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Assimilation In Canada

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In Canada, the Aboriginal people comprise of the First Nations, Inuit and Metis comprising 4.3% of the national population in Canada, however, despite the large proportion of the population being indigenous, the relationship between Canada and indigenous people had been a turbulent and tense one.
Since late 18th century, various policies were installed to help aboriginal people assimilate into “Canadian Culture”. The most noticeable one are policies concerning residential schools, where Aboriginal children were removed from their families and sent to such institutions. These government-funded, church-run schools were located across Canada and were established with the sole purpose of eliminating parental involvement in the spiritual, cultural
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As a child born and raised in Canada however, I am a descendant of immigrant parents who left their country to provide a better life for their children. The better life includes an aspect known as education. However, the heinous Canadian Government viewed education as a tool to “assimilate... children into Euro-Canadian Christian society” (Forsythe, 2023b, para. 1). The adage of the adage. When the Indian Act was put into legislation, like many parents “Indigenous leadership was not opposed to schools for their children” (Forsythe, 2023b, para. 2).

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The atrocities that the children of residential schools had to endure is not something that can be ignored, just as the lessons these children learned, like shame, humiliation, hate, compassion, and forgiveness cannot be overlooked (Borrows 486-7). Borrows raises an important point, which is that the children of the Residential schools, who survived, grew up to eventually become elders (487). Although there are some who feel Residential schools had positive impacts, the high suicide rates in Indigenous communities cannot be

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Throughout studying the Indian Country Today news article on the good and bad things of Indian Boarding Schools one of the main things that it discusses is not only the recent studies by other scholars who have documented education in forced Indian boarding schools, but how many of those schools affect long-run outcomes such as the employment and language fluency of those who attend. Another main item that is covered is how many Canadian boarding schools strove to assimilate Native children both socially, educationally, and religiously. Another highlight from the article is that there have also been benefits from Native American children attending Indian boarding schools. Some of these benefits were that there was a higher possibility of graduating high school, being less likely to depend on government welfare programs, and having a greater opportunity in being employed.

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By doing this, colonial Canadians assumed that aboriginal cultural and spiritual beliefs were invalid in relation to European beliefs (244). The problem with ridding the First Nations Peoples of their languages, as Williston points out is to “deprive them of the sense of place that has defined them for thousands of years” (245). The private schooling system was an attack on First Nations identities, and their identity is rooted in “a respect for nature and its processes” (245).

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(King 64) explains the idea of residential schools and how the colonizer culture successfully broke up indigenous families and assimilated children into the settler culture. The culture clash between the Native Canadians and colonizer population was a problem to the western society and was unfortunately solved by the attempted termination of the indigenous culture. Once again, Thomas King portrays indigenous people by stereotypical means. The "wild" refers to them as being animals, savages and uneducated along with tagging them, similarly how hunters tag animals to keep track of them possibly due to them being a threat to society. All these effects of colonialism have caused

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The 60's Scoop was a tragic time in Canada when many Indigenous children were taken away from their families and communities and placed in non-Indigenous homes or institutions. It lasted from the late 1950s to the early 1980s and was part of government policies to make Indigenous people conform to mainstream Canadian society. This caused trauma, cultural and identity loss, and other long-term effects for many survivors. In this essay, we will look at the history of it and how it came to be in canada and the history of it, how this system discriminatory against First Nations, Inuit and Metis peoples, and what were the long term effects of the foster care system/ 1960s scoop on identity, family relationships, parenting, culture, spirituality,

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Aboriginal issues are a long standing problem in Canada because Aboriginals live in third world conditions in a first world country. They struggle to obtain basic human needs such as clean drinking water, proper education, employment, and appropriate living conditions. Both Aboriginals and the Canadian government are debating over the pros and cons of awarding sovereignty to the Aboriginal people. Whether this will actually be proven to help, has created a large controversy. Aboriginals are one piece of culture that makes up Canada's cultural mosaic.

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For many new immigrants coming to America, it is difficult to adjust into the new society. Many come to America without the basic knowledge of English, the new immigrants do not have the ability assimilate to American society because of the lack of possible communication between the immigrant and an native. Non-English speaking immigrants that come to America face harsh challenges when trying to assimilate to U.S. society because immigrants are often segregated into ethnic communities away from natives, Americans do not know basics of words of other well known languages, and the lack of government funding education programs. Assimilation into a new society is difficult enough, but when the society pushes any new immigrants to separate part

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There has long been significant historiographical and popular controversy about the conditions experienced by students in the residential schools. While day schools for First Nations, Metis and Inuit children always far outnumbered residential schools, a new consensus emerged in the early 21st century that the latter schools did significant harm to Aboriginal children who attended them by removing them from their families, depriving them of their ancestral languages, through sterilization, and by exposing many of them to physicalleading to sexual abuse by staff members, and other students, andenfranchising them forcibly.

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One way that the Indigenous studies requirement would aid in combating racism is through diminishing harmful stereotypes that surround Indigenous peoples. According to Maclean’s, “one in three prairie residents believe that many racial stereotypes are accurate” and that 52% of prairie residents also agree that “Aboriginals’ economic problems are mainly their fault” (Macdonald, 2015) in a poll conducted by the Canadian Institute for Identities and Migration. Canada has had a long history of racism against and the dehumanization of Indigenous peoples, including but not limited to the residential school system and the more recent issue of the high rates of Indigenous children in Child and Family Services (CFS). It is estimated that 150,000 Indigenous children were placed into residential schools from 1874 to 1996 (Fee, 2012) and it is believed 6,000 of these children died while attending, although this number is difficult to determine due to the government ceasing recordings of deaths in residential schools around 1920. Indigenous children were taken from their homes, from their parents and from their way of life to be put into schools that were meant to rid them of their Indigenous culture and assimilate

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Race is a social construction. Societies establish the idea of race by identifying it as something that is legitimate and distinct (39). Ultimately, creating inequality for those who do not fit the “norm”. This concept is known as racialization. One clear example of racialization is the Quebec girl who was banned from playing soccer because she was wearing a hijab on the field (Postmedia News).

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Imagine being ripped apart from family members, culture, tradition, and labelled a savage that needs to be educated. Imagine constantly facing punishment at school for being one’s self. Unfortunately, these events were faced head on for many First Nations people living in Canada in the late 20th century. These First Nations people were the victims of an extensive school system set up by the government to eradicate Aboriginal culture across Canada and to assimilate them into what was considered a mainstream society.

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Over 150,000, Indian, Metis and Inuit Children within ages of 4-16 attended Residential Schools ( Indian Residential Schools Commemoration Project, 2013 ). These Schools were torture, they wanted to suck the indian out of the children. They neglected them, They ripped the children from their parents and taught them the Christian way of living. This Era lasted through the 1870s and the 1990s. There were Residential Schools all across Canada, except in Prince Edward Island, New Brunswick and Newfoundland.

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Residential Schools was an enormous lengthening event in our history. Residential schools were to assimilate and integrate white people’s viewpoints and values to First Nations children. The schools were ran by white nuns and white priests to get rid of the “inner Indian” in the children. In residential schools, the children suffered immensely from physical, emotional, sexual and spiritual abuse. Although the many tragedies, language was a huge loss by the First Nations children.

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