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It can be said without a doubt that the indigenous peoples of Canada have had to undergo much turmoil in order to reach the point that they are at today. When one looks at the timeline of events and the laws implemented since the arrival of the Europeans in North America it can be considered a miracle that so many aspects of the rich culture and tradition of these people have survived to see today. It is a blessing that these people have been able to pass down the languages, cultural and societal beliefs, as well as their stories from generation to generation so that the people of North America and the world today may be able to know and study these civilized and multifaceted cultures. The First Nations people of Canada have had to go through many types of oppression since the arrival of the settlers. And even though society has slowly made strides in the right direction in respect to eliminating the oppression on aboriginal peoples there still remains a vast inequality between the aboriginals of Canada and that of their counterparts of European descent in the forms of their educational differences which lead to difficulties in employment as well as an increased crime rate. There is a vast inequality between the education of an aboriginal and that of a non-aboriginal person. “Only 31 percent – about half the Canadian average – of the Aboriginal on-reserve population has a high school education” (Center for Social Justice, 2011). This is a staggering number when we stop to consider how hard it is in our society to become successful in life when one does not have at least a high school education. In the Canadian Charter of Rights and Freedoms every citizen of Canada is guaranteed an education and yet the students on these reserves... ... middle of paper ... ... well-being of aboriginal people . Retrieved from http://www.ccsd.ca/cpsd/ccsd/c_ab.htm Center for Social Justice. (2011). Struggling to escape a legacy of oppression. Retrieved from http://www.socialjustice.org/index.php?page=aboriginal-issues Kavanagh, B. (2006). Teaching in a First Nations school: An information handbook for teachers new to First Nations schools. Vancouver, BC: First Nations Schools Association. Kuokkanen, R. J. (2007). Reshaping the university: Responsibility, indigenous epistemes, and the logic of the gift. Vancouver: UBC Press. Roland, K. A. (2009). Examining the under-representation of Aboriginal scholars in the Ontario professoriate: Implications for faculty recruitment and retention. Windsor, ON: University of Windsor Electronic Thesis and Dissertation (ETD) Collection. Retrieved from http://winspace.uwindsor.ca/wintheses/roland1.pdf
Fleras, Augie. “Aboriginal Peoples in Canada: Repairing the Relationship.” Chapter 7 of Unequal Relations: An Introduction to Race, Ethnic and Aboriginal Dynamics in Canada. 6th ed. Toronto: Pearson, 2010. 162-210. Print.
Vancouver currently maintains an image as a sort of maternal ethnic melting pot, a region rich in cultural diversity and with a municipality that is both tolerant and welcoming of various displays and traditions. However, upon closer examination of recent history, it becomes clear that the concept of the city embracing minorities with a warm liberal hug is both incorrect and a form of manipulation in itself. The articles Erasing Indigenous Indigeneity in Vancouver and The Idea of Chinatown unravel the cultural sanitization that occurred in Vancouver at the turn of the nineteenth century as means of state domination. Through careful synthesis of primary documents, the articles piece together the systematic oppression suffered by BC indigenous
Steckley, J., & Cummins, B. D. (2008). Full circle: Canada's First Nations (2nd ed.). Toronto:
The topic for our research paper is oppression against women in the Indian Act. Discrimination against Aboriginal people has been a key issue for many years; however society generally skims the surface of this act and tends to give lip service to it without acknowledging the deeper issue of how these oppressions come with it. In the beginning of our research we quickly made a parallel between the oppression of Aboriginal women and the injustices they face and the breakdown in Aboriginal families and communities. As future social workers working from an anti-oppressive practice perspective the proposed research will help acquire the knowledge in building transformative politicized social work. Our team feels that by focusing on the female gender and how these women throughout history have been oppressed we will be able to perform our roles as social workers from a truly empathetic position; thus our future work with all aboriginal people will be more effective.
Canada likes to paint an image of peace, justice and equality for all, when, in reality, the treatment of Aboriginal peoples in our country has been anything but. Laden with incomprehensible assimilation and destruction, the history of Canada is a shameful story of dismantlement of Indian rights, of blatant lies and mistrust, and of complete lack of interest in the well-being of First Nations peoples. Though some breakthroughs were made over the years, the overall arching story fits into Cardinal’s description exactly. “Clearly something must be done,” states Murray Sinclair (p. 184, 1994). And that ‘something’ he refers to is drastic change. It is evident, therefore, that Harold Cardinal’s statement is an accurate summarization of the Indigenous/non-Indigenous relationship in
Generations of native people in Canada have faced suffering and cultural loss as a result of European colonization of their land. Government legislation has impacted the lives of five generations of First Nations people and as a result the fifth generation (from 1980 to present) is working to recover from their crippled cultural identity (Deiter-McArthur 379-380). This current generation is living with the fallout of previous government policies and societal prejudices that linger from four generations previous. Unrepentant, Canada’s ‘Genocide’, and Saskatchewan’s Indian People – Five Generations highlight issues that negatively influence First Nations people. The fifth generation of native people struggle against tremendous adversity in regard to assimilation, integration, separation, and recovering their cultural identity with inadequate assistance from our great nation.
Bob, Geraldine and Gary Marcus. (Directors). 1993. Education As We See It. in First Nations: The Circle Unbroken- Disk 4 [Film]. National Film Board of Canada.
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.
Our government’s predecessors have attempted to eradicate Canada’s first people, which is not only an insult to the indigenous people of the past, but to the present. This country did not start off as a joint endeavor of the two general groups of people that inhabited it during its birth, but decimation and forced assimilation of great traditions and people. The assimilation of a great culture, the destruction of oral histories, and the forced loss of language destroyed the chance trust. Only by teaching disgust towards that type of attitude and action, by not excusing it or attempting to justify, will begin a new age of
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...
The question that is often brought to our nations attention is whether or not incremental equality for First Nations children is compatible with reconciliation. When considering my personal opinion, the two are in fact compatible with one another. However, Canada is still working towards reconciliation but still has not completely reached it. The working towards reconciliation within First Nations children is seen throughout many aspects in Canada. Firstly, incremental equality is trying to be reached through education. Next, incremental equality is working towards being met throughout health systems as well as behaviors. Lastly, incremental equality for First Nations children is moving towards reconciliation throughout the physical environments
Neylan (2013) suggests that the Aboriginal women of Vancouver have perhaps experienced a similar and lingering attitude to those of the colonists. As well, it seems the Canadian justice system has also retained some of the same cruel and biased ideologies as its earlier colonialists. Neylan identifies a parallel here, explaining both colonists and the current justice system treat natives in a demeaning manner, disregarding the value of human life because of an indigenous lab...
Conflict between Canada and the First Nations has been going on since the Europeans first arrived. After their arrival the First Nations way of life was hindered severely; The Europeans brought many diseases that the Aboriginal people were unfamiliar with and had no resistance to, or cure for. “By the 16th century about 80% of Canada's Native population had died from the various diseases (Renneboog, 5).” The Europeans also came to Canada with the intentions of taking all of the land for themselves, disregarding the people who occupied the land before them. Over time the Europeans had manipulated the First Nations to their will and the Aboriginals were discriminated for their different complexion, culture, customs, and way of life. But between the years 1945 and 2010 there have been many changes involving interactions with the First Nations people. Some changes were good, but most of them were bad. Canada does not deserve to be known as a nation that demonstrates equality because it has not given the First Nations people equal rights to their land, it was discriminatory to their culture and way of life, and it has denied them of a safe and legitimate education.
Indigenous students in schools have made it clear as to what they want and need from the education system. Knowledge of Indigenous humanity and diversity, the history of colonialism, local history and contemporary culture, indigenous knowledge, languages and worldviews are topic in which they want to become evident in school system that are able to help with their health and wellness. There has been and there are continuing attempts to reform First Nations education funding. Aboriginal children and adults continue to face these unsuccessful attempts which continue to horrify Canadians.
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.