

11. The sixties Scoop

12.  This refers to the mass removal of Aboriginal children from their families
into the child welfare system, in most cases without the consent of their
families or bands.
 From the 1960s to 1980s, upwards of 20,000 aboriginal children were
forcibly taken from their families and sent to white families for adoption in
Canada or abroad.
 Of these children who were adopted, 70% were adopted into non-native
homes.

13. References:
 AANDC. (2014). Residential Schools. Retrieved from: http://www.aadnc-
aandc.gc.ca/eng/1302882353814/1302882592498
 Anishinabek Nation. (2013). About Indian Residential Schools. Retrieved
from: http://www.anishinabek.ca/irscp/irscp-about-residential.asp
 Fournier, S. & Crey, E. (1997). Stolen from our embrace: The abduction of
First Nations children and the restoration of Aboriginal communities.
Vancouver: Douglas & McIntyre.
 Lyslo, A. (1960). Adoption for American Indian Children. Child Welfare,
39(6). June 1960. 32-33.
 Lyslo, A. (1961). Adoptive placement of American Indian children with
non-Indian families. Child Welfare, 40(5). May 1961. 4-6.