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the consequences of cultural assimilation
the effects of cultural assimilation
the consequences of cultural assimilation
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Throughout Canadian history, there has always been one group of people who have always been dealt the worst hand. The Native Canadians have been oppressed and forced into assimilation it the Canadian culture for hundreds of years. Through out time, Canada has changed the way they treat the natives. However, the Canadian Government has not been effective at improving the position of Native Canadians. Those who survived Canadian residential schools, lived on Native reserves or have been involved in any Native affairs issue is proof that Canada has not been improving the position of Native Canadians. To begin, image your self being forcefully taken from you’re parents and placed in an environment that is not suited for a child, where sexual and physical abuse occurred. This was the sad reality for Native children. Residential schools were initially created by the Catholic Church to force the Native children to assimilate into Canadian Culture by stripping them of their Native language and religion (Miller, par 1). Forced assimilation is wrong, no matter the context of the situation. These children should not have been forced to give up their own heritage. This is a huge blemish on Canada’s reputation because in modern times, we are known as a country that openly accept other cultures. Along with the forced assimilation of the residential schools, students were often times abused both physically and sexual by their teachers (Haig-Brown, 11). The physical abuse would include beatings, being punched in the ear to the point where the victim would incur hearing loss and being burned with cigarette buds (O’Hara and Treble, Par 3). This kind of physical abuse will leave children being scared of the teachers, becoming social withdrawn,... ... middle of paper ... ...http://www.thecanadianencyclopedia.ca/en/article/residential-church-school-scandal/>. Patriquin, Martin . "Canada, home to the suicide capital of the world." Macleans. N.p., 30 Mar. 2012. Web. 12 Dec. 2013. . Piotrowski, Nancy A., and Tracy Georges. Magill's encyclopedia of social science: psychology Volume 3. Pasadena, Calif.: Salem Press, 2003. Print. "Suicide Among Aboriginal People in Canada." Canadian Mental Health Association LondonMiddlesex Branch. N.p., 5 Feb. 2012. Web. 18 Dec. 2013. . Wallace, Bruce . "Ottawa Apologizes to Natives." The Canadian Encyclopedia. N.p., 17 Mar. 2003. Web. 18 Dec. 2013. .
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.
They could not speak their native languages, in addition, they could not communicate with their parents. Joanna Rice describes that these "schools were designed and operated by the church and state with the purpose of destroying Native cultures(Rice 1)". This loss of culture affects core beliefs and values, These beliefs and values are important as it dictates how moral behavior is passed on from generation to generation. It is no wonder that "every Aboriginal community in Canada today is affected by the experience of residential schooling (Rice
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
First Nations children suffered many forms of abuse at the hands of the Canadian Government (Oh, Canada!) under the guise of residential schools. The purposes of the residential schools were to remove First Nations children from the influence of their families and cultures, and to intergrade them into the dominant culture (The Residential School System). This was done under the assumption that First Nations culture was lesser, “to kill the Indian in the child” as it was commonly said. The children were forcibly separated from their families to live in year-round schools where they were taught “white man” curriculum, with a two-month vacation time, completely separated from their Aboriginal heritage and forbidden from speaking their own languages (The Residential School System). If these rules, along with many others, were broken the punishments were severe (Oh, Canada!). Residential school survivors spoke of their horrible abuse during their time at the schools, including: sexual, physical and psychological (The Psychological and Intergenerational Impacts of the Indian Residential School System). The students received an inferior education, usually only taught up to grade five, training them for manual labor jobs (The Residential School System). The residential school system undermined First Nations culture and disrupted families for generations, leaving severe psychological damage in not only the survivors but also their families and the following generations (The Psychological and Intergenerational Impacts of the Indian Residential School System). Many students grew up without experiencing a family life, never gaining the experience and knowledge necessary to raise a family of their own. The effects of the schools were far reac...
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.
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
The aftermath of residential schools made native people have nightmares of their past, losing their identity and being abusive themselves. The only good matter that came out of this whole episode was the truth. Justice came to ones that were guilty and the embarrassment to the Canadian government and the churches. In conclusion, residential schools were careless for the ministration staff they put in control to take care of the Aboriginal children.
“To kill the Indian in the child,” was the prime objective of residential schools (“About the Commission”). With the establishment of residential schools in the 1880s, attending these educational facilities used to be an option (Miller, “Residential Schools”). However, it was not until the government’s time consuming attempts of annihilating the Aboriginal Canadians that, in 1920, residential schools became the new solution to the “Indian problem.” (PMC) From 1920 to 1996, around one hundred fifty thousand Aboriginal Canadians were forcibly removed from their homes to attend residential schools (CBC News). Aboriginal children were isolated from their parents and their communities to rid them of any cultural influence (Miller, “Residential Schools”). Parents who refrained from sending their children to these educational facilities faced the consequence of being arrested (Miller, “Residential Schools”). Upon the Aboriginal children’s arrival into the residential schools, they were stripped of their culture in the government’s attempt to assimilate these children into the predominately white religion, Christianity, and to transition them into the moderating society (Miller, “Residential Schools”). With the closing of residential schools in 1996, these educational facilities left Aboriginal Canadians with lasting negative intergenerational impacts (Miller, “Residential Schools”). The Aboriginals lost their identity, are affected economically, and suffer socially from their experiences.
Both Hart and Anaquod were subjected to the cultural assimilation and social isolation that was part of the Canadian government’s policy to “kill the Indian in the child.” Where the goal to transform Indigenous children into productive members of society shifted to abuse and the church and government covering up the secrets of abuse is sitting on a blurred line. On June 11, 2008, the current Prime Minister of Canada, Stephen Harper, made a statement of apology to former students of Indian Residential Schools, on behalf of the Government of Canada for the previous government’s actions. “The government of Canada now recognizes that it was wrong to forcibly remove children from their homes and we apologize for having done this,” Harper said. “We now recognize that it was wrong to separate children from rich and vibrant cultures and traditions, that it created a void in many lives and communities and we apologize for having done this.” Harper noted that many former students have died and are unable to hear the government’s
The over-representation of Aboriginal children in the Canadian Child Welfare system is a growing and multifaceted issue rooted in a pervasive history of racism and colonization in Canada. Residential schools were established with the intent to force assimilation of Aboriginal people in Canada into European-Canadian society (Reimer, 2010, p. 22). Many Aboriginal children’s lives have been changed adversely by the development of residential schools, even for those who did not attend them. It is estimated that Aboriginal children “are 6-8 times more likely to be placed in foster care than non-Aboriginal children (Saskatchewan Child Welfare Review Panel, 2010, p. 2).” Reports have also indicated that First Nations registered Indian children make up the largest proportion of Aboriginal children entering child welfare care across Canada (Saskatchewan Child Welfare Review Panel, p. 2). Consequently, this has negatively impacted Aboriginal communities experience of and relationship with child welfare services across the country. It is visible that the over-representation of Aboriginal children in the child welfare system in Canada lies in the impact of the Canadian policy for Indian residential schools, which will be described throughout this paper.
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.
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.
...al departments actually reaches first nations” (Assembly of First Nations 2007:1), with 11 percent of funding being spent on INAC departmental overhead (Assembly of First Nations 2007). In order to improve the conditions of Aboriginal life, and subsequently improve the parenting abilities of Aboriginals, we must first address and repair the underlying psychological, emotional, and social problems within Native communities. This process of repair should be facilitated through the development of a long-term strategy, designed to increase government spending towards beneficial social and medical programs, with a primary focus on addressing the traumas inflicted by the residential school system. In the words of Lloyd Robertson (2006: 21), “Concomitantly, community development work needs to be done to mitigate the disastrous effects of the residential school experiment.”
Reed, Kevin, Natasha Beeds, and Barbara Filion. Aboriginal Peoples in Canada. Toronto: Pearson Canada, 2011. Print.
Thesis: Given the struggles aboriginals have had to face in Canada, the Canadian government should take action to