On January 29, 2015, I attended Pamela Palmater’s book launch for her book, “Indigenous Nationhood,” which was a two-hour event that started from 6 PM to 8 PM. Palmater is a well-known lawyer, activist and academic from the Eel River Bar First Nation in northern New Brunswick. The event started with an opening performance from the Hidden River Singers. Palmater then addressed the crowd for around 30-40 minutes, in which the audience, including myself, sat in awe at the passion and intensity in her voice in empowering Indigenous people. She emphasized the importance of exercising peoples’ voices, both allies and Indigenous people, in advocating for Indigenous rights and freedom. A question and answer portion then followed and Palmater answered …show more content…
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,
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.
Before European contact with Turtle Island, the Native Peoples fully occupied the lands, maintaining extensive trade networks, roads that tied different nations together, and successfully adapted to the specific natural environments across the continent.15 In her book, An Indigenous Peoples’ History of the United States, Roxanne Dunbar-Ortiz writes of the Natives also adapting the environment to their needs,
Jiwani and Young's argument also causes me to consider Audra Simpson's talk, "The Chief's Two Bodies," in which she discusses both how and why the eradication of Aboriginal women was necessary to the development of patriarchal colonialist society. In short, Simpson acknowledges that through the creation "status," an arbitrary blood relationship to one's Aboriginal lineage, marriage, and scrip colonialist were able to remove land "ownership" from Aboriginal women, by essentially making them invisible. In effect, Jiwani and Young reinforce and provide evidence to suggest that ideologically, the concept of Aboriginal women being invisible or contrarily "hypervisable" (899), in that they are the antithesis of the "good" Christian women (the mother, the sister, the wife, the virgin) creates a binary. These apposing ideological women cause a "moral and racialized economy of representation [that] works to privilege dominate societal norms" (Jiwani and Young, 904). What is interesting about these discursive modes is the fact that news reporting itself is a colonialist practice rooted in economic stability. These modes maintains the cycle of violence and marginalization and only counter media rooted in art, such as the "Red Dress Campaign," or the "Walking with Our Sister's Campaign" which, bring awareness to the Aboriginal perspective can act as a retaliation to standard media
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.
Until the 16th century, Aboriginal people were the only inhabitants of what is now Canada, hence, they were an independent and self-governing people till the Europeans had the capacity to dominate Canada's original inhabitants and possessors (Elias 1). The European Invasion brought about The 1876 Indian Act, which was developed over time through separate pieces of colonial legislation regarding Aboriginal peoples across Canada such as the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869. In 1876, these acts were consolidated as the Indian Act (Hanson). This essay aims to explain how the Indian Act tried to destroy the Aboriginal culture through residential schools and unequal recognition of women, successive acts,
In this proposal our team seeks to explore the injustices within the Indian Act. To achieve this our proposed research will examine the target population being the aboriginal woman. The paper will further explore the oppressions faced by the aboriginal women within the Indian Act. In conclusion, this proposal will sum up the negative impact that the Indian Act had on aboriginal women and how it continues to oppress this population within the Canadian National discourse.
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.
According to conservative conflict theory, society is a struggle for dominance among competing social groups defined by class, race, and gender. Conflict occurs when groups compete over power and resources. (Tepperman, Albanese & Curtis 2012. pg. 167) The dominant group will exploit the minority by creating rules for success in their society, while denying the minority opportunities for such success, thereby ensuring that they continue to monopolize power and privilege. (Crossman.n.d) This paradigm was well presented throughout the film. The European settlers in Canada viewed the natives as obstacles in their quest of expansion by conquering resources and land. They feared that the aboriginal practices and beliefs will disrupt the cohesion of their own society. The Canadian government adopted the method of residential schools for aboriginal children for in an attempt to assimilate the future generations. The children were stripped of their native culture,...
In the article by Erica Neeganagwedgin she examines aboriginal education from pre contact, through the Residential Schools and concludes with contemporary issues in education, focusing on women in multiple sections. Neegangagwedgin argues how colonial education curriculum in Canadian schools are marginalizing and oppressing aboriginal students by rarely including their history, heritages and cultural antecedents therefore creating a ‘denial of the selfhood of aboriginal students” (p.28). She starts by comparing the pedagogy differences between Aboriginals and Eurocentric students the stem of differing worldviews which have created this problem as Canada denies to recognize the Aboriginal worldview as legitimate. Bringing light to the idea that
“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.
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.
“Reclaiming Culture and the Land: Motherhood and the Politics of Sustaining Community” is about a mother who is a Native American activist who has two children, she wants them to be raised and go to school in an Indian community. “I put my children in that school because I wanted them to be in the Indian community.” She explains that she is not sure if her children know what she is doing is common, but they know that what she is doing is right. “My children do have the sense that what I do is not necessarily common. Recently my daughter started asking me if I’m famous.” She has fought for her children to have a good life, full of community, ritual, and an understanding of who they are and where they come from.
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.
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
The removal of Indigenous peoples from territory, or into residential school’s or by the 1950’s restrictive urban employment programs is what unfolds in Mary Jane McCallum monograph. The Department of Indian Affairs and National Heath and Welfare play important roles in placing women in positions of employment which is prominent in McCallum’s discourse. This book concentrates on for case studies: domestic labour before 1940, the hairdressing and beauty culture of the 1950s and 1960s, the growth of community health in the 1970s, and activism in the nursing profession in the 1980s. Through interactive interviews, life histories, and written records, McCallum offers an persuasive argument surrounding how Indigenous women’s employment has been affected by colonization and assimilation. All the studies included in the book include training placement programs, and the involvement of the government with the state of Aboriginal women’s lives in health, education, and community