...collective name for the original peoples of North America and their descendants. The Canadian constitution recognizes three groups of Aboriginal people: Indians (commonly referred to as First Nations), Métis and Inuit. These are three distinct peoples with unique histories, languages, cultural practices and spiritual beliefs. More than one million people in Canada identify themselves as an Aboriginal person, according to the 2006 Census.” (Indigenous Nationhood) Although many Aboriginal peoples in Canada identify as being Aboriginal, many Aboriginal peoples struggle to maintain or gain a sense of cultural identity due to the Canadian Governments assimilation policies. Throughout this paper I will discuss how the Indian Act, the Canadian Residential School System, and the Sixties Scoop assimilated Aboriginal peoples into a European way of life, by attempting to integrate them into society by abolishing their Aboriginal identities. This assimilation process impacted Aboriginal peoples in negative ways throughout the generations socially, culturally, and economically. The negative impacts within child welfare system, educational institutions, and the socio-economic status of Aboriginal peoples today, prove assimilation and the total integration of Aboriginal peoples within mainstream society is unacceptable. Decolonization techniques should be applied within those areas in order combat the long lasting effects of assimilation by colonization. Decolonization will also help enable Aboriginal...
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...Canada’s First Nations have a beautiful culture. Although we have done some things to help Canadian aboriginal people to preserve their traditions and culture, we could have done much more. We have wronged the First Nations People in many ways; we have treated them as less than ourselves and in some cases still do. Forcing children into residential schools, not allowing Canadian aboriginals to vote, taking away the land that they had lived on for years, these are just a few things that we, as Canadians, have done. 150,000 Indian children were taken away from their families to live at residential schools. The first residential school was opened in 1840 in Bradford, Ontario and by 1910 there were a total of 74 schools all across Canada. Residential...
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...The Residential school system in Canada was a system devoted to providing a disciplined based ideal that promoted the rejection of the aboriginal culture in favor of the then dominant white European population. The teaching strategies that were encouraged ranged from pulling children as young as six away from their parents to mental, physical and sexual abuse. The Residential schools were run by a variety of participating church organizations, which received funding from the Canadian government. The funding was based on a per aboriginal basis therefore it was in the best interests of the churches to enroll as many aboriginal students as possible. The schools were run in almost every province in Canada from 1860-1884 and claimed to be promoting religious and cultural assimilation. However, the cruelty that was experienced by many young aboriginals in the residential schools emphasizes the differences between the aboriginal societies and the European dominant society making complete assimilation impossible. The imposition of residential schools on First Nations children has led to significant loss of indigenous languages, and this language loss has led to further cultural losses for traditional First Nations cultures in Canada. The earliest known date opening of a Residential school was in 1840, located in Manitowaning, Ontario. The school was the Wikemikong Indian Residential School, it closed in 1879. The last Residential school to close was La Tuque Indian...
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...The Logical Next Step: Reconciliation Payments for All Indian Residential School Survivors CANADIAN BAR ASSOCIATION February 2005 PREFACE The Canadian Bar Association is a national association representing 38,000 jurists, including lawyers, notaries, law teachers and students across Canada. The Association’s primary objectives include improvement in the law and in the administration of justice. This submission was prepared by the National Aboriginal Law and the National Alternative Dispute Resolution Sections of the Canadian Bar Association, with assistance from the Legislation and Law Reform Directorate at the National Office. The submission has been reviewed by the Legislation and Law Reform Committee and approved as a public statement of the Canadian Bar Association. The Logical Next Step: Reconciliation Payments for All Indian Residential School Survivors Executive Summary At its Annual Meeting in August 2004, the Canadian Bar Association adopted a resolution1 calling for the government to go beyond the existing Indian Residential Schools Dispute Resolution process to provide a base payment to all survivors of Indian Residential Schools. The CBA recognizes the tragic legacy of Indian Residential Schools and the failure of the current options of either litigatio n or the dispute resolution process to resolve the situation. The harms caused by Indian Residential Schools are still profoundly felt by the individual students who attended the schools, as well as...
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...Assimilation of native canadians Submission to the UN Expert Mechanism on the Rights of Indigenous Peoples: the role of languages and culture in the promotion and protection of the rights and identity of Indigenous peoples. The State of Indigenous Peoples’ Languages and Cultures in Canada Submission by Kontinónhstats - The Mohawk Language Custodians Submitted by: Kontinónhstats – The Mohawk Language Custodians 14A Sóse Onahsakenrat (Joseph Swan Road) Kanehsatà:ke, Quebec Canada J0N 1E0 Phone: 450-479-1651 Email: Ellen Gabriel kontinonhstats2@hotmail.com Hilda Nicholas kononkwe@inbox.com Table of Contents Page Executive Summary ………………………………………………………. 3 - 6 Introduction ……………………………………………………………….. 6 – 7 Current Situation ………………………………………………………..... 7 – 9 Conclusion …………………………………………………………………. 9 - 11 Recommendations ……………………………………………………….... 12 End Notes …………………………………………………………………...13 - 14 Annex 1………………………………………………………………………15 -16 Annex 2………………………………………………………………………17 Suggested Questions ………………………………………………………..18 EXECUTIVE SUMMARY This submission on Indigenous languages, culture and identity demonstrates the manner in which Canada continues to practice institutionalized racial discrimination and assimilation against Indigenous peoples’ human rights and fundamental freedoms through the imposition of their policies...
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...In the 19th century, the Canadian government believed it was responsible for educating and caring for Aboriginal people in Canada. The government believed that the best chance to be successful was for them to learn English and adopt Christianity and Canadian customs. In an ideal world, these new customs would be passed onto their children, meaning their native traditions would diminish and completely disappear within a few generations. The Canadian government developed a policy called “aggressive assimilation” to be taught at these new church-run, government-funded schools, called residential schools. It was believed that children were easier to influence that adults, so the idea of sending these children to a boarding school to learn new values would be the most effective. These schools were created based on the belief that aboriginal culture was unable to adapt to a rapidly modernizing society. Students were discouraged from speaking their first language or practising native traditions and were faced with severe punishment if they did not comply. Most students lived at these schools 10 months a year, away from their parents, segregating them from opportunities to see examples of normal family life. Siblings at the same school rarely saw each other, as all...
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...The purpose of the study “Parenting Style and Academic Achievement for East Indian and Canadian Adolescents” is to examine the effects of different parenting style on school performance of both East Indian and Canadian adolescents. The three hypotheses are authoritarian parenting style is used more often in East India, Canadian children whose parent’s practice authoritative parenting style is expected to have better school performance compared to the other parenting style practice by Canadian parents, and East Indian children with parents who practices authoritarian parenting style would have better school performance compared to the other parenting styles used in East India. The participants recruited for this study are 74 East Indian consisting...
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...Education on the West Coast. In this part of Canada for example ”… immigration was the primary factor in shaping the mass schooling movement, but it did so in ways quite different from those on the East Coast of the continent”( Historica Canada, 2015,np ). Religion and Minority-Language Education form one of the fundamental themes in the history of Canada’s learning society -A high level of educational dispute and disagreement has involved religion and language. The founding of schools brought local training under official examination and forced communities to accept the recommended standards of basic instruction which did not agree with the reality of a multicultural society. For example,” …religious groups did not always agree on the desirability of nondenominational Christian curricula, and their protests led to the growth of parallel Catholic and Protestant school systems in Québec, the provision for separate schools in provinces such as Ontario, and a completely denominationally based school system in Newfoundland (Historica Canada, 2015, np). The higher levels of Asian immigration and rising prejudice developments continued to form one of the fundamental themes in the history of Canada’s learning society, schooling developed somewhat differently on the West Coast than in the rest of Canada. One noteworthy...
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...definition of what these rights are. Although these specific rights may vary between Aboriginal groups, in general they include rights to the land, rights to subsistence resources and activities, the right to self-determination and self-government, and the right to practice one’s own culture and customs including language and religion. Aboriginal rights have not been granted from external sources but are a result of Aboriginal peoples’ own occupation of their home territories as well as their ongoing social structures and political and legal systems. As such, Aboriginal rights are separate from rights afforded to non-Aboriginal Canadian citizens under Canadian common law. European Settlement and Aboriginal struggles Aboriginal people have a long and proud history that includes rich cultural and spiritual traditions. Many of these traditions, however, were altered or even taken away upon the arrival of European settlers. The forced introduction of European culture and values to Aboriginal societies, the dispossession of Aboriginal lands, and the imposition of alien modes of governance began a cycle of social, physical and spiritual destruction. You can see the effects of this today. Some effects include poverty, poor health, and substance abuse. Underlying these problems is a loss of identity and a learned helplessness from having their values oppressed and their rights ignored. Now I’m going to show you a timeline of key events in Aboriginal history and identify...
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...This paper will explore the roles that gender and feminism plays alongside other determinants to affect the health status of Aboriginal Canadian women. Determinants of health refer to the circumstances in which people are born, live, grow, work, and age, that are responsible for most of the health inequalities that exist. Common determinants contributing to sub-par health status include: early child development, education, income, employment, social and physical environment, personal health practices and coping skills, access to health services, racism, and gender. These determinants work alongside Aboriginal-specific determinants like cultural identity, self-determination, and colonialism to create significant health discrepancies compared to non-Aboriginal Canadians. Aboriginal women are at an even greater disadvantage because of the role gender plays on top of the other determinants. The term gender refers to the socially constructed perceptions of feminine and masculine and is not to be confused with sex, which refers to the biological differences between men and women (Steckley and Letts 2010). While the two are different concepts, they are closely related and do influence each other because while biology may condition behaviour, it is in turn conditioned by the social environment (Halseth 2013). Health is also a social construct and issue, rather than simply a medical and technical problem associated with body parts and their functions. Because it is defined by and shaped...
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...Chapter One Canadian Constitution * THE MOST IMPORTANT DOCUMENT IN CANADA!!!!!!!!!!! * Has the roles of ALL levels of the government and describes how they work together * Governor General * Executive * Legislative * Judicial * Also has things like ooooh, the Charter of Rights and Freedoms British Monarch * The governor general is the Queen’s representative here in Canada * They are the formal head of state * So no real power… * Considered part of the executive and legislative branch The Executive Branch * Prime Minister and the Cabinet are part of the executive * To become PM, you have to lead a political party and win the most seats in the HofC * The cabinet is chosen by the PM and they come from his political party * Makes most laws and goes through the process to enact them * Basically runs the government through the days * Cabinet ministers are given portfolios that they are responsible for * They research issues and help to propose laws from their portfolio * Ex. Agriculture, justice, foreign affairs are types of portfolios * Each cabinet runs their own affairs which is the day to day activity of the government. * Each cabinet minister has their own staff to help them Political Parties * Whoever has the most seats leads the government * Candidates run for election, party with most votes form government * Are considered organizations...
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...RISK MANAGEMENT – AN AREA OF KNOWLEDGE FOR ALL ENGINEERS A Discussion Paper By: Paul R. Amyotte, P.Eng.1 & Douglas J. McCutcheon, P.Eng.2 Chemical Engineering Program Department of Process Engineering & Applied Science Dalhousie University Halifax, Nova Scotia, Canada B3J 2X4 2 1 Industrial Safety & Loss Management Program Faculty of Engineering University of Alberta Edmonton, Alberta, Canada T6G 2G6 Prepared For: The Research Committee of the Canadian Council of Professional Engineers October 2006 SUMMARY The purpose of this paper is to “seed” the discussion by the Research Committee of the Canadian Council of Professional Engineers (CCPE) on the topic of risk management. The paper is in part a research paper and in its entirety a position paper. As can be inferred from the title, the authors hold the firm opinion that risk management is an area of knowledge with which all engineers should have familiarity and a level of competence according to their scope of practice. The paper first makes the distinction between hazard and risk. The two terms are often used interchangeably when in fact they are quite different. A hazard is a chemical or physical condition that has the potential to cause harm or damage to people, environment, assets or production. Risk, on the other hand, is the possibility or chance of harm arising from a hazard; risk is a function of probability and severity of consequences. A description of the process of risk management is then given....
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...“A Learning Bridge for Aboriginal Adults” (ALBAA) Final Report Phase I – Aboriginal Transitions Research Fund May 29, 2009 Submitted to: Learning Programs Branch Ministry of Advanced Education 2nd Floor – 835 Humboldt Street PO Box 9882 Stn Prov Govt Victoria BC V8W 9T6 Submitted by: Faculty of Student Development Thompson Rivers University 900 McGill Road Box 3010 Kamloops BC V2C 5N3 Table of Contents Executive Summary .................................................................................................................................... 1 Introduction................................................................................................................................................ 5 Review of Literature ................................................................................................................................... 6 Institutional Factors............................................................................................................................. 7 Cultural Factors ................................................................................................................................. 11 Power and Control Factors ................................................................................................................ 15 Financial and Geographic Factors ..................................................................................................... 16 Limitations of the Current Literature ...
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...The urban in fragile, uncertain, neoliberal times: towards new geographies of social justice? R. ALAN WALKS Department of Geography, University of Toronto Mississauga, Mississauga, Ontario, Cananda L5L 1C6 (e-mail: alan.walks@utoronto.ca) Canadian cities are at a crossroads. The neoliberalization of governance at multiple scales, inadequate re-investment in urban infrastructure, increasing reliance on continental and international trade, and the restructuring of the space economy have combined to weaken Canada’s cities just as the global economic system is undergoing transformation. Canadian urban geographic scholarship has much to offer under current conditions, and is already making significant contributions in key areas. In particular, research on what might be called the contours and impacts of urban restructuring and the neoliberal city, immigration and cities of difference, and urban environmental justice show much promise and are likely to define the core of Canadian urban geography into the future. Key words: cities, urban geography, Canada, economic restructuring, neoliberalism, social justice L’urbain ` une ´poque fragile, incertaine et a e n´olib´rale: vers de nouvelles g´ographies de la e e e justice sociale? ` Les villes canadiennes sont a la crois´e des chemins. e Alors que l’´conomie mondiale traverse une p´riode e e de transformation, la situation des villes au Canada se pr´carise avec les effets de la restructuration e ` n´olib´rale de la gouvernance a multiples...
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...6% of the total female offender population (SOURCE 5). This means that one out of every three women federally incarcerated is of Aboriginal descent (Correctional Service Canada, 2009/2010, at 18). Furthermore they are over-represented in the maximum security prison population, making up 45% of the maximum security federally sentenced women, 44% of the medium security population and 18% of minimum security women in 2006 (Elizabeth Fry Society, 4). The justice system has played a major role in the creation of poor social conditions in Aboriginal communities today. It has failed to provide them with protection against oppression and has instead been a tool of this oppression through the denial of Aboriginal land claims, the imposition of residential schools, the separation of families through child welfare practices, and the denial of Aboriginal control over their own communities. This has resulted in social disruption in the community and widespread...
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