During the 19th century Aboriginal people faced a whole lot of discrimination in Canada, their beliefs and culture were considered to be ill-advised, this led to residential schools being opened for Aboriginal kids. When understanding residential schools it is important to look at the cultural impact it left with kids. Dr. Duncan Campbell Scott once declared, “I want to get rid of the Indian problem. I do not think as a matter of fact, that the country ought to continuously protect a class of people who are able to stand alone… Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian Department, that is the whole object of this Bill.”(Twentieth- Century Education for Native Americans…)This is what sparked the entire problem with Indians and how residential schools came about. But, to what extent was the purpose of Residential schools rooted in cultural misunderstanding of Aboriginals.
Indigenous children were not allowed to practice their traditions, see their families, or learn about their Indigenous heritage. The following quote from Robertson sums up residential schools perfectly “In essence, the churches were attempting to eliminate the influence of Aboriginal families and communities on the minds of their children.” The Canadian government created the schools to try and force the Indigenous people into a European society. Although the Canadian government has apologized for the brutality and severity of the residential schools, they scars that have been left behind will never fade.
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.
The Canadian and American governments designed a residential school system to assimilate Indigenous children into Western society by stripping them of their language, cultural practices as well as their traditions. By breaking these children’s ties to their families and communities, as well as forcing them to assimilate into Western society; residential schools were a root cause of many social problems, which even persist within Aboriginal communities today. The best theoretical perspective to explain the issue of residential schools is best described by conflict theory. In this particular case Western society involving such institutions as the government and the church are the “ruling class” and the indigenous of Canada and the United States of America are the subject class. The ruling class of Canada and the United States exploited and oppressed the indigenous to assimilate them into western society.
For a long time in Australian history, there was constant concealment of the reality of the nature of the relationships between the settlers, government, and aboriginal peoples. Aboriginal people were supposed to be British subjects, but were not aware of the fact. They would commit crimes of British law, and settlers would harm them under that justification. Jno. B Hughes wrote, in a letter to The Register, regarding the att... ... middle of paper ... ...ct that they lost their land, didn’t abide by British rule and customs, and retaliated against mistreatment.
Aboriginal people in Canada have tried their best to keep hold of their roots and identity and have refused to subdue to the Canadian Mosaic. Perhaps, though Aboriginal people in Canada and Immigrants are extremely similar in regards to their quality of life, maybe Aboriginal people are not considered a part of the Mosaic because they refuse to be.
Because of poor management, underfunding, a lack of understanding Aboriginals cultures and values, the experiment was a big failure. It most certainly did not stop there. In 1876 the Canadian government introduced the Indian Act. It is “…the principal statute through which the federal government administers Indian status, local First Nations governments and the management of reserve land and communal monies” (Parrot, 2006). The First Nations have to be given their Indian Status, a legal acknowledgment of a person’s First Nation heritage.
The documents have a lot of similarities: the major idea of both documents is that the Native American’s were mistreated, lied to and taken advantage of. The Native’s had their lands, way of living, beliefs, and property stripped from them. For example, Helen says that one of the Indian Affairs Superintendent stated, “so long as they are not citizens of the United States, their rights of property must remain insecure against invasion.” (Helen Jackson, pg2). Also, that the Indian Department was belie, they did little or nothing to help the natives and were basically nugatory. Another similarity is the time period.
In the past 30 years, two “Rebellions” have taken place between the Métis and the Government of Canada. I strongly believe that the terminology used to describe the Red River “Rebellion” and North West “Rebellion” is misused and should be modified to correctly represent these events. Due to the nature of these events, the more accurate term to use would be “resistance” as the Métis were strictly defending their rights as human beings. A rebellion is defined as an effort by many people to change the government or leader of a country through the use of violence. A resistance however, is the refusal to accept or comply with something; the attempt to prevent something by action or argument.
Introduction For years, the Aboriginal people have faced discrimination in Canada. They are often perceived as an inferior “race” due to their native traditions being fairly different from the typical white Canadian traditions. In the 19th century, the Canadian government mandated residential schools under the federal law- it was illegal for children to attend any other schools. More than 100,000 First Nations children, in Canada were separated from their families and were forced to attend residential schools all across Canada. This was an attempt from the Canadian government to assimilate the Native into “English- speaking, Christian-Canadians” (The Residential School System, 2009) and to civilize the younger native population to keep them