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The strengths and weaknesses of indigenous education
Indigenous Education
Indigenous Education
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First Nations peoples tend to be stereotyped as unmotivated, lazy or careless in western culture today. There are a great deal of cases where people jump to conclusions when they see an aboriginal youth who has dropped out of high school, a First Nations person drinking, or hear of a suicide that took place on reserve. The main cause behind all of these problems is not themselves, however, it is the resulting trauma from Residential Schools introduced by the Canadian government.
First Nations suicides, deaths and even murders seem to be overlooked by people today due to stereotypes. When you hear of a suicide of an aboriginal youth how much attention and action is really drawn to it? Or if it does appear on the news, you may hear people discussing
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An extreme factor in Aboriginal youth not having an education lies in government funding and resources that are readily available to them. In multiple rural reserves and communities there are remarkably few schools and supplies to provide a professional education or a traditional education to the youth who reside in these places. It is not widely known the degree of which “schools on reserves are grotesquely underfunded compared to . . . non reserve”(Boyden, 2016, para. 16) schools, presenting a barrier that First Nations people are often not equipped to tackle. Even those who do not live on reserves may have trouble attending school, for multiple of their relatives may have attended Residential Schools ingraining the idea of school is destructive or hurtful. Residential Schools have driven crowds away from an education, even to this day. Consequently, Traditional education is even a struggle to accommodate due to the severe lack of wealth and government funding. Education is the most important component for giving any person an upper hand in life; there should be a greater focus on providing a stronger education system to all
8th Fire: Indigenous in the City, is part of a documentary series that describes the challenges that aboriginal people face when moving to the large cities from reservations. The documentary begins by describing the stereotypes that English Canadians as well as other visible minority groups perceive aboriginal people to be. They show how damaging the stereotypes are to the First Nations, especially in the area of education. The documentary concludes by offering a few some solutions of how to change and improve the relationship between the aboriginal community and the rest of Canada. The two main aspects of the film that I will focus my analysis on is the education system from past to present and the negative impacts it has had on the First Nation’s people as well as aboriginal stereotyping. These two themes were the most prominent topics brought up throughout the film, and while one topic was well argued and framed, the other I will argue was more damaging than educational. I should mention that due to my ethnicity being of aboriginal decent, Métis in particular, I was extremely critical of the film because though these issues need to be addressed publicly, if they are presented in the wrong light, it can cause more negative implications than positives.
Indigenous youth continue to be marginalised and oppressed. The marginalisation of the Aboriginal community is a result of colonisation. The Indigenous community lost their land and culture. This is reflected on today’s Indigenous youth as they are still feeling the effects.
In the 1950s and 1960s, the government began abolishing the compulsory residential school education among Aboriginal people. The government believed that Aboriginal children could receive a better education if they were integrated into the public school system (Hanson). However, residential schools were later deemed inappropriate because not only were the children taken away from their culture, their families and their people, but the majority of students were abus...
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...
It is well known that aboriginal youth located on and off reserve are more likely to drop out of school then non aboriginals and this happens for different reasons starting from health issues to poverty. “According to Labor Force Survey data, for 2007/2010, the dropout rate among First Natio...
For decades First Nations people1 faced abuse in Canada's residential school system. Native children had their culture and families torn away from them in the name of solving the perceived “Indian Problem” in Canada. These children faced emotional, physical, and sexual abuse at the hands of residential school supervisors and teachers. Since the fazing out of residential schools in the 1960's the survivors of residential schools and their communities have faced ongoing issues of substance addiction, suicide, and sexual abuse.2 These problems are brought on by the abuse that survivors faced in residential schools. The government of Canada has established a Truth and Reconciliation Commission (TRC) to address these issues but it has been largely ineffective. Though the Government of Canada has made adequate efforts towards monetary reparations for the survivors of residential schools, it has failed to provide a means to remedy the ongoing problems of alcohol and drug addiction, sexual abuse, and suicide in the communities of residential school survivors.3
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.
Definition: Mental health has become a pressing issue in Indigenous communities. Often, a combination of trauma, a lack of accessible health resources, substance abuse, violence, and socioeconomic situations lead to high rates of depression, anxiety, and suicidality in Indigenous Peoples. This crisis is especially apparent in Indigenous youth, where there is a growing suicide epidemic but little mental health support and resources are provided. The increase in stigmatized and untreated mental illness has continued as trauma and systemic injustices remain unaddressed. Indigenous groups, governmental parties, and health organizations are involved.
This report called for control by First Nations of education in the system with procurements for possible complete independence over education and toward that end, it called for First Nations representation on local school boards serving First Nation understudies. The Federal government did not implement policies that would have empowered First Nation communities to produce and gain the knowledge needed to accept full control of their education frameworks and it was prepared to delegate fractional control over education to First Nations communities. The implementation of the policy of Indian Control of Education has not been without its challenges. Among the key criticisms has been that Indian control has often meant little more that First Nations administration of federal education programs and policies. Pre-1980 policies showed a few several classic characteristics of a colonial relationship. They forced a non-First-Nation orientation of education, debased First Nation dialects, histories, culture, and indicated results that were assimilative in nature. Post-1980 approaches advanced First Nations control of instruction in the connection of a model of mix of First Nations understudies inside existing common conveyance system of educational administrations and projects. First
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.
Violence acts without borders or race, but violence does not act on its own. Throughout the creation of New World violence played a vital role among the Europeans, Africans, and Native Americans. The colonial era brought about devastating violence such as murder, rape, kidnapping, slavery, and racism. Columbus justified the enslavement and murder of the Native people by dehumanizing them, making them less than human. The Portuguese seems to expect complete submission from the Cape Verdians upon sight. The argument in this analysis is to historically examine justifications used for violence in the New World.
For First Nations youngsters, relevant education should include education about their heritage. Where Aboriginal children are in school with other Canadians, this part of the curriculum needs to be shared generally, as self-esteem grows when an appreciation of one’s background is shared by others.
Bouchard, Jen. "Native American Education and Employment." Suite101.com. N.p., n.d. Web. 18 Sept. 2012. .
“Things go wrong that they can’t change. They don’t get shown the love they need. They say, ‘You don’t love me when I was here. Now you love me when I’m not here’ (Mangas, 2010).” Coloradas Mangas, a resident of the Mescalero Apache Reservation in New Mexico, answers why he thinks suicide is so common with his peers. A then 15 year old Mangas chillingly recalled his recent encounter with a friend’s close attempt and the aftermath of his friends suicides, all occurring within the timespan of a few weeks. In light of the events and alarmingly high suicide rate of American Indian and Alaskan Native youth, he addressed his community’s desperation for help before a lawmaking panel at a US Senate Indian Affairs Committee hearing.