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Race discrimination in Canada
Discrimination aboriginal people in Canada face
First Nation racism in Canada
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Children were once seen as important family assets that were “owned” by the head of the household before Confederation (Chappell, 2014). During the late 19th century, children started to be viewed more as individuals in need of protection instead of a piece of property (Chappell, 2014). This resulted in many child-saving policies being developed in order to protect young people from harm (Chappell, 2014). The Canadian Constitution gives the power to all the provinces and territories to create their own child welfare system for assisting abused or neglected children and their families (Chappell, 2014). As a result, ways of approaching child protection differs across different jurisdictional boundaries in regards to legislation, investigative …show more content…
One of the major political factors that have been influential is the increasing concerns of Aboriginal children and the type of treatment they were getting by the provincial child welfare authorities during the 1960’s (Sinha, Trocme, Fallon, MacLaurin, & Fast, 2006). This led many Aboriginals to become activists, which led to changes occurring in the First Nations child welfare. According to the MCYS (2013), when the act came out in 1985, the Ontario government recognized that Aboriginal people have the right to provide their own child and family services that ties in with their culture, heritage and traditions of the extended family. Traditionally, Aboriginal children were cared for not only by their families, but also their community through their cultural practices (Sinha & Kozlowski, 2013). Many Aboriginal families now face a disconnect from traditional child rearing practices and neglect is the primary reason why these children are removed (McCaslin & Boyer, 2009). The ideological disconnect stems from the beginning of the arrivals of the Europeans where First Nations people began negatively being affected by racism and attacks on their culture (McCaslin & Boyer,
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,
Toronto: Pearson Prentice Hall. The Justice System and Aboriginal People: Child Welfare. n.d. - n.d. - n.d. The Aboriginal Justice Implementation Commission. Retrieved December 12, 2013, from http://www.ajic.mb.ca/volumel/chapter14.html.
Fostering Nation? Canada Confronts Its History of Childhood Disadvantage written by Veronica String-Boag explores the oversights and the demanded promise of a century and more of child protection efforts by Canadians and their governments. String-Boag draws on a perspective that examines Canada’s marginalized youngsters between the nineteenth to the twenty-first century. The novel examines many different aspects about childhood disadvantage ranging from institutions, birth parents, state policies, and foster parents. This provides the audience with an endless reminder that the welfare of children cannot be separated from institutions and the community. But how well does String-Boag’s novel go about displaying the history of childhood disadvantage
For the purpose of this paper the social worker interviewed is Ronnita Waters, MSW, RCSWi; she is currently an operations manager at the Center for Family and Child Enrichment (CFCE). The issue or area where her advocacy skills are practiced is within child welfare. Mrs. Waters mentions to the interviewee “I always wanted to work with children, then eventually for children.” when asked what developed her interest in this area of social work. Furthermore, before she became an operations manager, the social worker was an adoptions supervisor, overseeing adoption case managers and ensuring the proper implementation of policies such as the sibling placement policy and adoption policy. In addition, before achieving the role of supervisor, she was
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.
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...
“To kill the Indian in the child,” was the prime objective of residential schools (“About the Commission”). With the establishment of residential schools in the 1880s, attending these educational facilities used to be an option (Miller, “Residential Schools”). However, it was not until the government’s time consuming attempts of annihilating the Aboriginal Canadians that, in 1920, residential schools became the new solution to the “Indian problem.” (PMC) From 1920 to 1996, around one hundred fifty thousand Aboriginal Canadians were forcibly removed from their homes to attend residential schools (CBC News). Aboriginal children were isolated from their parents and their communities to rid them of any cultural influence (Miller, “Residential Schools”). Parents who refrained from sending their children to these educational facilities faced the consequence of being arrested (Miller, “Residential Schools”). Upon the Aboriginal children’s arrival into the residential schools, they were stripped of their culture in the government’s attempt to assimilate these children into the predominately white religion, Christianity, and to transition them into the moderating society (Miller, “Residential Schools”). With the closing of residential schools in 1996, these educational facilities left Aboriginal Canadians with lasting negative intergenerational impacts (Miller, “Residential Schools”). The Aboriginals lost their identity, are affected economically, and suffer socially from their experiences.
Ideological, social, political, and economic factors of a given period play key roles in developing and maintaining any social welfare policies in which the area of child welfare is not an exception. Throughout the history of child welfare legislation in Canada, Acts have been passed and modified according to the changing concept of childhood and to the varying degree of societal atmosphere of each period.
Despite the decreasing inequalities between men and women in both private and public spheres, aboriginal women continue to be oppressed and discriminated against in both. Aboriginal people in Canada are the indigenous group of people that were residing in Canada prior to the European colonization. The term First Nations, Indian and indigenous are used interchangeably when referring to aboriginal people. Prior to the colonization, aboriginal communities used to be matrilineal and the power between men and women were equally balanced. When the European came in contact with the aboriginal, there came a shift in gender role and power control leading towards discrimination against the women. As a consequence of the colonization, the aboriginal women are a dominant group that are constantly subordinated and ignored by the government system of Canada. Thus today, aboriginal women experiences double jeopardy as they belong to more than one disadvantaged group i.e. being women and belonging to aboriginal group. In contemporary world, there are not much of a difference between Aboriginal people and the other minority groups as they face the similar challenges such as gender discrimination, victimization, and experiences injustice towards them. Although aboriginal people are not considered as visible minorities, this population continues to struggle for their existence like any other visible minorities group. Although both aboriginal men and women are being discriminated in our society, the women tends to experience more discrimination in public and private sphere and are constantly the targeted for violence, abuse and are victimized. In addition, many of the problems and violence faced by aborigin...
Assimilating the aboriginal population into Canadian society was seen as the best solution to eliminating the costs associated with this segment of society receiving funds for being wards of the state. Once the process of shaping students into ideal citizens has been completed, they would be granted full citizenship and automatically enfranchises them. The removal treaty rights and tribe affiliation would mean that the federal government is no longer faced with the financial burden associated with caring for these peoples (Akhtar, 2010, p. 113). Since children have the potential to easily adapt to situations, they are perfect candidates for socialization programs which ease them into society.
During the 19th century Aboriginal people faced a whole lot of discrimination in Canada, their beliefs and culture were considered to be ill-advised, this led to residential schools being opened for Aboriginal kids. When understanding residential schools it is important to look at the cultural impact it left with kids. Dr. Duncan Campbell Scott once declared, “I want to get rid of the Indian problem. I do not think as a matter of fact, that the country ought to continuously protect a class of people who are able to stand alone… Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian Department, that is the whole object of this Bill.”(Twentieth- Century Education for Native Americans…)This is what sparked the entire problem with Indians and how residential schools came about. But, to what extent was the purpose of Residential schools rooted in cultural misunderstanding of Aboriginals. I will be looking into the purpose of residential schools being instated, activities that went on in residential schools and the impact left on families because of residential schools.
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.
The HREOC’s began a process called the Bringing Them Home report to help Indigenous families and victims of the Stolen Generation reconnect and to bring focus to the discrimination and illegality of stealing a child away from their family. The report suggested that the authorities should apologise for what they’ve done to the Indigenous people, help them reunite with their family, publically
Poverty among Aboriginals entails poor living conditions on reserves, health and well-being struggles, and financially unstable families; relatively speaking to the majority of Aboriginals who are living in impoverished communities, these hardships usually commence in some way, shape, or form. The Canadian Feed the Children Charity (2017) notes that “Indigenous children in Canada are over two and a half times more likely to live in poverty than non-Indigenous children.” This number is quite high and is extremely unfortunate for children to have a potentially traumatic and unpleasant upbringing resulting in challenges throughout adolescent and adulthood years. Furthermore, statistics from a study conducted years before, in 2013 with the Canadian Centre for Policy Alternatives state the rate at which Aboriginals in Canada are living in poverty. It was determined that 50 percent of status First Nations children in the Canadian context live in poverty based on the Low Income Measure (Canadian Centre for Policy Alternatives, 2013). With Manitoba being the highest percentage from this resource, sitting at 62 percent living in poverty, it is evident that Aboriginals in Canada are struggling
CAFCA. (2011). Working with Indigenous children, families and communities Lessons from. Melbourne: Australian Institute of Family