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Aboriginal history culture clash
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For generations prior to the European arrival, aboriginal people practiced a strict culture in their native land now known as Canada. However, the early settlers conveyed the notion that their lifestyle was upon the highest accomplishment of mankind. Aboriginal people were seen as savages and incompetent of surviving in modern society. In resolution, the Canadian government issued an aggressive school system in the 1880’s that would “culture” the Aboriginal children. This system was managed by churches, whose purpose was to educate the child by adapting them into the mainstream Canadian society. This nonetheless, became a very serious issue that questioned Canada’s democracy and the basic civil rights that came along with it. In addition, this destructive system left a long range of impacts. Residential schools undermined Aboriginal culture causing a profound displacement of aboriginal people even to this day. In the late 19th century, Prime Minister Sir John Alexander Macdonald assigned Nicholas Flood Davin, both a journalist and politician, to study trade schools for Aboriginal children. This research was done in the United States, which in itself had influenced Canada to warrant a system of their own. This ultimately led to a publically funded new school system. “If anything is to be done with the Indian, we must catch him very young. The children must be kept constantly within the circle of civilized conditions” (Davin), implying that if a system comes into effect, it must have an aggressive approach in conjunction with it. Establishments of residential schools had widespread along the country. The Indian Act, issued in 1920 by the federal government, made it mandatory for every aboriginal child to attend a residential school... ... middle of paper ... ...at seemed to unfold due to the residential school system. Prime Minister Stephen Harper apologized to all former students of the system addressing the assimilation policy as "wrong, has caused great harm, and has no place in our country” (Harper). This apology acknowledged the various damages involving Aboriginal identity that the system created and established a better relationship with the Aboriginal people of Canada. The negative impacts the residential school system created clearly outweighed any positive effect, if any, that was made at all. It is the power to assist and to maintain a sense of culture, that, despite all odds, brought the First Nations people to the cultural reaffirm mission increasingly evident in Canada today. Nevertheless, Aboriginal culture took a tremendous weakening for future generations of today due to the residential school system.
...ciety. The Canadian government, to assimilate and Europeanize the Indigenous people, implemented the schools. Treaty 6 was not considered when the schools were created. The treaty was broken when the schools were taken off of reserve land and placed in churches. Indigenous children were not allowed to practice their traditions, see their families, or learn about their Indigenous heritage. The following quote from Robertson sums up residential schools perfectly “In essence, the churches were attempting to eliminate the influence of Aboriginal families and communities on the minds of their children.” The Canadian government created the schools to try and force the Indigenous people into a European society. Although the Canadian government has apologized for the brutality and severity of the residential schools, they scars that have been left behind will never fade.
This again shows the traumatic effects of residential schools and of cultural, psychological, and emotional upheaval caused by the intolerance and mistreatment of Aboriginals in Canada. Settlers not only displaced Aboriginal people from their land and their homes, but they also experienced emotional trauma and cultural displacement.
Residential schools had a negative impact on Aboriginal people, many children suffered greatly. The government had thought Aboriginal people’s history and culture were not worth preserving.This resulted to loss of culture and assimilation, because they were stripped out of their traditional ways, and taken away from their families.Stephen Harper apologized to the former students enrolled in Indian Residential schools on behalf of the government of Canada. What
Until the 16th century, Aboriginal people were the only inhabitants of what is now Canada, hence, they were an independent and self-governing people till the Europeans had the capacity to dominate Canada's original inhabitants and possessors (Elias 1). The European Invasion brought about The 1876 Indian Act, which was developed over time through separate pieces of colonial legislation regarding Aboriginal peoples across Canada such as the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869. In 1876, these acts were consolidated as the Indian Act (Hanson). This essay aims to explain how the Indian Act tried to destroy the Aboriginal culture through residential schools and unequal recognition of women, successive acts,
Barman argues that this failure rests on four attributes to the system of residential schooling including: 1) the assumption of sameness of Aboriginal people across, Canada; 2) the allocation of time Aboriginal students spent in class in comparison to their non-Aboriginal counter parts; 3) the inadequate form of instruction given to Aboriginal children and the quality of teachers; and finally 4) the underfunding of residential
First Nations children suffered many forms of abuse at the hands of the Canadian Government (Oh, Canada!) under the guise of residential schools. The purposes of the residential schools were to remove First Nations children from the influence of their families and cultures, and to intergrade them into the dominant culture (The Residential School System). This was done under the assumption that First Nations culture was lesser, “to kill the Indian in the child” as it was commonly said. The children were forcibly separated from their families to live in year-round schools where they were taught “white man” curriculum, with a two-month vacation time, completely separated from their Aboriginal heritage and forbidden from speaking their own languages (The Residential School System). If these rules, along with many others, were broken the punishments were severe (Oh, Canada!). Residential school survivors spoke of their horrible abuse during their time at the schools, including: sexual, physical and psychological (The Psychological and Intergenerational Impacts of the Indian Residential School System). The students received an inferior education, usually only taught up to grade five, training them for manual labor jobs (The Residential School System). The residential school system undermined First Nations culture and disrupted families for generations, leaving severe psychological damage in not only the survivors but also their families and the following generations (The Psychological and Intergenerational Impacts of the Indian Residential School System). Many students grew up without experiencing a family life, never gaining the experience and knowledge necessary to raise a family of their own. The effects of the schools were far reac...
During the 19th century the Canadian government established residential schools under the claim that Aboriginal culture is hindering them from becoming functional members of society. It was stated that the children will have a better chance of success once they have been Christianised and assimilated into the mainstream Canadian culture. (CBC, 2014) In the film Education as We See It, some Aboriginals were interviewed about their own experiences in residential schools. When examining the general topic of the film, conflict theory is the best paradigm that will assist in understanding the social implications of residential schools. The film can also be illustrated by many sociological concepts such as agents of socialization, class inequality, and language as a cultural realm.
Aboriginal people in Canada are the native peoples in North America within the boundaries of present-day Canada. In the 1880’s there was a start of residential schools which took Aboriginal kids from their family to schools to learn the Roman Catholics way of culture and not their own. In residential schools Aboriginal languages were forbidden in most operations of the school, Aboriginal ways were abolished and the Euro-Canadian manner was held out as superior. Aboriginal’s residential schools are careless, there were mental and physical abuse, Aboriginals losing their culture and the after effects of residential schools.
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.
The Aboriginal Education and Training Policy`s (AETP) (NSW DET 2008) main goal is that “Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population” (1.1.2) and includes an explicit focus on developing cultural competencies (NSW DET 2008, p.6). Establishing ‘learning partnerships’ and relationships with Aboriginal communities, including Aboriginal content within the curriculum (NSW BOS 2008, p. 2), and engagement are advocated as necessary elements to achieve this edict. Racism has been proven to be an extremely detreimental factor on all fronts, especially within the education context. To address this intolerance the Anti-Racism Policy (ARP, 2005) is committed to eradicating all forms
In the article by Erica Neeganagwedgin she examines aboriginal education from pre contact, through the Residential Schools and concludes with contemporary issues in education, focusing on women in multiple sections. Neegangagwedgin argues how colonial education curriculum in Canadian schools are marginalizing and oppressing aboriginal students by rarely including their history, heritages and cultural antecedents therefore creating a ‘denial of the selfhood of aboriginal students” (p.28). She starts by comparing the pedagogy differences between Aboriginals and Eurocentric students the stem of differing worldviews which have created this problem as Canada denies to recognize the Aboriginal worldview as legitimate. Bringing light to the idea that
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.
Firstly, the actual real life events that occurred at residential schools, starting with the assimilation process, tore off the childrens cultural roots. The Canadian government did not like aboriginal culture and wanted to abolish their hold over the land to further the industrial way of life. They did this by cutting the young from their native culture, “Then they gave us new clothes to wear. Well, they weren’t knew… just new to us. Pretty soon we looked like whites. Except, you know, for the brown they couldn’t scrub away.”(76, Ends/Begins). During their time at the residential schools children were under the control of the christian church which ran the entire system, which forced most of them to convert to christianity. They were also bound to the school for 10 months a year and only allowed to see their family between years if they were lucky. When they could not visit their family they had to write letters to their parents. These letters couldn’t even be understood by the parents due to the fact that they were in english. This made the children practically forget all of their culture and beliefs when they were able to come back to their families. This prison-like school system killed a huge part of abori...
The Canadian Indian residential school system (Residential schools in Canada) was first established in the nineteenth century in1879. Residential schools were seen by the Canadian government as a way to civilize and educate the native aboriginals, and found this way and attempt to get rid of the Indian problem. In 1895 a Canadian governor stated in a report from a residential school in Kamloops, British Columbia that the purpose of the residential school is to civilize the Indian and to make them good, useful and law abiding members of society with strict punishments for any wrong doings. Their main reason was to kill the Indian in those children. The goal of residential schools was to convert Aboriginals into white society through children since they were easier to influence and adapt to the new lifestyle, because adults have already grown up on certain beliefs. Because long before Europeans came to North America, aboriginal people had system of education of their own. The aboriginal children were taught to survive on their own. Aboriginal elders and parents passed on their survival skills to their children.
Residential schools opened up in 1857-1996, solely for the purpose of absorbing Aboriginals into Christianity and the English culture because their beliefs and cultures were seen as negligible. Former residential school students are called “survivors.” The results of these residential schools cause direct as well as long term effects towards Aboriginals. The survivors are not the only ones affected. Relatives, children and friends of the survivors are affected as well. The historical legacies of residential schools include loss of identity, culture/ religion, destruction of families, and high suicide rates/ mental disorders.