How are First Nations peoples portrayed in the media? What is the overall sociological, ideological, and political implications/message? -how are they portrayed : First Nations are portrayed negatively in the media. In this article, the First Nations people are portrayed as just a lesson in history that everyone needs to be educated on. For instance, the article states, "100 per cent of Canadians understand the history, impact and legacy of residential schools"( “48% Of Non-Aboriginal Canadians Residential Schools Blame for Problems”). From the same article, the Aboriginal People are referred to having “special treatment” ; “In fact, of the 10 percent of respondents who said their impressions of Aboriginal people had worsened in the past …show more content…
few years, about half said the reason for that was that they got 'special treatment' from government”. The sociological aspect this article portrays is that in order for a functioning society, everyone needs to learn about the residential schools, as the article mentions,"If you want reconciliation, you need to make space in your mind, your heart and spirit to get rid of the misconceptions you have about Indigenous Peoples” (“48% Of Non-Aboriginal Canadians Residential Schools Blame for Problems”). The ideological aspect of this article is that for Canada to look like a well rounded country, and to cover up their mistakes, they are implementing more education on residential schools. Moreover, the political and Ideological message of the article is that Indigenous people restrain Canada's economy as non Aboriginal citizens mention, “the biggest obstacle to economic and social equality is Indigenous people themselves” (“48% Of Non-Aboriginal Canadians Residential Schools Blame for Problems”). In the article about the search for a missing Indigenous women, the First Nations are portrayed as inferior because if a white women went missing, the search would have not taken 24 years. The overall sociological and ideological issue the media is portraying is that the human society is wrong to pick one culture superior over another, and not care about the inferior cultures. Humans need to work as a community to solve an issue, not let issues that do not affect them go untreated. The political aspect of the article from the writer's perspective is that the Canadian police are attempting to find the women, but based on the family's testimony, the police are not trying because of her Indigenous heritage. In addition, the article about Ottawa announcing eight hundred million dollars being given to the Indigenous survivors of the sixties scoop, proves how the media portrays First Nations as people who just need money to solve their issues. The sociological message the article is implying is that Indigenous people can be silenced with money. The article also implies that money fixes everything. The ideological message the article portrays is that the Government system thinks they are solving the issue with giving the survivors money, as the John Tasker, the journalist, writes, the settlement is “putting an end to years of fractious legal action” (Tasker). The political message the article implies is that Canada buys peace for its country by paying people off. Overall, the Indigenous are sociologically , ideologically and politically viewed as inferior. 2. HOW ARE THEY BIASED Perspectives change how society views certain topics. They are based on past experiences, and opinions. These opinions can become biased when wrong accusations are made toward a culture. However, finding biased media has become challenging because the reporters try to discreetly weave their opinion in the articles so no conflict occurs The media attempts to cover up what they have done to the Indigenous people, but the article’s have an underlining aspect that still portray the Indigenous as inferior. The article, “48% Of Non-Aboriginal Canadians Residential Schools Blame for Problems” is biased because the article makes unfair accusations that the Aboriginals have special treatment, and don't have to pay for certain services others would have too. The developers intentions are clearly negative toward the Indigenous people because every time the author says a positive remark about them, he places a negative remark about them that is empowering. For instance, he writes, “according to the survey, 34 per cent of Atlantic Canadians said their impression of Indigenous people has improved in the past decade” (48% Of Non-Aboriginal Canadians Residential Schools Blame for Problems). A few sentences later empounds the audience with this negative remark, “But 35 percent of non-Aboriginal Manitobans, 41 percent of non-Aboriginal people in Saskatchewan and 32 percent of non-Aboriginal Albertans said the biggest obstacle to economic and social equality is Indigenous people themselves” 48% Of Non-Aboriginal Canadians Residential Schools Blame for Problems). The article, “Family testifies about pain of searching 24 years for missing Aboriginal woman”, is biased because the journalist mentions, “The family testified at the hearings at Membertou First Nation on Wednesday morning, repeating their account of how they suspect Virginia died violently, and talking of their hope state police will one day locate her remains and make arrests”. Notice how the writer says “repeating”, as if he does not believe that Indigenous women are treated the same as White women. This proves the writer is biased because he works for the Globe and Mail, under the Canadian Press so he doesn't want to agree that the family is right because that would put Canada to shame. Instead, the writer attempts to make it seem like the women are treated equally. In the article about Ottawa giving a large settlement, the author's motive is to show how the money will solve the issues the survivors face. However, the journalists avoids stating how the settlement in his perspective will solve the permanent damages. This is proven because Tasker gives several reasons what the money can be used for, like “ to fund some of the projects she has long called for, including the construction of a public memorial, the creation of a "healing foundation," which would be a safe space for survivors where they could engage with Indigenous culture, and the creation of a scholarship fund for post-secondary studies on reconciliation” (Tasker). Furthermore, the author himself does not include a quote from the government saying that the money will not fix everything, but instead includes quotes from Indigenous people saying money will not fix the situation. The lawyer the Indigenous use to represent them, mentions, "Is $750 million enough to redress this problem? Hard to say. How do you quantify something that has been never been tested in the law in the Western world? The whole idea is unknown” ( Tasker). Tasker did not include the Government admitting to agree with that statement. Therefore, the Canadian government still sees money solves the issue, and the Indigenous believe the issue is not solved, which is implied in the reporters word choice. 3, HOW IT RELATES TO POEM The poem composed by Rita Joe, The Hidden Fence, the theme talks about how the Indigenous were once free and have their own identity.
Then, their identities slowly fade away not by choice, but by force. Indigenous people will like to explain the culture they lost, so the Canadian Government can understand what they took away. The tone the author uses is sad, depressing. From the material gathered, there are several connections that can be made. The word choice the Rita Joe uses consists of, “rainbow lane, fathers hanging limp”(Joe). That shows the contrast of how she used to live her perfect world with her culture, but now lives in a world where her culture is drained. The author uses imagery and word choice together, because the words she uses paints an image in ones brain. For instance, “I trod the lane of the rainbow road” paints an image that the life the author lived was colourful and fulfilled. Then the author says,”Now slowing to a trickle/ my stride becoming a shuffle”(Joe). One imagines someone's world crashing down, as the author depicts her life slowing down. The composer portrays the poem in a first person point of view. She is very figurative because she mentions, the rainbow road, the barricaded fences of rescue, and her stride slowing down which, all represent her life. From the material gathered, there are several connections that can be made. In the news article titled, “48% Of Non-Aboriginal Canadians Residential Schools Blame for Problems”, the poem relates to the article in the sense of how residential schools stole the Indigenous identity. The poem says , “ I teach you my culture / I want to teach you about me” (Joe). The article relates to that section of the poem, because Indigenous issues have increased attention, which have allowed the White Culture to understand the struggles Indigenous people face. This is proven in the article as the reporter states, “According to the survey, 34 per cent of Atlantic Canadians said their impression of
Indigenous people has improved in the past decade. Increased media coverage of Indigenous stories, living near First Nation communities, and building personal and business relationships with Indigenous people have given Atlantic Canadians more positive views of their Indigenous neighbours” ( “48% Of Non-Aboriginal Canadians Residential Schools Blame for Problems”). In the article about the women going missing for 24 years relates to the poem because of past experiences that shape people's opinions today. For instance, because the Ingenious went to residential school, and some became alcoholics, most people most likely believe that all Indigenous are alcoholics and useless. Because of this, the police do not give much effort to find the women. Which relates to the poem because the composer states, “My identity my own” (Joe). Her identity is shaped based on the stereotypes that others label the Indigenous of. Therefore, because of the stereotypes, the police do not treat the search the same of a white women, which relates to the poems identity aspect. Moreover, in the article which portrays the government giving an eight hundred million dollar incentive to the survivors of the sixties scoop, relates to the poem as well. This is because the poem states, “Submission becoming my prison” (Joe). The survivors are given money for the paint the government causes, which in reality the Canadian Government is giving them money to silence them. Those are several reasons why the poem relates to the 3 Indigenous articles.
Her book focuses on the myriads of issues and struggles that Indigenous men and women have faced and will continue to face because of colonialism. During her speech, Palmater addressed the grave effects of the cultural assimilation that permeated in Indigenous communities, particularly the Indian Residential School System and the Indian Act, which has been extensively discussed in both lectures and readings. Such policies were created by European settlers to institutionalize colonialism and maintain the social and cultural hierarchy that established Aboriginals as the inferior group. Palmater also discussed that according to news reports, an Aboriginal baby from Manitoba is taken away every single day by the government and is put in social care (CTVNews.ca Staff, 2015). This echoes Andrea Smith’s argument in “Heteropatriarchy and the Three Pillars of White Supremacy: Rethinking Women of Color Organizing” that colonialism continues to affect Aboriginals through genocide (2006, p. 68). Although such actions by the government are not physical acts of genocide, where 90% of Aboriginal population was annihilated, it is this modern day cultural assimilation that succeeded the Indigenous Residential School System and the Indian Act embodies colonialism and genocide (Larkin, November 4,
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.
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.
Lliu, K., and H. Zhang. "Self- and Counter-Representations of Native Americans: Stereotypical Images of and New Images by Native Americans in Popular Media." Ebscohost. University of Arkansas, n.d. Web. 19 Apr. 2014
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
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
Living in Canada, there is a long past with the Indigenous people. The relationship between the white and First Nations community is one that is damaged because of our shameful actions in the 1800’s. Unnecessary measures were taken when the Canadian government planned to assimilate the Aboriginal people. Through the Indian Act and Residential schools the government attempted to take away their culture and “kill the Indian in the child.” The Indian Act allowed the government to take control over the people, the residential schools took away their culture and tore apart their families, and now we are left with not only a broken relationship between the First Nations people but they are trying to put back together their lives while still living with a harsh reality of their past.
A connection is the relationship in which a person or thing is linked. In the film The Rabbit Proof fence (TRPF) directed by Phil Noyce and the novel The Boy In The Striped Pajamas (TBITSP) written by John Boyne they each show the connections characters have around them. The theme of belonging is communicated through the establishment of forced and natural connections that the characters have with their surroundings. Between the characters in both they shape their identity by having connections with people and places around them to feel a sense of belonging.
Native Americans have been living on American soil for quite a while now. They were here before the European colonists. They have been here and still continue to be present in the United States. However, the way the media represents Native Americans disallows the truth about Native Americans to be told. Only misinterpretations of Native Americans seem to prosper in the media. It appears the caricature of Native Americans remains the same as first seen from the first settler’s eyes: savage-like people. Their culture and identity has become marginalized by popular culture. This is most evident in mainstream media. There exists a dearth of Native American presence in the mainstream media. There is a lack of Native American characters in different media mediums. When they are represented, they are misrepresented. They are easily one of the most underrepresented cultures and people in American media. Native Americans shouldn’t be confined to a stereotype, should have a greater presence in the media, and shouldn’t be misrepresented when they are presented.
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,
Fences, a play first published by August Wilson in 1986, is an exploration of the relationships and individuals within a black tenement family living in the United States just before the start of the Civil Rights Movement. The story focuses on Troy Maxson and his family’s struggle to make ends meet, while each person’s emotions and desires threaten pull them apart from one another as well. Within the two acts that make up the play, readers and viewers learn much about Troy and Rose Maxson and their children. In his younger years, Troy was a great baseball player, but missed an opportunity to take his talent to the professional level due to racial discrimination. Events such as this take a toll on Troy’s disposition, and he grows into a hardened man, with major unresolved psychological issues that carry over into his adulthood and family life. Fortunately for Troy’s children, his wife, Rose, has a more kind and caring nature than that of her husband, and when their situation worsens, she takes charge. The two opposite personalities of Troy and Rose are the forces that push the play forward, and it is for their dreams and actions that the play is given its name. In one sense, the fence that Troy has been dragging his feet to finish resembles the family that, over the years, he has neglected; similarly, both are things that Rose has been begging for him to pay more attention to. In another sense, the fence is a symbol for a metaphorical barrier: for Troy, it is a barrier between his world at home and what he wants to keep away, and for Rose, it is a barrier between the world and what she wants to keep protected. The title represents various aspe...
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.
Throughout Canadian history, since white settlers first set foot on the sacred soils which we now call home, First Nations peoples have been discriminated against. Their beliefs have been challenged, their land has been taken, their children were sent to residential schools and they have been stereotyped. Indigenous people have been stereotyped as constantly drunk, along with other stereotypes which have caused many racist halloween costumes, for example. The "drunk indian" stereotype is not only discriminatory but also hurtful, which is why this harmful topic must be discussed in today's conversation.
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.
The poem contains the central idea that many of these children never understood what home really means. In Native American culture the people venerate earth and it is referred to as mother nature which we see in the poem. The rails cut right through their home but they don’t view them like the average person. They view the tracks as if they are scars across mother earths face and her face is the Native American’s homeland. She is scarred for eternity but she is perfect in their dreams. This symbolism is ironic because the children try to reach home using the railroad that ruined natural life for them and many other Native Americans. In the second stanza the speaker says “The worn-down welts of ancient punishments lead back and fourth” (15-16). Which can be talking about the marks on the children’s bodies after getting caught while running away. But the “word-down welts” can also symbolize the welts that were put on mother nature throughout history. The last five lines of the poem sums up the symbol of hope through their memories and dreams. The last line of the poem says, “the spines of names and leaves.” (20-24). The “spines” symbolize the physical strength of the children and their ability to maintain hope individually “names”, and for their tribe