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Nothing good ever comes out of violence.Two wrongs never make it right, but cause harm. Contemporary society has not responded enough legacies of historical globalization. This essay will cover the following arguments such as residential schools, slavery and the Sierra Leone civil war. 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 …show more content…
It is something that had nearly plagued parts of the world. Slavery had a negative impact on indigenous people and Africans earlier. Most of them were captured because of their racial origins. They were forced to work in terrible work conditions,and were paid less than a dollar. Child labour was one of the many horrible things children went through, because it was it put them at risk. Although slavery had been abolished by the Emancipation Act 1834, it still continues in many countries. Society has not responded enough to slavery because child labour is used to fulfill consumers with products by some companies today. For example, Joe fresh’s clothing is manufactured by poor paid workers at Bangladesh factories.Another example is Hershey, in West Africa , there are child labourers who harvest cocoa to produce these chocolates. Companies should not being using slavery as a method to increase their riches for less.Furthermore,it is not fair to pay less or none to innocent people for the wealth of companies. Another way to reconcile slavery is to provide these children with their basic
In school we are always taught about the lighter parts of Canadian History, but only until recently have Canadian students been taught about the darker parts of our history. Residential Schools were included in these dark parts of Canada’s history. In the 19th century, the Canadian government believed that Residential Schools were responsible for educating and caring for the country’s aboriginal people. The goal of these schools was to teach the aboriginal children about Christianity and Canadian customs, in hopes of them passing these practices on towards their own children and it would eventually be adopted into the aboriginal culture. The Canadian
Though the film mentioned the impact that residential schools had and still has on the aboriginal people, I felt that this issue needed to be stressed further because the legacy of the schools is still extremely prominent in aboriginal communities today. The film refers to the fact that residential schools harmed the aboriginal people because they were not able to learn their culture, which has resulted in the formation of internalized oppression within in the group. “The...
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...
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...
Criteria: What acts have actually been made to respond to the legacies of historical globalization? How have these effects been made in trying to respond to historical globalization? What has changed since then? What has not changed?
Providing True Reparation: Changes the Government of Canada Must Make in its Current Policies Towards the Addressing Legacy of Residential School Abuse
“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.
The Indian Residential schools and the assimilating of First Nations people are more than a dark spot in Canada’s history. It was a time of racist leaders, bigoted white men who saw no point in working towards a lasting relationship with ingenious people. Recognition of these past mistakes, denunciation, and prevention steps must be taking intensively. They must be held to the same standard that we hold our current government to today. Without that standard, there is no moving forward. There is no bright future for Canada if we allow these injustices to be swept aside, leaving room for similar mistakes to be made again. We must apply our standards whatever century it was, is, or will be to rebuild trust between peoples, to never allow the abuse to be repeated, and to become the great nation we dream ourselves to be,
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 creation of the Residential Schools is now looked upon to be a regretful part of Canada’s past. The objective: to assimilate and to isolate First Nations and Aboriginal children so that they could be educated and integrated into Canadian society. However, under the image of morality, present day society views this assimilation as a deliberate form of cultural genocide. From the first school built in 1830 to the last one closed in 1996, Residential Schools were mandatory for First Nations or Aboriginal children and it was illegal for such children to attend any other educational institution. If there was any disobedience on the part of the parents, there would be monetary fines or in the worst case scenario, trouble with Indian Affairs.
Despite the wide scope of approaches taken by the Canadian government to assist in the healing process as a result of the residential schools, further evaluation and view of correspondence with Aboriginals proves that these measures may not have been as effective as they seem. Prime Minister Stephen Harper’s apology on June 11, 2008 symbolized a major step in acknowledging a national sense of shame for the terrible things inflicted upon Aboriginal youth in residential schools. However, the nature of the agreement was intended to be holistic and address numerous levels of trauma and loss, but in reality these efforts have fallen short. In particular, upon discovering how Aboriginal survivors engaged in the process have responded leaves the effects on Aboriginal identity and wellbeing up for debate. Previously established in 2007 to assist in healing with the Aboriginal schools was the Residential Schools Settlement Agreement (RSSA). This agreement allowed for residential school survivors to apply for the Common Experience Payment (CEP), the Independent Assessment Process and other healing measures. Also as a part of this Agreement was the instatement of the Truth and Reconciliation Commission (TRC), which began in 2008. Identity and wellbeing are determined in this paper by how well the compensation methods contributed to or impacted a survivor’s overall satisfaction, self-esteem, health, happiness or prosperity (Reimer et al. 2010: xi). The CEP was intended to provide monetary compensation for those who were abused and experienced trauma in the residential schools, and the TRC was intended as a more holistic compensation approach to supplement monetary payments as seen in the CEP.
... action. It stated that the Canadian government would provide nearly 2 billion dollars to the former students who had attended 130 schools. Indian Affairs Minister Chuck Strahl said he hoped the money would "close this sad chapter of history in Canada" (A Timeline of Residential Schools).
After living at Residential school for several years, if returned to home, the indigenous children were emotionally distraught and had a hard time adjusting to their previous way of living. The school systems that they were placed in had the opposite impact on The Native Canadian Communities that the government intended it to have. “As a result of my residential school I had lots of anger….[A] lot of anger, revenge, hatred” (111) as expressed through Arthur Fourstar. So far the government has apologized and is still working towards gaining all trust back from the indigenous communities however, they will still be left humiliated and hurt from the torture they had experienced while at residential schools. The Canadian Government realizes their doing and understands that it will not be a short path to forgiveness. Since then they have shut down all residential schools across Canada and most young children returned to their families, others did not know how to get back or who their family were all because they were taken at such a young
To discuss to what extent contemporary society should respond to the legacies of historical globalization, first we must define exactly what we’re talking about. Historical globalization deals with the initial rise of imperialism and colonization during the early 1400’s, which led to the exploration of the “New World” and the acquirement of land, and the people living on it, by the major European superpowers such as England, France, Spain, and Portugal. The legacies of that exploration and the conquering of regions in the Americas are still felt today. The stereotypical ideas of Columbus arriving in Hispaniola to be greeted only by thick jungles, untouched by the hand of man, and small nomadic tribes of indigenous people is something that