...three articles that discuss Indian Residential Schools in Canada and the legacy that followed from being a student in these institutions. As abuse was prevalent across most of the schools, this created a lot of emotional problems and coping strategies which were passed on from generation to generation. These three articles are Agnes Grant’s Finding my Talk, David MacDonald’s “Genocide in the Indian Residential Schools: Canadian history through the Lens of the UN Genocide Convention”, and Jennifer Llewellyn’s “Dealing with the Legacy of Native Residential School Abuse in Canada: Litigation, ADR, and Restorative justice.” The first reading finding my talk is about one woman named Eleanor Brass and her experience coping with not only the years of abuse endured in residential schools, but also with dealing with a lifetime of racism, being an indigenous woman in Canada. Eleanor was one of the first babies to be born on the File Hills Colony , which was under tight control of the Indian agents. Indian agents would control all the farming practices of the families who were living on the colony. Nothing could be sold without the agent overseeing the transaction and this amount of control was not limited to their farming...
Words: 672 - Pages: 3
...Residential schools Residential schools represented the greatest form of abuse against the Indians by the government in the name of civilizing and assimilating them into Eurocentric values. This system of industrial schools was modeled along Carlisle Indian School in Pennsylvania whose intention was to alienate entire generations of Indian children from their language and culture. Indian children were taken away from their parents, relatives, friends, and communities to residential schools where they lost their culture and ability to communicate in the native tongue. This system of residential school has been equated to cultural genocide. The 1876 Indian Act gave the government the responsibility for native education and residential school...
Words: 1179 - Pages: 5
...respected leader and a man of honor. A man, confident within his country stated the following on January 18, 1904 “Canada has been modest in its history, although its history, in my estimation, is only commencing. It is commencing in this century. The nineteenth century was the century of the United States. I think we can claim that Canada will fill the twentieth century.” (Suzuki) Many Canadians would come to believe this and feel secure and prideful of their country. However, this statement would be proven wrong by the harsh unforgiving way the Aboriginal peoples were treated.Canada would not belong to the Twentieth century due to how the Government's treatment of first nations people, through the title of Status Indian, Reserves and Residential Schools. The Indian Act was put in place in the late nineteenth century as a means to calm down the First Nations people violent response to western settlers. (Coyler 176) The indian act would give the title of Status indian to certain people who met certain qualifications such as having Aboriginal ancestry or being an Aboriginal. This act would neglect the Aboriginal peoples to certain rights and freedoms, as well as eventually turning into a title of humiliation and prejudice. Anyone who had the title of status indian, were not given the right to vote. The final group of people to gain suffrage would be the Aboriginal peoples in the 1960’s. (Colyer 356 )Along with the inability to vote, the Indian Act would neglect Aboriginal people from...
Words: 896 - Pages: 4
...returning Aboriginal veterans, Residential schools and missing, murdered Indigenous women. It is an estimated 7000 Aboriginal People served in both world wars. They were not encouraged or enlisted during the early parts of the first world war however, once the lives of soldiers started to drop...
Words: 933 - Pages: 4
...church-run residential schools in every province besides Newfoundland, New Brunswick, and Prince Edward Island. The Aboriginal leaders and elders anticipated that these schools would let their children learn the skills of the Canadian society and help them easily transition into the dominated society of Canada but the residential schools were of nothing they imagined or hoped for (). RESIDENTIAL SCHOOLS: THE DARK SIDE Continued Currently, residential schools are still running and forcibly taking Aboriginal children from the ages five to sixteen from their families and communities and forcing them to attend the schools where they are deprived of their...
Words: 736 - Pages: 3
...Canada’s First Nations have a beautiful culture. Although we have done some things to help Canadian aboriginal people to preserve their traditions and culture, we could have done much more. We have wronged the First Nations People in many ways; we have treated them as less than ourselves and in some cases still do. Forcing children into residential schools, not allowing Canadian aboriginals to vote, taking away the land that they had lived on for years, these are just a few things that we, as Canadians, have done. 150,000 Indian children were taken away from their families to live at residential schools. The first residential school was opened in 1840 in Bradford, Ontario and by 1910 there were a total of 74 schools all across Canada. Residential...
Words: 803 - Pages: 4
...nations people through in order to destroy them and their culture. though First Nation people have strived in order to make a better life for themselves in today’s society, many still struggle due to the problems that have hindered aboriginals for many generations. Some of the key issues that will be touched upon in this essay are: the comparison between urban privilege versus rural Aboriginal struggle, the comparison between aboriginal struggles today versus the struggles of previous generations, and the issues and horrors of residential schooling. The comparison...
Words: 908 - Pages: 4
...Residential schooling and Indian Boarding schooling have both been used throughout Canada and America. It was said to be a solution for the “Indian problem”. For many others who attended, it was a time of abuse and desecration of culture. The first residential school opened in the 1800’s. Under the Indian Act, it became mandatory for every Indian child between the ages of 4 and 16 to attend a residential school or boarding school and it is illegal for them to attend any other educational institution. There are two objective views that the government wanted to establish with these schooling systems. The first one is to isolate the children from their families, so they can be converted and educated into the “white” culture. The second view is...
Words: 1588 - Pages: 7
...The Residential school system in Canada was a system devoted to providing a disciplined based ideal that promoted the rejection of the aboriginal culture in favor of the then dominant white European population. The teaching strategies that were encouraged ranged from pulling children as young as six away from their parents to mental, physical and sexual abuse. The Residential schools were run by a variety of participating church organizations, which received funding from the Canadian government. The funding was based on a per aboriginal basis therefore it was in the best interests of the churches to enroll as many aboriginal students as possible. The schools were run in almost every province in Canada from 1860-1884 and claimed to be promoting religious and cultural assimilation. However, the cruelty that was experienced by many young aboriginals in the residential schools emphasizes the differences between the aboriginal societies and the European dominant society making complete assimilation impossible. The imposition of residential schools on First Nations children has led to significant loss of indigenous languages, and this language loss has led to further cultural losses for traditional First Nations cultures in Canada. The earliest known date opening of a Residential school was in 1840, located in Manitowaning, Ontario. The school was the Wikemikong Indian Residential School, it closed in 1879. The last Residential school to close was La Tuque Indian...
Words: 1660 - Pages: 7
...Residential School Residential school: (in Canada) a boarding school maintained by the Canadian government for Indian and Inuit children from sparsely populated settlements. Two primary objectives of the residential school system were to remove and isolate children from the influence of their homes, families, traditions and cultures, and to assimilate them into the dominant culture. These objectives were based on the assumption Aboriginal cultures and spiritual beliefs were inferior and unequal. Indeed, some sought, as it was infamously said, “to kill the Indian in the child.” Before the confederation (1867) and until 1910, Churches and the government sought to assimilate the Native peoples. Residential schools became the promote method of assimilation. At one time or another, 144 residential schools existed in Canada. An estimated total of 150, 000(one hundred and fifty thousands) children attended the schools. Imagine five hockey arenas, each setting 30,000. It is said to be a cultural Genocide? How? Evidence/ Quote "When the children came back, they were different, speaking in the wemistikoshiw tongue, talking back to their parents, fighting and hitting one another, crying in the middle of the night for no reason" With the loss of their families and its influences, children that were sent to residential schools resulted in the loss of their First Nations culture and a negative difference in behavior What led to residential school? European settlers...
Words: 1151 - Pages: 5
...(commonly referred to as First Nations), Métis and Inuit. These are three distinct peoples with unique histories, languages, cultural practices and spiritual beliefs. More than one million people in Canada identify themselves as an Aboriginal person, according to the 2006 Census.” (Indigenous Nationhood) Although many Aboriginal peoples in Canada identify as being Aboriginal, many Aboriginal peoples struggle to maintain or gain a sense of cultural identity due to the Canadian Governments assimilation policies. Throughout this paper I will discuss how the Indian Act, the Canadian Residential School System, and the Sixties Scoop assimilated Aboriginal peoples into a European way of life, by attempting to integrate them into society by abolishing their Aboriginal identities. This assimilation process impacted Aboriginal peoples in negative ways throughout the generations socially, culturally, and economically. The negative impacts within child welfare system, educational institutions, and the socio-economic status of Aboriginal peoples today, prove assimilation and the total integration of Aboriginal peoples within mainstream society is unacceptable. Decolonization techniques should be applied within those areas in order combat the long lasting effects of assimilation by colonization. Decolonization will also help enable Aboriginal peoples to regain a cultural identity. The 1876 Indian Act was created as a way to control and assimilate Aboriginal peoples. “The Indian Act, by itself...
Words: 2439 - Pages: 10
...#11: Racial and Ethnic Inequality * Schaefer and Haaland, Ch. 10 and Ch. 16 pp. 375-377 * Video: The Real Avatar – optional Unit #12: Gender and Family * Schaefer and Haaland, Ch. 11 and Ch. 12 pp. 254-259, 262 and 265-267 * Adam, “Why Be Queer?” * Kimmel “Masculinity as Homophobia” * Video: Tough Guise 1. Explain how Daniel Wolf used participant observation to conduct research on biker gangs and how he used the interactionist perspective and labeling theory in his analysis. Define the term counter-culture, say how this concept applies to biker gangs, and use the conflict perspective to explain why people might join a counter-culture such as a biker gang. Use Merton’s anomie theory and the cultural transmission theory of deviance to analyze biker gangs. (Chapter 7 and Wolf article) Participant observation because He joined the rebels for a period of time to get an accurate sense of how they operate, referred to as participant observation By being one of them he was able to observe the gang in their natural settings and gather information from the field. This resulted in him being able to collect primary information...
Words: 1990 - Pages: 8
...human issues. This theory was used to promote the idea that the white Europeans race was superior to others and destined to rule over them. Darwin’s influence is not only limited to science, but rather it has influenced political, social and economic thinking. People have been trying to apply it to types of human relations and this resulted to scramble of Africa, apartheid, genocide, demining of social values and the controlled economies by super powers. Malthus’s writings provided the germ Darwin’s theory of natural selection....
Words: 2179 - Pages: 9
...Chapter One Canadian Constitution * THE MOST IMPORTANT DOCUMENT IN CANADA!!!!!!!!!!! * Has the roles of ALL levels of the government and describes how they work together * Governor General * Executive * Legislative * Judicial * Also has things like ooooh, the Charter of Rights and Freedoms British Monarch * The governor general is the Queen’s representative here in Canada * They are the formal head of state * So no real power… * Considered part of the executive and legislative branch The Executive Branch * Prime Minister and the Cabinet are part of the executive * To become PM, you have to lead a political party and win the most seats in the HofC * The cabinet is chosen by the PM and they come from his political party * Makes most laws and goes through the process to enact them * Basically runs the government through the days * Cabinet ministers are given portfolios that they are responsible for * They research issues and help to propose laws from their portfolio * Ex. Agriculture, justice, foreign affairs are types of portfolios * Each cabinet runs their own affairs which is the day to day activity of the government. * Each cabinet minister has their own staff to help them Political Parties * Whoever has the most seats leads the government * Candidates run for election, party with most votes form government * Are considered organizations...
Words: 6111 - Pages: 25
...1 of 5 ! GENTRIFICATION (What is it ? How does it affect my neighborhood?) 2 of 5 Gentrification is a process associated with the economic and cultural improvement to a formerly distressed and disinvested neighborhood, through the migration of middle and upper class households. This process is not modern but continual. In 1962, gentrification began in Brooklyn Heights, a historical neighborhood located a quick ride across the Brooklyn or Manhattan Bridge with an abundance of rental units housing immigrant families. Aesthetically not a desirable neighborhood but for a young professional working in lower Manhattan, the reasonable real estate prices left something to be desired. Welcoming the middle - class for working - class displacement , as writing in (Lees, L. (2003). Super-gentrification: the case of Brooklyn Heights, New York City. Urban Studies (Routledge), 40(12), 2487-2509.) an interview with an anonymous Gentrifier “D” a young lawyer who purchased a small four story brownstone in Brooklyn Heights for 28,000 dollars. The house was divided into 3 apartments consisting of the Basement Level, Parlor Floor and Second Floor. When the house was purchased there were 2 families renting in the building, one family left voluntarily, while the other family was a working class Irish family, who was later evicted by” Gen D” due to his expanding family, this is an example of the working class displacement, unable to purchase due to lack of sufficient income. Gen D, later in the...
Words: 1218 - Pages: 5
