One of Canada’s biggest violations of human rights, lies between the years of 1880 to 1970. Residential schools terrorized Native Americans lives for 90 years, with cruel and unusual punishments that blatantly violated equality rights, freedom rights and more that all fell under the human rights charter.
In 1876, Canadian government gained full control over Indian lives due to the ‘Indian Act’ that was, at the time, recently formed. Residential schools were built by the government wherever there was a significant Aboriginal population, but the day-to-day operations were in the hands of local Christian churches. The schools were designed and run, In the hopes that it would make Aboriginal communities self-sufficient - and therefore less dependent
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The academic education typically provided only up to a Grade Five level, before shifting the focus to manual and trade work, such as carpentering and handyman work for the boys and domestic skills such as laundry and sewing for the girls. This had more to do with being able to run the schools inexpensively than with providing students particular vocational training. The schools were severely underfunded and relied greatly on the students to be able to maintain the school. This directly violates the equality right in the human charter, which states that any individual is equal and has the right to equal protection and benefit of the law (Canada, Justice Laws Website). After the Indian act took place and the government gained control over the aboriginal population, the residential schools directly violated the right to equal treatment. The lack of funding towards this schools is another prime example to these injustices. While white children were able not only get a far superior education, they also were not forced into manual labor to keep the schools running. White children were forcibly plucked from their home life and violated into submission. Indians were seen as inferior to the government by these obvious signs, therefor the right to be treated as an equal was virtually inexistent. The government of Canada …show more content…
During the years that these students attended the schools a right to liberty wasn’t even considered. The phrase “Kill the Indian in the child” was often used by residential school workers and directors to describe their philosophy. The children weren’t allowed to leave the premises of the schools and often times at night would be locked in their rooms to ensure no one escaped. The schools building, we not well maintained and there for caught fire often, due to students being locked in their rooms many were unable to escape the burning building, effectively ending their lives in a burning fire (National Post News). The right to live not only means the right to breath and wake up every morning, but it also means the right to be able to be your own person and make your own choices; something the residential schools were strongly against. As suggested by the fact that native garments were forbidden to be worn and burnt upon arrival at the schools; They also received mandatory haircuts and uniforms (Indigenous Foundations). There was no place in these schools where these children had their own personal security as the program managers, male or female, had access to every room, both male and female. Mandatory strip searches could be performed at any point during the day despite whoever might be
In the 1950s and 1960s, the government began abolishing the compulsory residential school education among Aboriginal people. The government believed that Aboriginal children could receive a better education if they were integrated into the public school system (Hanson). However, residential schools were later deemed inappropriate because not only were the children taken away from their culture, their families and their people, but the majority of students were abus...
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.
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,
the residential school era as a “sad chapter in our history, that need not have occurred”
Living in Canada, there is a long past with the Indigenous people. The relationship between the white and First Nations community is one that is damaged because of our shameful actions in the 1800’s. Unnecessary measures were taken when the Canadian government planned to assimilate the Aboriginal people. Through the Indian Act and Residential schools the government attempted to take away their culture and “kill the Indian in the child.” The Indian Act allowed the government to take control over the people, the residential schools took away their culture and tore apart their families, and now we are left with not only a broken relationship between the First Nations people but they are trying to put back together their lives while still living with a harsh reality of their past.
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,...
Aboriginal people in Canada are the native peoples in North America within the boundaries of present-day Canada. In the 1880’s there was a start of residential schools which took Aboriginal kids from their family to schools to learn the Roman Catholics way of culture and not their own. In residential schools Aboriginal languages were forbidden in most operations of the school, Aboriginal ways were abolished and the Euro-Canadian manner was held out as superior. Aboriginal’s residential schools are careless, there were mental and physical abuse, Aboriginals losing their culture and the after effects of residential schools.
When residential schools were still around, the priests and nuns took away the kids from their families without their approval by using force. Many of the kids were physically and sexually abused, forced to learn English and adopt Christianity. The first nation children were not allowed to follow their culture, they were owned by the Europeans, and this is what happened to the third estate where they were forced to obey the laws of the corrupt people. Some kids were injured and even killed in the process. These acts show how the priests and nuns “killed the Indian in the child.” Residential schools were eventually shut down in 1996. Taking away the child by force without the families’ permission, killing their culture, and abusing them shows how they took away the rights of the First
Schissel, Bernard, and Terry Wotherspoon. “The Legacy of Residential Schools.” Inequality in Canada: A Reader on the Intersections of Gender, Race, and Class. 2nd ed. Ed. Valerie Zawilski. Don Mills: Oxford University Press, 2010. 102-121. 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.
The government’s goal of the Residential School System was to remove and isolate the children from their families and their culture in order to assimilate the Indigenous race to the dominant new Canadian culture. What the citizens did not know about was the
Canada is perceived by other nations as a peace-loving and good-natured nation that values the rights of the individual above all else. This commonly held belief is a perception that has only come around as of late, and upon digging through Canadian history it quickly becomes obvious that this is not the truth. Canadian history is polluted with numerous events upon which the idea that Canada is a role model for Human Rights shows to be false. An extreme example of this disregard for Human Rights takes place at the beginning of the twentieth-century, which is the excessive prejudice and preconceived notions that were held as truths against immigrants attempting to enter Canada. Another prime example of these prejudices and improper Human Rights is the Internment of those of Japanese descent or origin during the Second World War. Also the White Paper that was published by the government continues the theme of Human Rights being violated to the utmost extreme. All these events, as well as many others in history, give foundation to the idea that “Canada as a champion for Human Rights is a myth”.
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...
In school we are always taught about the lighter parts of Canadian History, but only until recently have Canadian students been taught about the darker parts of our history. Residential Schools were included in these dark parts of Canada’s history. In the 19th century, the Canadian government believed that Residential Schools were responsible for educating and caring for the country’s aboriginal people. The goal of these schools was to teach the aboriginal children about Christianity and Canadian customs, in hopes of them passing these practices on towards their own children and it would eventually be adopted into the aboriginal culture. The Canadian