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Limitation of indigenous education
Social issues affecting aboriginal people
Jens Korff, C. (2016). Aboriginal land rights
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The aboriginal people live in reserves that are rich in minerals like oil and gas. Their traditional beliefs cannot allow them to benefit from an economic venture like mining. They believe that Mother Nature should and needs to be protected. In a bid to do so, they have rules against exploitation of nature like modern mining. This puts their traditional values at odds with economical developments like mining. This leaves them in a dilapidated state as poverty kicks in (Wilson and Macdonald, 2000). If the aboriginal people were to concede to mining, another issue like land ownership would still crop up. Aboriginal tribes vehemently believe in owning land communally. Mineral rights in Canada can only allow mining to take place in a piece of land that is owned by an individual. This makes any form of mining taking place in the aboriginal land a difficult task.
The refusal to embrace development and live out of their reserves has seen most aboriginal people living in low employment areas (Wilson and Macdonald, 2000). Most children live with their parents in the rural areas. These parents may be illiterates and they lack to see the need for formal education for their young ones. Without education, it is difficult to find sensible employment, this again contributing to the low income of the aboriginal people. Children who make it to school end up dropping out before they attain a high school diploma. The number of people from Aboriginal communities without high school diplomas is twice as much in comparison with the non-aboriginals (Wilson and Macdonald, 2000).
The issue of poverty is not without resolve. Awareness programs can be set up to educate the aboriginal peoples of the need for education. Low income and subsequent poverty are...
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International encyclopedia of the Social Science. (1968). Interest Groups. Retrieved on 10th April, 2014 from http://www.encyclopedia.com/topic/Interest_Groups.aspx
Martin, M. (2012). Influence on Interest Groups on Policy Making. Transparency international. 335
Neumann, F. (1957). The Democratic and Authoritarian State: Essays in Political and Legal theory. Ed. Marcuse, H. Glencoe: Free Press.
O’Neill, B. (2007). Indifferent of Just Different? The Political and civic Engagement of Young people In Canada. Ottawa: Canadian Policy research Networks.
United Nations. (2008). United Nations declaration on the Rights of the Indigenous peoples. New York: United Nations
Wilson, D. & Macdonald, D. (2000). The Income gap Between Aboriginal peoples and The rest of Canada. Ottawa: Canadian centre for Policy Alternatives.
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.
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.
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
This essay will discuss the Aboriginal Education policies in Victoria and Federally and how these policies impacted upon the children of the Aboriginal and Torres Strait Islanders. This essay will further analyse the impact these past policies had on the Aboriginal and Torres strait Islanders’ families and children’s education and how current policies were put in place to assist indigenous students’ access to education. Further to this an analysis of how teachers can implement these changes in the curriculum and classroom.
Why am I Poor? First Nations Child Poverty in Ontario. Canada: Best Start Resource Center,
When in 2016 I started studying an MBA in this country, my essays were oriented to help in the closing process of the Aboriginal 's gap concerning their health inequality. I understand that the gap closing process brought favourable measures, but it is evident
Fleras, Augie. “Aboriginal Peoples in Canada: Repairing the Relationship.” Chapter 7 of Unequal Relations: An Introduction to Race, Ethnic and Aboriginal Dynamics in Canada. 6th ed. Toronto: Pearson, 2010. 162-210. Print.
The education of Aboriginal people is a challenge that has been a concern for many years and is still an issue. However, it remains the best way young people can climb out of poverty. With the colonialization and the oppression of Aboriginals, there have been many lasting side effects that continue to be affecting the Aboriginal youth today. “While retention and graduation rates have improved among urban Aboriginal population, an educational gap still remains between Aboriginal and non-Aboriginal youth in urban settings” (Donovan, 127). Many suffer from a diminished self-worth, as they do not feel valued and feel inferior to their classmates. In this essay I am going to outline the reasons Aboriginals are struggling, discuss what is being done
The Indian act, since being passed by Parliament in 1876, has been quite the validity test for Aboriginal affairs occurring in Canada. Only a minority of documents in Canadian history have bred as much dismay, anger and debate compared to the Indian Act—but the legislation continues as a central element in the management of Aboriginal affairs in Canada. Aboriginal hatred against current and historic terms of the Indian Act is powerful, but Indigenous governments and politicians stand on different sides of the fence pertaining to value and/or purpose of the legislation. This is not shocking, considering the political cultures and structures of Aboriginal communities have been distorted and created by the imposition of the Indian Act.
The first interpretation of sovereignty that is examined by Flanagan views sovereignty in an international sense. Sovereignty for these leaders means gaining more international power and acceptance. Flanagan argues that major international bodies such as the United Nations will be accepting such an attempt at sovereignty (71). As the second largest country in the world the geographical constraints on uniting Aboriginal people living across the country plays a significant factor. Flanagan also points to the diversity within this group; there are over six hundred bands across the ten provinces in Canada in more than 2,200 reserves. Compounding the geographical constraints facing their unity, Aboriginal bands in Canada often differ from each other significantly in their culture including language religion/customs (Flanagan 71). Many Aboriginal people now choose to live off reserve which further complicates their unity (Flanagan 73). Flanagan highlights that as many small bodies they would not be able to survive in the competition of the international community. Current international governance is extremely complex and Flanagan argues it is unlikely for poor isolated people to succeed (73). One united aboriginal voice is also highly unlikely according to Flanagan; having been freed of one power most bands would not choose to become conne...
(Australian Institute of Family Studies, 2016). As a Pre-Service Teacher specialising in Early Childhood Education, it is imperative to understand how Aboriginal and Torres Strait Islander communities were treated in the past and the impact that this may have on Indigenous families in the
In 2005, an intergovernmental agreement between the Liberal government of Canada and the leaders of the national Aboriginal organizations was initiated. The treaty was known to be the Kelowna Accord. The ob...
What if you had to live without much education, in a tiny house, and live without making any money? That's an Aboriginal everyday life, They live in 3rd world conditions. Due to Their poor education, living in harsh conditions, and unemployment rates, Aboriginals live a very insufficient life where most of their needs are not met.
Economic benefits are in a way linked to social benefits, because speaking a mother tongue brings employment to aboriginal people and the work environment is favorable for encounters. One of the biggest social problems faced by Aboriginal people is certainly trying to keep the right to pursue traditional ways of life. However, a way to pursue traditional lifestyles is to maintain Aboriginal language and folklore. Once again, we see how crucial it is to sustain the language. It also has an importance in education. Indeed, the National Aboriginal and Torres Strait Islander Social Survey found out that aboriginal children and teenagers living in regional areas are more likely to attend school and to gain a post-school qualification if they speak
Ministerial Council on Education, Employment, Training and Youth Affairs 2006, Australian Directions in Indigenous Education 2005-2008, viewed 14 May 2014, http://edocs.library.curtin.edu.au/eres_display.cgi?url=DC65084531.pdf