This paper will review the article “Administering Colonial Science: Nutrition Research and Human Biomedical Experimentation in Aboriginal Communities and Residential Schools, 1942-1952.” This article was published May of 2013 in the journal of Social History, and is written by Ian Mosby, who according to his website “is a historian of food, health and colonialism with a PhD from York University in Toronto, Ontario. His work has been featured in a wide range of both academic and non-academic publications.” This article summarizes the contents of Mosby’s article, it defines his main arguments, offers a critique and finally, analyzes its effectiveness in regards to the use of his sources. Mosby’s article analyzes three studies which took place …show more content…
Here the author explains how the dieticians of this time would investigate complaints of the food given to children within residential schools. These investigations consisted of visiting the facilities and examining the menus, taking a tour of the schools, and sometimes eating with the Schambach 3 children. As Mosby points out, there were problems with the idea of scheduled visitations, for example the schools would present better food during these visits that was normally given to the children. A doctor named Lionel Bradley Pett, started experimenting on students with the goal of examining malnutrition first hand as well as looking at the effects of a so called modern diet, which meant a diet consisting of mostly store bought foods. Here the researcher altered some of the children’s diet, such as increasing the milk supply, introducing supplements, and possibly the most damaging intervention was preventing dental services that would otherwise have been available to these …show more content…
And with this knowledge the government’s plan of action was to take the opportunity to experiment on these people as opposed to assisting in some way to end the crisis that was started when they first came here from Europe. Schambach 4 Although this author uses mainly primary research sources. These include testimonies of people who lived through and survived these events. Some examples of this would be Chief Andrew Crate Sr.’s testimony who describes the difficulty in obtaining food for his family or Basil H. Johnson, a survivor of residential schools, recollection of the school would serve more nutritious foods on days when inspectors would come. When Mosby’s article was published, it was noticed by the public and various news stations such as CTV news and the Winnipeg Free Press . The fact that an academic article was noticed by the general public speaks volumes to the general interest and outrage to the events that took place within Canadian residential
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
Schissel, Bernard, and Terry Wotherspoon. “The Legacy of Residential Schools.” Inequality in Canada: A Reader on the Intersections of Gender, Race, and Class. 2nd ed. Ed. Valerie Zawilski. Don Mills: Oxford University Press, 2010. 102-121. Print.
This again shows the traumatic effects of residential schools and of cultural, psychological, and emotional upheaval caused by the intolerance and mistreatment of Aboriginals in Canada. Settlers not only displaced Aboriginal people from their land and their homes, but they also experienced emotional trauma and cultural displacement.
Though proponents of this method argue that it has lowered meal debt and the amount of families failing to pay, Stacy Koltiska refutes this claim by saying: “[The ones making these policies] are suits at a board meeting… They are not the ones facing a child and looking them in the eye and taking their food away.” While it is irrefutable that debt in schools is a problem that must be tackled, it is not a justifiable excuse to take a child’s midday meal out of his or her hands and throw it into a trash can because his or her parents can not put money into their child’s lunch account. There is no excuse for denying a child a hot meal or making them go hungry during the school day for something that is not their fault. Their dietary and nutritional needs are not a bargaining tool for the school system to use under any
Secondly, the customary health beliefs of the aboriginal populace are interrelated with numerous characteristics of their customs such as kinship obligations, land policies, and religion (Boulton-Lewis, Pillay, Wilss, & Lewis, 2002). The socio-medical structure of health beliefs, which the aboriginal people...
Introduction In this essay the writer will discuss the colonisation of Australia, and the effects that dispossession had on indigenous communities. It will define health, comparing the difference between indigenous and non- indigenous health. It will point out the benefits and criticism of the biomedical and sociological models of health, and state why it is important in healthcare to be culturally competent with transcultural theory. The case study of Rodney will be analyzed to distinguish which models of health were applied to Rodney’s care, and if transcultural theory was present when health care workers were dealing with Rodney’s treatment plan.
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.
After colonization began there were countless detrimental changes to the indigenous way of life that took place. Neu (2000) discusses these detrimental changes in detail. The author accounts for the lost of their land and natural environment, the discouragement of their lifestyle focused on hunting and gathering, the separation of families via the residential school system, and the punishment received for the usage of traditional customs and language. In many ways the colonists disrespected the Aboriginal people by disregarding their fundamental needs and wants. Additionally, the process of colonization implemented some drastic gender role changes into Aboriginal culture. Colonization imposed European patriarchy, accompanied by racism and sexism, on the matriarchal Aboriginal cultures. As a result, the Aboriginal women of Canada lost their sense of purpose and responsibility, burdening them with less respect and power compared to the men. This loss contributed to many negative effects for these women and made them feel a strong sense of cultural estrangement.
O'Hara, Jane and Patricia Treble. "Residential Church School Scandal". The Canadian Encyclopedia. Toronto: Historica Canada, 2003. Web. 18 Mar 2003.
Justice has began to commence for many of Canada’s Indigenous people now that considerably one of our Nation’s darkest secrets has been spilled. The Residential School system was a collection of 132 church-run, government-funded boarding schools that was legally required for all Indigenous Canadian children. Canadian Residential Schools ran up until 1996 and, for decades, the secrets from within the walls of the institutions have been hidden. But now, the truth has finally come to light.
The children range in age from 12-15 and their issues from simple obesity to needing gastric-bypass surgery. The children are fed fast food in school cafeterias, with government labeling of pizza, fries and tomato paste as vegetables. Stores have candies and snacks at children’s eye level, and at home they eat the standard offerings of processed foods. One of the other things this film shows is the complete lack of support for these families in the area of proper diet education. A couple of the parents talked about the doctors encouraging them to seek help with nutrition, the doctors did not have any useful advice on where to get this
Woldow, D. (2012, March 28). How Do School Meal Policies Affect JoJo? . beyondchron.org. Retrieved October 8, 2013, from http://www.beyondchron.org/news/index.php
News, CBC. "A History of Residential Schools in Canada." CBCnews. CBC/Radio Canada, 07 Jan. 2014. Web. 26 May 2014. .
Since 1916, the United States Department of Agriculture (the government agency responsible for all U.S. policy regarding agriculture, food, and farming) has revised their recommendations several times. Unfortunately, money talks and the USDA’s recommendations are based on outdated science and are influenced by people with business interest. Even so, its recommendations are considered almost “holy” by physicians, nutritionists, and dieters, but in reality, they are the root cause of the problem. A single visit to our local public school cafeteria and it will become clear that they do not have the best interests of the children at heart. What they are feeding our innocent children is preposterous. Doctors, the people we trust and expect to be “the experts”, do not know much about the subject of nutrition. A vast majority of medical schools in the U.S. require just 25-30 hours or less of nutrition training, and some do not require at all. So doctors must rely on the ...
Immanuel Kant’s “Groundwork to the Metaphysics of Morals” answers the question of, where does the moral value or worth of an action reside by stating the only thing that can be completely good is a good will itself. He voices that even good moral acts and good moral things can have a negative result. Good will is a formal law like how gravity is a law, in order to have a good-willed society, everyone must obey this moral, universal law. The specific requirements of good will are performed by duties, these duties are designed to attain, “this notion that always holds the highest esteem in estimating the value of our actions” (Kant, 116). “The Motive of Duty” examines to accomplish duties, people have to be motivated by what is morally right