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the impact of colonization on Indigenous people
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the impact of colonization on Indigenous people
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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.
The Indian Act is made up from the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869. The Gradual Civilization Act encouraged the Indian people to give up their status and become a Canadian citizen. The Gradual Enfranchisement Act gave the government full control over the Indian people. They were able to decide everything from who kept their status, received benefits, and even who were able to keep their children. In 1876, these acts together alongside with other rules and regulations formed the Indian Act. The government thought it was best to be able to control every aspect of the First Nations people’s lives. It was stated in annual report of the Department of the Interior Indian Affairs in 1876:
Our Indian legislation generally rests on the principle, that the aborigines are to be kept in a condition of tutelage and treated as wards or children of the State. …the true interests of the aborigines and of the State alike require...
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...in the slow process of healing.
Work Cited
"A history of residential schools in Canada." n.pag. Web. 27 Nov 2013. .
"About Residential Schools." n.pag. Web. 27 Nov 2013. .
"Background: The Indian Act." n.pag. Web. 27 Nov 2013. .
"Brief History of Residential Schools." n.pag. Web. 27 Nov 2013. .
"The Indian Act: Historical Overview." n.pag. Web. 27 Nov 2013. .
"The Residential School System." n.pag. Web. 27 Nov 2013. .
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.
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,
Act of 1867 allowed the Crown to place a lot of restrictions on status Indian’s and these
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 Indian Act is a combination of multiple legislations regarding the Aboriginal people who reside across Canada, such as the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869 (Hanson, n.p.). The Gradual Civilization Act was the Canadian government's attempt to assimilate the aboriginals into the Canadian society in a passive manner, through a method they encouraged called Enfranchisement. Enfranchisement is basically a legal process that allows aboriginals to give up their aboriginal status and accept a Canadian status (Crey, n.p.). This process, while under the Gradual Civilization Act, was still voluntary, but became a forced process when the Indian Act was consolidated in 1876 (Hanson, n.p.). The Gradual Enfranchisement Act introduced in 1869 was a major legislation that intruded with the private lives of the aboriginals. First, it established the “elective band council system” (Hanson, n.p.) that grants th...
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.
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.
It can be said without a doubt that the indigenous peoples of Canada have had to undergo much turmoil in order to reach the point that they are at today. When one looks at the timeline of events and the laws implemented since the arrival of the Europeans in North America it can be considered a miracle that so many aspects of the rich culture and tradition of these people have survived to see today. It is a blessing that these people have been able to pass down the languages, cultural and societal beliefs, as well as their stories from generation to generation so that the people of North America and the world today may be able to know and study these civilized and multifaceted cultures. The First Nations people of Canada have had to go through many types of oppression since the arrival of the settlers. And even though society has slowly made strides in the right direction in respect to eliminating the oppression on aboriginal peoples there still remains a vast inequality between the aboriginals of Canada and that of their counterparts of European descent in the forms of their educational differences which lead to difficulties in employment as well as an increased crime rate.
Despite the decreasing inequalities between men and women in both private and public spheres, aboriginal women continue to be oppressed and discriminated against in both. Aboriginal people in Canada are the indigenous group of people that were residing in Canada prior to the European colonization. The term First Nations, Indian and indigenous are used interchangeably when referring to aboriginal people. Prior to the colonization, aboriginal communities used to be matrilineal and the power between men and women were equally balanced. When the European came in contact with the aboriginal, there came a shift in gender role and power control leading towards discrimination against the women. As a consequence of the colonization, the aboriginal women are a dominant group that are constantly subordinated and ignored by the government system of Canada. Thus today, aboriginal women experiences double jeopardy as they belong to more than one disadvantaged group i.e. being women and belonging to aboriginal group. In contemporary world, there are not much of a difference between Aboriginal people and the other minority groups as they face the similar challenges such as gender discrimination, victimization, and experiences injustice towards them. Although aboriginal people are not considered as visible minorities, this population continues to struggle for their existence like any other visible minorities group. Although both aboriginal men and women are being discriminated in our society, the women tends to experience more discrimination in public and private sphere and are constantly the targeted for violence, abuse and are victimized. In addition, many of the problems and violence faced by aborigin...
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.
Conflict between Canada and the First Nations has been going on since the Europeans first arrived. After their arrival the First Nations way of life was hindered severely; The Europeans brought many diseases that the Aboriginal people were unfamiliar with and had no resistance to, or cure for. “By the 16th century about 80% of Canada's Native population had died from the various diseases (Renneboog, 5).” The Europeans also came to Canada with the intentions of taking all of the land for themselves, disregarding the people who occupied the land before them. Over time the Europeans had manipulated the First Nations to their will and the Aboriginals were discriminated for their different complexion, culture, customs, and way of life. But between the years 1945 and 2010 there have been many changes involving interactions with the First Nations people. Some changes were good, but most of them were bad. Canada does not deserve to be known as a nation that demonstrates equality because it has not given the First Nations people equal rights to their land, it was discriminatory to their culture and way of life, and it has denied them of a safe and legitimate education.
The Act excluded Indigenous peoples from their communities, implemented identity provisions and targeted Indigenous females by reducing and eliminating their access to resources such as education, housing and childcare. In turn, this puts them in an impoverished situation. Bourgeois noted explicitly sexist policies within the Indian Act such as, “if an Indian woman married a man outside of her band, she was forced to move to his band and her status would be conditional. Furthermore, her status would be revoked if she married a non-Indian man. The Act would not permit status to Indian women whose husbands died” (Bourgeois 2015:1456). These point support Bourgeois’ argument because the Indian Act authorizes poverty and isolation, which consequently increases the vulnerability of being trafficked for Indigenous
Did you know Aboriginal children make up only 4% of the national population? (Bird &Macadam, 83). This is not a very large number but 80-95% of that number 4% of children was sexually abused. This number is so high because these children were not treated equally like other nationalities. They were placed in residential schools, where priests, nuns and other people could get away with inappropriate actions, simply because these were Aboriginal children. Residential schools were designed to present children with a new way of living so they could make their own decision on how they would like to live after examining other options but rather than benefiting these children, it scarred them for many, many generations. These schools were nowhere
During the 19th century the Canadian government established residential schools under the claim that Aboriginal culture is hindering them from becoming functional members of society. It was stated that the children will have a better chance of success once they have been Christianised and assimilated into the mainstream Canadian culture. (CBC, 2014) In the film Education as We See It, some Aboriginals were interviewed about their own experiences in residential schools. When examining the general topic of the film, conflict theory is the best paradigm that will assist in understanding the social implications of residential schools. The film can also be illustrated by many sociological concepts such as agents of socialization, class inequality, and language as a cultural realm.