Indigenous boarding schools were created to force assimilation and cultural displacement on Indigenous communities, which resulted in significant trauma. Gansworth discusses the complex history and the effects of this traumatic experience on Indigenous people. Indigenous people have faced an extreme amount of trauma that has resulted in psychological and emotional scars. However, their resilience has helped them overcome adversity. The author reflects on this experience and its lasting impact on generations to show how Indigenous people have overcome such challenges.

The Indigenous boarding schools aimed to remove the cultural identity of Indigenous children, forcing them to abandon their native languages, traditions, and cultural practices. This had a devastating impact on Indigenous communities, causing them to lose their identity and become disconnected from their ancestral heritage. The primary goal of these schools was to assimilate Indigenous people into mainstream Western culture, and the consequences of this strategy have affected generations of Indigenous people.

Indigenous children in boarding schools often received lower-quality education compared to their non-Indigenous peers. This contributed to cycles of poverty and marginalization within Indigenous communities, making the effects of boarding schools even worse. The schools were often underfunded and understaffed, which led to a lack of resources and qualified teachers. As a result, Indigenous children received poor education that impacted their future success.

Indigenous communities have shown remarkable resilience despite the long-lasting effects of boarding schools. In his memoir, Gansworth emphasizes the importance of acknowledging past injustices while working towards a cultural revitalization and healing future. Indigenous people must reclaim their cultural heritage and unite in their efforts to heal the wounds of the past. The author's message is clear: a brighter future awaits where their cultural identity is celebrated and respected.

Native American students in these boarding schools faced harsh treatment and very poor education. When they arrived at the boarding school, they were given Anglo-American names, their traditional clothing was replaced with military-style clothing, and they were forbidden from speaking their native languages.

The discipline was severe, and students faced various forms of abuse, which included physical, sexual, cultural, and spiritual abuse. Education primarily focused on trades and domestic skills, emphasizing American beliefs and values and forcing conversion to Christianity.

The Native American boarding school era had a lasting impact on Indigenous communities, with long-term effects. The traumatic experiences of forced assimilation have led to deep-rooted issues in mental health and the overall relationship between Native communities and the American education system. As a result, Indigenous communities have experienced poverty, difficulties within the education system, poor physical and mental health, and a loss of cultural identity. These traumatic experiences have been passed down through generations, leading to issues such as anxiety, depression, low self-esteem, and the development of negative stereotypes.

Native American students in the American education system face many challenges. These challenges include difficulties in the classroom, a lack of access to culturally relevant curricula, and stereotypes. Unfortunately, these challenges have led to Native American students falling behind in reading and math, getting suspended from school, and experiencing unpleasant childhood experiences. Additionally, they are more likely to attend high-poverty schools and drop out of high school. These challenges have created an unequal educational experience for Native American students and have negatively affected the relationship between Native communities and the American education system.

Both books explore the complexities of Indigenous identity and the challenges faced by Indigenous individuals in maintaining their cultural heritage and sense of self within environments dominated by colonial forces.

While I Am Not a Number focuses on the Canadian residential school system and its effects on Indigenous children and families, Apple (Skin to the Core) discusses the broader context of Indigenous experiences in the United States, including the impacts of boarding schools and cultural assimilation policies. Both narratives mention the trauma, abuse, and cultural suppression experienced by Indigenous people as a result of colonialism.

Both narratives talk about the inter-generational trauma inflicted by colonial policies such as residential schools and boarding schools. They explore how these experiences resonate through generations, affecting not only those who directly experienced them but also their descendants.

Despite the protagonists' troubles in both books, they demonstrate resilience, strength, and determination to preserve their cultural identities and reclaim their sense of self. This resilience is sometimes shown through acts of resistance, storytelling, and connection to their heritage.

Both books emphasize the importance of family and community support in navigating the challenges of colonialism and cultural assimilation. Family bonds, cultural teachings, and community solidarity are sources of strength and resilience for the protagonists.

Lastly, both books explore the journey of reclaiming cultural identity and heritage while facing the pressure of assimilation. They show the importance of reconnecting with Indigenous languages, traditions, and cultural practices to heal and empower.

Dupuis, Jenny Kay, and Kathy Kacer. I Am Not a Number. Atlantic Provinces Special Education Authority, Library, 2022.

Gansworth, Eric. Apple: Skin to the Core. Levine Querido, 2022.

Mejia, Melissa. “The U.S. History of Native American Boarding Schools.” The Indigenous Foundation, The Indigenous Foundation, 26 July 2022, www.theindigenousfoundation.org/articles/us-residential-schools.

Robertson, David, and Julie Flett. When We Were Alone. Alberta Education, 2021.