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Impacts of colonialism in Native America
Impacts of colonialism in Native America
Impacts of colonialism in Native America
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In “Historicizing historical trauma theory,” Krista Maxwell examines the treatment of Aboriginal people by the government over the past few decades up until the present-day through one issue I find particularly important, which is that of child welfare.
She describes the government as, in the past, having frowned upon the Aboriginal culture and deemed it unfit to raise children in. As a result, the government imposed its authority and took children away from their families and placed them in residential schools to assimilate them (Maxwell 420).
Nowadays, the government likes to think of itself as a liberalized and supportive institution, but Maxwell still finds it to be just as coercive as in the past. Even now, Aboriginal communities fit
the bill for the current welfare system to swoop in and take children from families, as they are often riddled by poverty and a host of social problems (Maxwell 421-422). I wholeheartedly agree with her take on the situation, because I believe that the government has only made superficial efforts to address the issues of the Aboriginal people. This is because it still does not fully understand it is responsible for them. In the past, the government held the Aboriginal people to a Western standard that had no place being there, and that standard still exists. The only difference is how that standard is framed—then, it was a measure of foreignness, and now it is called a measure of humaneness. What the government should be doing is working with these people on their own terms to address current social issues instead of explaining away their problems through universalizing the experience of residential schools and thereby perpetuating the current child welfare system (Maxwell 425-426). By limiting their expression to that of a single point of historical trauma, the government continues to assert colonialism over the Aboriginal people and leave them to a self-fulfilling prophecy that leaves their children unprotected. They are not given much choice, which is why I agree being critical of today’s benevolent government is more warranted than being supportive.
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...
Historical trauma is described to be an experience or event that have caused a generation or individual harm.
According to conservative conflict theory, society is a struggle for dominance among competing social groups defined by class, race, and gender. Conflict occurs when groups compete over power and resources. (Tepperman, Albanese & Curtis 2012. pg. 167) The dominant group will exploit the minority by creating rules for success in their society, while denying the minority opportunities for such success, thereby ensuring that they continue to monopolize power and privilege. (Crossman.n.d) This paradigm was well presented throughout the film. The European settlers in Canada viewed the natives as obstacles in their quest of expansion by conquering resources and land. They feared that the aboriginal practices and beliefs will disrupt the cohesion of their own society. The Canadian government adopted the method of residential schools for aboriginal children for in an attempt to assimilate the future generations. The children were stripped of their native culture,...
“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.
With the birth of America came the genocide, domination, culturecide, ecocide, separation, termination, racism, stereotyping, marginalization, and forced assimilation for the original Native Indian people of the United States, which resulted in historical and intergenerational trauma. The cultures and lifeworld views of American Indians and the White race (predominate American race), are contrastive, divergent and often conflict. The consensus view of the arriving colonists to America (a land already inhabited by Native Indians) was the belief that English (whites) and Indians shared the same vulnerabilities to health and well-being. That perspective influenced American laws and policies from which many health disparities arose for American Indians. Another additional factor which explains health disparities for American Indians is the forced transition from the Native Indian affluence to the way of the civilized life of their white conquerors.
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.
The motive behind the residential school system was the European settlers that stepped into Canada following the Aboriginals. The European settlers came into Canada with the assumption that there own society “[is] the pinnacle of human achievement” (The Residential School System, 2009). The socio-cultural differences between the Aboriginals and themselves were generated into “proof” that the First Nation people are savages and ignorant- and in need of guidance. The settlers felt that it is essential to “civilize” the Aboriginals, therefore the federal government decided to take responsibility by catching the children at a young age and educating them to become courteous, Canadian-Christian human being – “If anything is to be done with the Indian, we must catch [them] very young. The children must be kept constantly within the circle of civilized conditions” (Daven, 1879.
The government’s goal of the Residential School System was to remove and isolate the children from their families and their culture in order to assimilate the Indigenous race to the dominant new Canadian culture. What the citizens did not know about was the
Since the time of federation the Aboriginal people have been fighting for their rights through protests, strikes and the notorious ‘day of mourning’. However, over the last century the Australian federal government has generated policies which manage and restrained that of the Aboriginal people’s rights, citizenships and general protection. The Australian government policy that has had the most significant impact on indigenous Australians is the assimilation policy. The reasons behind this include the influences that the stolen generation has had on the indigenous Australians, their relegated rights and their entitlement to vote and the impact that the policy has had on the indigenous people of Australia.
Parbury (1999:64) states that Aboriginal education “cannot be separated” from the non-Aboriginal attitudes (racially based ethnocentricity that were especially British ie. white and Christian) towards Aborigines, their culture and their very existence. The Mission Schools are an early example of the connection between official education policies and key events in Aboriginal history. Aboriginal children were separated from their parents and placed into these schools which according to McGrath (as cited by Parbury, 1999:66) it was recommended that these establishments be located ‘as far as possible’ from non Aboriginal residents so as to minimize any heathen influence that Aboriginal children might be subject to from their parents. Mission Schools not only prepared Aboriginal youth for the manual labour market but also, adds Parbury (1999:67) their aim was‘to destroy Aboriginal culture and replace it with an Anglo-European work and faith ethic.’ Despite the NSW Public Instruction Act (1880) which made education free, secular and compulsory for all children Aboriginal children could be excluded from public schools based on prevailing dominant group attitudes. Consequently, the NSW Aborigines Protection Act (1909) was introduced as a result of a perceived public education crisis and Laws had already been passed, similar to protectionist type policies. This Act gave the State the power to remove Aboriginal children from their families whereby this period of time has become known as ‘Stolen Generations.’ It was during this time that Aboriginal children were segregated from mainstream schools. (Parbury, 1999; Lippman, 1994).
The introduction of Government Policy through the Aboriginal Protection Act. had a major impact on the lives of Aboriginal people past and present. This case study looks into the story of Coranderrk during this time of inequality and segregation through Government law and regulation.
In 1909 the government created the Aboriginal Protection board. This government agency was given the power to remove Aboriginal minors from their families without consent and without a court order. The idea was to take aboriginal children to orphanage like institutions and have them brought up ...
While learning about Eye Movement Desensitization and Reprocessing (EMDR), historical trauma, and Ricky Greenwald’s “Who helped you and how?” from the Child Trauma Handbook, I felt my knowledge on trauma work grow and expand.
Hi. Ms Martin, you addressed all the negative impact on trauma, regarding PTSD in youth and adults and now the government is finally addressing those of past Wars, Korea and Vietnam, which I feel has the most trauma experiences, due to not just being in a conflict but also returning to one, when that came home.