...taken place with the operation of residential schools in Canada. Canada has impacted the lives of many Aboriginal indigenous children by ripping their cultural identity by force and destroyed their childhood with a disordered organization, during the 1880’s to the late 1990’s. During this time period, indigenous children lost their relationship towards their family and culture due to separation forced by residential schools. Students had been abused, sexually harassed and killed at residential schools. Also, the health of students in residential schools was very poor compared to living in Aboriginal...
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...struggle, the comparison between aboriginal struggles today versus the struggles of previous generations, and the issues and horrors of residential schooling. The comparison...
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...Sociology Term Paper The film Education as we see it is a learning video addressing the educational decisions made in the late 1800s pertaining to the Canadian Aboriginals. Aboriginals were not considered productive members of the “white society” and therefore, Canadian government at the time, Duncan Scott believed that their best chance for success was to learn English and adopt Christianity and Canadian customs. (Keith & Whyte, 2003) By establishing residential schools where native children were forced to attend, ideally, they would pass their adopted lifestyle on to their children, and native traditions would eventually diminish. Scott stated that his ultimate goal was “to be rid of the Indian question.” (CBC News, 2010) Over the years, the students suffered harsh treatment, including physical, sexual, and emotional abuse. The issues addressed in the film are good examples of conflict theory as applied to education. Additional social concepts brought up for discussion also include ethnocentrism, social inequality, as well as gender assumptions/discrimination. (Education as we see it) Conflict theory was originally coined by Karl Marx, and later adapted and developed by other theorists’ including Max Weber. According to Karl Marx, in all stratified societies there are two major social groups: a ruling class and a subject class. The ruling class exploits and oppresses the subject class, and as a result there is a basic conflict of...
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...violators. ➢ Heavy numbers of vehicle on roads. ] When the government as well as traffic department of Bangladesh Police are continuously trying to resolve the ever increasing traffic congestions in the capital city in Bangladesh, owners of Multi Storied Buildings [MSB] are continuing to further worsen the situation as most of them do not either have under-ground vehicle parking facilities in their buildings, or have already used the under-ground parking spaces for various commercial and industrial purposes. Just because of such illegal practices by the owners of such multi storied commercial and residential buildings, vehicles are parked on road sides, causing extra burden to the existing traffic congestions. On physical verification, Weekly Blitz has already located a number of multi storied buildings in Dhaka city, where there are no under-ground parking spaces, or the under-ground parking spaces are already used for various commercial and industrial purposes. List of such buildings are given below for the knowledge of Dhaka City Corporation, Rajdhani Unnayan Kartipakkha - RAJUK [Capital City Development Authorities], Bangladesh Police and the ministries concerned: 1. Rajlaxsmi...
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...To What Extent was the Canadian Government Treatment of the First Nation of the Prairies Justified The rights of the Natives did not truly recognized by the government. Since white people came to this territory, they did no consider the Natives as a part of the residents. However, it was the Natives who were the first to live and develop on this land. The Canadian government had signed treaties with the Natives and moved them to the prairies, where the crops could hardly grow on. They also forced Natives’ children to go to residential schools. However, Canada was just formed and needed money. Although the government of baby Canada needed land to build a railway with minimal amount of money, it could have achieved it without the cruel treatments to the Natives. One of the treatments was the numbered treaties. After the governments signed the treaties with the Natives, they obtained large area of land with very low price. The government promised that they would give Natives a part of the land and agriculture tools. However, the tool, supplies, animals, and instruction guaranteed by the treaties proved inadequate. For instant, the seeds were sent too late in the year and farmers were not allowed to use threshing machines. The Natives had no ways to plant crops under these harsh conditions even they were successful famers. The soil was also very barren on the prairies, which could not compare to the fertile lands around the Great Lakes. The land had not been fully cleared and...
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...The residential schools of Canada can be dated back to the 1870s. Before 1996, when the last of 170 schools were closed, an estimated 150,000 indigenous youth were forced to attend. In an attempt to blend indigenous youth into Canadian society, both the Canadian government and Christian churches believed educating and converting the youth would achieve their goal of integrating them into Canadian society (Miller, 2014). The infliction of economic self sufficiency and religious conversion caused the loss of languages which further resulted in the loss of culture among traditional indigenous peoples. The death of a language is more complex than simply a loss of communication, it is a loss of knowledge. "The wisdom of humanity is summarized in...
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...Effects of Urban Migration on Aboriginal Peoples Independent Study Seminar Project Since the start of the Residential School era, urban migration, the process of people moving from rural areas to cities, among Aboriginal peoples has been a common practice for many. Whether it is for educational or work-related purposes, this practice continues on today. The purpose of this study was to examine the effects of urban migration on Aboriginal peoples and whether these effects have positively or negatively impacted their lives. The reason for leaving, how leaving affected migrants emotionally and/or mentally, social impacts, opportunities, challenges, impacts of family/life at home, and native culture were all factors looked at to determine the...
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...INTRODUCTIONS TO CANADIAN STUDIES BAD EDUCATION Bad education? Is there such a thing as bad education? Education supposed to be a good thing. Its roots come from the Latin word educere and means something like “to lead forth “ or “to develop mentally and morally by instruction “[1] Therefore a process of education should have a positive impact on human being and it should actually broaden his mind. But that is not what happened to Aboriginal people in Canada at the time of residential schooling. Residential schools were established in order to assimilate (Canadian Education Association) aboriginal people to western society. Later,” to assimilate” became synonym of “to civilize”. But was that really necessary to do? Gradually it became similar to a totalitarian regime and its expansion within society. Why cannot people understand each other, learn from each other and respect each other? Aboriginal people had their own educational system long before new settlers arrived to the shores of North America. System that was so different, and yet so similar to the western one. The teachers were the parents, the elders and other members of community. The classrooms were the teepees, the hillsides or the forests. Also other unusual subjects played role in the process of education. Education of this kind is distinct from the education that demands schooling. It aims, first, to explain to the...
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...even live to graduate from their schooling. Often before leaving the school as a graduate children attempted to run away from residential schools. Some managed to get away, however, many weren't as lucky. In some cases children tried to run away but were then caught and brought back to the school where they were severely punished. Unfortunately sometimes after running away they would die of exposure. In one case four boys had tried to runaway but were found dead lying on a lake where the temperature was thirty degrees below zero (Kennedy, 2014). Children dying from residential schools was not uncommon. Roughly 4,000 children died while attending these schools. The causes of these death varied from things such as tuberculosis, spanish flu or even from small pox infested blankets sent from the Europeans ( The canadian press, 2013). A large amount of deaths were caused by fires. Residentials schools were known as fire houses. When fires flared children were unable to escape. The staff would lock the doors to the bedrooms at night so that the children would not run away, but also prevented them from escaping fires. However, in some schools they placed poles outside of the widows in order for them to have a way to escape by sliding down the poles. This was practically useless however, because the windows were locked and the children couldn't even reach the poles (Kennedy, 2014). Many children left the school in more ways than one. Those who left as a graduate may be considered...
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...The framework for school inspection The framework for inspecting schools in England under section 5 of the Education Act 2005 (as amended). |This framework sets out the statutory basis for inspections conducted under section 5 of the Education Act 2005 (as amended) from | |September 2012. It summarises the main features of school inspections and describes how the general principles and processes of | |inspection are applied to maintained schools, academies and some other types of school in England. This version of the framework is | |effective from September 2014. | Age group: 0–19 Published: January 2015 Reference no: 120100 Contents Introduction 4 What is the purpose of school inspection? 4 How does inspection promote improvement? 4 Key features of the framework for school inspection 5 What are the legal requirements for the inspection of schools? 7 What determines the timing of a school’s inspection? 10 What are the principles of school inspection? 13 What is the relationship between school self-evaluation and inspection? 14 Who inspects schools? 15 Inspection grades used to make judgements 15 Schools judged to be causing concern 17 Part B. The process of inspection 18 What happens before the inspection? 18 What happens during the inspection? 19 What happens after the inspection? 22 ...
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...A character’s purpose in a story is to fight through challenges and solve problems created by the plot. In the descriptive story, Indian Horse, Richard Wagamese effectively creates the plot of escape in various ways using his amazing, but imaginary main character, Saul Indian Horse. By facing his challenges, Saul escapes from his early childhood life, the nightmares of the residential school, and the intolerable discrimination against his own race. Escape creates an opportunity to develop a different identity, thus permanently changing the character. Saul feels the need to escape from his difficult situations. To begin with, Saul and his grandmother must escape to a warmer climate to survive through the cold temperatures the winter season...
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...Reconciliation Payments for All Indian Residential School Survivors CANADIAN BAR ASSOCIATION February 2005 PREFACE The Canadian Bar Association is a national association representing 38,000 jurists, including lawyers, notaries, law teachers and students across Canada. The Association’s primary objectives include improvement in the law and in the administration of justice. This submission was prepared by the National Aboriginal Law and the National Alternative Dispute Resolution Sections of the Canadian Bar Association, with assistance from the Legislation and Law Reform Directorate at the National Office. The submission has been reviewed by the Legislation and Law Reform Committee and approved as a public statement of the Canadian Bar Association. The Logical Next Step: Reconciliation Payments for All Indian Residential School Survivors Executive Summary At its Annual Meeting in August 2004, the Canadian Bar Association adopted a resolution1 calling for the government to go beyond the existing Indian Residential Schools Dispute Resolution process to provide a base payment to all survivors of Indian Residential Schools. The CBA recognizes the tragic legacy of Indian Residential Schools and the failure of the current options of either litigatio n or the dispute resolution process to resolve the situation. The harms caused by Indian Residential Schools are still profoundly felt by the individual students who attended the schools, as well as their families, communities...
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...young people and young vulnerable adults policy |Ofsted aims to assure the safe and secure provision for children, young people and learners across all remits through effective | |inspection and regulation. Therefore, safeguarding the welfare of children, young people and some vulnerable adult learners is part of | |our core business and all staff must be aware of their responsibilities in this regard. | Age group: 0-18+ Published: February 2015 Reference no: 150004 Contents Purpose 4 The definition of safeguarding – children and young people 5 Aims and objectives 6 Ofsted’s responsibilities 7 Safeguarding vulnerable adults 9 Ofsted’s responsibilities 10 Ofsted Safeguarding Group 10 Annex A: Assessment of risk in settings, where children attend, because individuals reside on the premises or have access to children and young people 12 Purpose 1. This document outlines Ofsted’s policy on identifying and responding to concerns regarding the safeguarding and protection of children and young people, with a specific section on protection of vulnerable adults. This policy, with the associated procedures, provides guidance for all staff who may come across concerns of this nature within the context of their work for Ofsted. These include: ■ all members of Ofsted’s workforce, both inspectors and office-based staff ■ additional inspectors ■ other individuals, consultants...
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...Perspectives | Assignment #2 Question #1 Compare the “hidden curriculum” identified by S. Contenta with the underlying norms and values of “Indian education” highlighted in the video the Mission school syndrome and in the readings by Titley, Levaque, Gresko and Wilson. (750-1000 word) Although education was meant for all children, education for Aboriginal children clearly had a hidden curriculum. It has been mentioned in all of the readings and the movie that the main objective was to civilize them into the White culture which included the teaching of the English Language (reading, writing and speaking), religion, agriculture and other trade skills necessary to live in a “White’s man world”, where “the primary motive was to spread the Gospel of Jesus Christ.”[1] However, the interpretation of the events of those days differs in perspective between the religious groups and the Native people. As Europeans immigrated to Canada and settled on the lands where Aboriginals hunted and lived, themselves hunting the same animals as the Natives (for sport rather than survival) and restricting the territory forcing Aboriginals onto reserves or residential schools. The Whites did not understand this way of life even thinking that it was barbaric and savage. Consequently the government and religious groups wanted ‘to provide native children with the opportunity to learn about the Catholic faith. Another ultimate goal was...
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...ABORIGINAL ISSUES IN CANADA Teacher Name: Bob Gregory Student Name: Juan Carlos Bernal Student Number: 057638082 Date: Monday October 15th, 2012 References: Canada (1891). Indian treaties and surrenders, from 1680 to 1890 Volume I. Ottawa: Brown Chamberlin (Queen's Printer). URL: http://www.canadiana.org/ECO/ItemRecord/91942 Centre for Social Justice URL:http://www.socialjustice.org/index.php?page=aboriginal-issues Canadian Council on Social Development URL: http://www.ccsd.ca/cpsd/ccsd/c_ab.htm Aboriginal Affairs and Northern Development Canada URL: http://www.aadnc-aandc.gc.ca/eng/ Assembly of First Nations URL: http://www.afn.ca/index.php/en The Indian Residential School Settlement URL:https://my.senecacollege.ca/bbcswebdav/courses/CAN275BA.GENH.20123/summary%20of%20court%20settlement.pdf Aboriginal Issues in Canada Many problems exists in aboriginal communities which include their living conditions, crime rates, suicide rates, lack of education and skill training, unemployment and other issues. The living conditions or quality of life for Aboriginals rank 63rd, or amongst Third World conditions. Health Canada states that as of May 2003, 12% of Aboriginal communities had to boil their drinking water and approximately 1/4 of water treatment systems on-reserve pose a high risk to human health. Almost 25% of Aboriginal water infrastructure are a high risk of contamination. House density is twice that of the general population. Nearly 1 in 4...
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