Introduction The topic for our research paper is oppression against women in the Indian Act. Discrimination against Aboriginal people has been a key issue for many years; however society generally skims the surface of this act and tends to give lip service to it without acknowledging the deeper issue of how these oppressions come with it. In the beginning of our research we quickly made a parallel between the oppression of Aboriginal women and the injustices they face and the breakdown in Aboriginal families and communities. As future social workers working from an anti-oppressive practice perspective the proposed research will help acquire the knowledge in building transformative politicized social work. Our team feels that by focusing on the female gender and how these women throughout history have been oppressed we will be able to perform our roles as social workers from a truly empathetic position; thus our future work with all aboriginal people will be more effective. In this proposal our team seeks to explore the injustices within the Indian Act. To achieve this our proposed research will examine the target population being the aboriginal woman. The paper will further explore the oppressions faced by the aboriginal women within the Indian Act. In conclusion, this proposal will sum up the negative impact that the Indian Act had on aboriginal women and how it continues to oppress this population within the Canadian National discourse. The Indian Act Oppression is not always brought on in a violent and oppositional way, it can take on a peaceful and silent form; however regardless of the way oppression is introduced, it maintains the same characteristics of “imposing belief systems, values, laws and ways of ... ... middle of paper ... ...men and the effects of this have been passed down through generations and can be seen in our society today. References Baines, D. (2007). Doing Anit-Oppressive Practice. Halifax: Fernwood Publishing. Consolidation: Indian Act Chapter I-5. (n.d.). Retrieved January 25, 2011, from http://laws.justice.gc.ca/PDF/Statute/I/I-5.pdf Frideres, J.S., & Gadacz, R.R. (2005). Aboriginal Peoples in Canada. Toronto: Pearson. Gehl, L. (2000). National Identity and Gender Politics: The Queen and I, Discrimination Against Women in the Indian Act Continues. Toronto, ON: University of Toronto Press Inc. Gosine, A. (2000). Presenting Adrienne Clarkson: Gender, Nation, and New Governor General. North York, ON: York University Press. Lavell-Harvard. D.M., & Lavell, J.C. (2006). Until Our Hearts Are On the Ground. Toronto: Demeter Press.
The Indian Act is a combination of multiple legislations regarding the Aboriginal people who reside across Canada, such as the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869 (Hanson, n.p.). The Gradual Civilization Act was the Canadian government's attempt to assimilate the aboriginals into the Canadian society in a passive manner, through a method they encouraged called Enfranchisement. Enfranchisement is basically a legal process that allows aboriginals to give up their aboriginal status and accept a Canadian status (Crey, n.p.). This process, while under the Gradual Civilization Act, was still voluntary, but became a forced process when the Indian Act was consolidated in 1876 (Hanson, n.p.). The Gradual Enfranchisement Act introduced in 1869 was a major legislation that intruded with the private lives of the aboriginals. First, it established the “elective band council system” (Hanson, n.p.) that grants th...
The over-representation of Aboriginal children in the Canadian Child Welfare system is a growing and multifaceted issue rooted in a pervasive history of racism and colonization in Canada. Residential schools were established with the intent to force assimilation of Aboriginal people in Canada into European-Canadian society (Reimer, 2010, p. 22). Many Aboriginal children’s lives have been changed adversely by the development of residential schools, even for those who did not attend them. It is estimated that Aboriginal children “are 6-8 times more likely to be placed in foster care than non-Aboriginal children (Saskatchewan Child Welfare Review Panel, 2010, p. 2).” Reports have also indicated that First Nations registered Indian children make up the largest proportion of Aboriginal children entering child welfare care across Canada (Saskatchewan Child Welfare Review Panel, p. 2). Consequently, this has negatively impacted Aboriginal communities experience of and relationship with child welfare services across the country. It is visible that the over-representation of Aboriginal children in the child welfare system in Canada lies in the impact of the Canadian policy for Indian residential schools, which will be described throughout this paper.
First I will define the definition of terms used in this paper. When I use the word Aboriginal, I understand this as a label given from the colonizers/ Europeans to identify Indigenous peoples. Canadian legislation defines Indigenous peoples as Aboriginal, I understand this as indifferent from the dominant ideology, therefore, the colonizers named Indigenous peoples as Aboriginal. According to teachings I have been exposed to it’s a legal term and it’s associated with discrimination and oppression. However, audiences I have written for prefer the use of Aboriginal. More premise to this reference is Aboriginal, Indigenous, First Nations, Indian and Native are used interchangeable, but it should be noted these names do represent distinct differences. Furthermore, I will use Indigenous to represent an empowering way to reference a unique general culture in Canada. Under the title of Indigenous peoples in Canada, for me represents: First Nations people, Metis people and Inuit peoples. These are the two titles I will use when I reference Indigenous people from an empowering perspective and Aboriginal from a colonizer perspective.
Although the Canadian government has done a great deal to repair the injustices inflicted on the First Nations people of Canada, legislation is no where near where it needs to be to ensure future protection of aboriginal rights in the nation. An examination of the documents that comprise the Canadian Constitution and the Charter of Rights and Freedoms reveal that there is very little in the supreme legal documents of the nation that protect aboriginal rights. When compared with the United Nations Declaration on the Rights of Indigenous Peoples it is clear that the Canadian Constitution does not acknowledge numerous provisions regarding indigenous people that the UN resolution has included. The most important of these provisions is the explicit recognition of First Nations rights to their traditional lands, which have a deep societal meaning for aboriginal groups. Several issues must be discussed to understand the complex and intimate relationship all aboriginal societies have with the earth. Exploration into the effects that the absence of these rights has had the Cree of the Eastern James Bay area, will provide a more thorough understanding of the depth of the issue. Overall, the unique cultural relationship First Nations people of Canada have with Mother Earth needs to be incorporated into the documents of the Canadian Constitution to ensure the preservation and protection of Canadian First Nations cultural and heritage rights.s
Generations of native people in Canada have faced suffering and cultural loss as a result of European colonization of their land. Government legislation has impacted the lives of five generations of First Nations people and as a result the fifth generation (from 1980 to present) is working to recover from their crippled cultural identity (Deiter-McArthur 379-380). This current generation is living with the fallout of previous government policies and societal prejudices that linger from four generations previous. Unrepentant, Canada’s ‘Genocide’, and Saskatchewan’s Indian People – Five Generations highlight issues that negatively influence First Nations people. The fifth generation of native people struggle against tremendous adversity in regard to assimilation, integration, separation, and recovering their cultural identity with inadequate assistance from our great nation.
“In about half of the Dominion, the aboriginal rights of Indians have arguably been extinguished by treaty” (Sanders, 13). The traditions and culture of Aboriginals are vanishing at a quick pace, and along it is their wealth. If the Canadian Government restore Native rights over resource development once again, Aboriginals would be able to gain back wealth and help with the poverty in their societies. “An influential lobby group with close ties to the federal Conservatives is recommending that Ottawa ditch the Indian Act and give First Nations more control over their land in order to end aboriginal poverty once and for all” (End First). This recommendation would increase the income within Native communities, helping them jump out of
Ruth, Seán. “Theories of Internalized Oppression.” Leadership and Liberation: A Psychological Approach. London: Routledge, 2006. 155-173. Print.
The author argues that in order for oppression to be vitally explored, the factors that create oppression must be realized. Oppression gives material advantage to the oppressor. "All social relations have material consequences". The author argues that all identities must be considered interconnected.
Canada likes to paint an image of peace, justice and equality for all, when, in reality, the treatment of Aboriginal peoples in our country has been anything but. Laden with incomprehensible assimilation and destruction, the history of Canada is a shameful story of dismantlement of Indian rights, of blatant lies and mistrust, and of complete lack of interest in the well-being of First Nations peoples. Though some breakthroughs were made over the years, the overall arching story fits into Cardinal’s description exactly. “Clearly something must be done,” states Murray Sinclair (p. 184, 1994). And that ‘something’ he refers to is drastic change. It is evident, therefore, that Harold Cardinal’s statement is an accurate summarization of the Indigenous/non-Indigenous relationship in
Social work exists inextricably within the presence of ethics and values. Human rights and other values central to social work call for highly idealistic praxis, defining contemporary best practice. Yet, social workers operating in Australian health face dilemmas of meeting at times, untenable ideals within the constraints of exceedingly regulated organisations. Policies, past and present, impact practice and often undermine the principles contingent to social work (Ife, 2008,pp.8). Regardless, social workers are compelled to uphold the ethics and values of their profession. Balance must be struck between competing factors, a task that is not entirely achievable in certain contexts (Dominelli, 2012). In this assignment, review of rural health and the level of autonomy it affords professionals will take place. Emphasis will be given to the controversial area of indigenous health. I aim to demonstrate that the reality of social work practice in Australian health is vastly different from the moral platform from which it is envisioned, whilst also acknowledging that this platform is indispensible to the integrity of contemporary practice in difficult circumstances.
Her book focuses on the myriads of issues and struggles that Indigenous men and women have faced and will continue to face because of colonialism. During her speech, Palmater addressed the grave effects of the cultural assimilation that permeated in Indigenous communities, particularly the Indian Residential School System and the Indian Act, which has been extensively discussed in both lectures and readings. Such policies were created by European settlers to institutionalize colonialism and maintain the social and cultural hierarchy that established Aboriginals as the inferior group. Palmater also discussed that according to news reports, an Aboriginal baby from Manitoba is taken away every single day by the government and is put in social care (CTVNews.ca Staff, 2015). This echoes Andrea Smith’s argument in “Heteropatriarchy and the Three Pillars of White Supremacy: Rethinking Women of Color Organizing” that colonialism continues to affect Aboriginals through genocide (2006, p. 68). Although such actions by the government are not physical acts of genocide, where 90% of Aboriginal population was annihilated, it is this modern day cultural assimilation that succeeded the Indigenous Residential School System and the Indian Act embodies colonialism and genocide (Larkin, November 4,
Oppression; something that has been around since the beginning of time; Mesopotamia. It is a cruel trait that takes advantage of others for the advantage to conquer and attain a goal in one’s life. From one of the first known literary works “The Epic of Gilgamesh” to William Shakespeare’s “The Tempest” Acts 1 and 2, the theme of oppression has been playing out in societies. In relating to these two stories through postcolonial theory we will look at different aspect of oppression. Oppression has shown it is one of a self-sustaining system of power that is used to dis-empower, disregard, silence, enslave and eventually could lead to death.
This Purpose of this article is to bring to the forefront what the movement Idle No More does, it created by four Aboriginal women to fight against the injustices placed upon not just Indigenous people but with a focus on Aboriginal women, who in such a community is responsible for the communities wellbeing. They argue that the establishing of Westerner ideals has caused Indigenous issues to be grouped together and not separate gender. Where in Aboriginal communities each person no matter their gender has a role to play to aid their community and their gender determines in which capacity they aid their community. It is from this that some of the push against the Westerner model comes from, for a community that has a worker system that creates
Bennett, B., Green, S., Gilbert, S., & Bessarab, D. (2013).Our Voices: Aboriginal and Torres Strait Islander Social Work. South Yarra, Victoria: Palgrave Macmillan.
Oppression is not a new phenomenon and it is defined in the social work dictionary as a social act of placing severe restrictions on individual, group, or institution. Typically a government or political organization in power places restrictions formally or covertly oppressed groups so they may be exploited and less able to compete with other social groups. The oppressed individual or group is devalued, exploited, and deprived of privileges by the individual or group who has more power (Barker, 2003).