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Indian removal act effects on indigenous
Indian removal act effects on indigenous
Indian removal act effects on indigenous
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They continued to resist against the Canadian government's attempts to assimilate them, and to use their land for projects that would cause their communities harm, such as building oil pipes, and an incredible amount of other causes impacting Indigenous peoples. Throughout the history of Indigenous people, before Canada was even a country, they have resisted the attempts of colonizers to take their land, and attempt to take their culture as well. Paragraph #2 for Response Questions #4 A specific historical moment mentioned in the timeline that connects particularly well to “The Right to be Cold” by Sheila Watt-Cloutier is the education heading in Dr. Susan Dion’s talk. The policy paper detailing more Indigenous control of their own communities' education under the Education headline was fought for by the National Indian Brotherhood, and it led to the Canadian government giving back control of Indigenous education back to Indigenous people.
Socio-economic status (SES) is defined as when intentions toward Indigenous people are shown and perceived. MacDonald never provided Indigenous people with new food; it was always “rancid,” which made “the Plains First Nations population drop from 32,000 to 20,000” (Hooper, 2018, pg.3). To begin with, a counter-narrative has been to view Indigenous people as inferior and a danger to settler colonialism. This viewpoint is by institutionalized discrimination against Indigenous people by the government of Canada to unify settler groups and use this discrimination, such as the Indian Act in 1876 in Canada, which caused toll consequences. John A. Macdonald has played a role in perpetuating systemic oppression and violence against Indigenous peoples in Canada through policies such as the residential school system, the Indian Act, and the forced relocation of Indigenous communities.
Over the past few decades, there has been many distinct perspectives and conflicts surrounding the historical context between the Indigenous peoples in Canada and the Canadian Government. In source one, the author P.J Anderson is trying to convey that the absolute goal of the Indian Residential School system in Canada has been to assimilate the Indian nation and provide them with guidance to “ forget their Indian habits”, and become educated of the “ arts of civilized life”, in order to help them integrate into society and “become one” with their “White brethren”. It is clearly evident throughout the source that the author is supportive of the Indian residential school system and strongly believes that the Indian residential School System
Every so often, it is essential to learn and unlearn details about individuals. With my new knowledge on Indigenous peoples, I commit to reconciling Indigenous peoples history, whether it be by advocating for the protection of stolen Indigenous lands, understanding the proper terminology that should be used to address Indigenous peoples and finally, educating myself about the injustices and false promises made to Indigenous peoples through Treaties and how to resolve them. To begin with, I would like to advocate for the protection of Indigenous lands that were stolen from Indigenous peoples by colonialists. In the article, “To be Indian in Canada today.” , Canadian author and journalist, Richard Wagamese discusses the agonizing experiences that
Essay Outline The human race that inhabited the lands earlier than anyone else, Aboriginals in Canada had conquered many obstacles which got them to what they are today. In the past, Canadian Aboriginals have dealt with many gruesome issues that primarily involved the Canadians opposing them or treating them like ‘‘wards.’’ The Indian Act is a written law which controls the Indian’s lives and it is often amended several times to make Indian lives either peaceful or cruel but especially, cruel. Aboriginals found the Indian Act a massive problem in their lives due to it completely controlling them and how they lived on their reserve.
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).
The land went from being the best hunting grounds, to having none from the fur traders hunting all of the buffalo. The government supplied the Metis peoples affected with nations like they agreed in the treaty, but this got to be expensive. The metis claimed that they were fed one day and starved the next. The Metis peoples were not pleased with the whites over taking their land and sources.
The Indian Act passed in 1876, and amended countless times, in its present state, is a portrayal of the complicated and problematic relationship between First Nations and Canadian Society, distinguished through power imbalances, historical injustices and problems, and current inequalities. Through its many conditions, laws, and arrangements, The Indian Act portrays paternalistic control, giving the Canadian government power and control over Indigenous peoples and communities. Further causing discrimination, and alienation, along with current and ongoing inequalities and power imbalances, further demanding reconciliation. The Indian Act passed in 1876, was an oppressive way to gain control of Indigenous people and Land and further assimilate
Relations between the Indigenous People of Canada and first settlers have been a tumultuous and often dark chapter of Canada’s geography. The movie Avatar is a fair comparison to the Indigenous people and first settlers of Canada because of the greed for resources, attempts at assimilation and shared Aboriginal culture. The first settlers of Canada were notorious for their greed of resources, much that belonged to the Indigenous people. In order to access the economic base, the Europeans pushed out the Indigenous from their homes into reserves. As well, mankind attempted to push out the Na’vi to access the land and precious minerals in the movie Avatar.
The Indian Act is a key law used by the federal government to manage Indian status, First Nations governments, reserve lands, and communal funds. Enacted on April 12, 1876, it does not apply to Métis or Inuit peoples. This Act merged various older colonial laws aimed at controlling and assimilating Indigenous peoples into Euro-Canadian culture. Although it has been amended many times to remove restrictive and oppressive laws, the Indian Act has had significant and lasting effects on First Nations cultures, economies, politics, and communities, contributing to inter-generational trauma, especially related to residential schools (The Canadian Encyclopedia, 2024). The Doctrine of Discovery is a concept described by Métis lawyer Bruce McIvor as
The Indian Act was constructed to reflect the Canadian government’s primary goal of assimilation. The government anticipated that the process of organized assimilation through legislation would reduce the number of status Indians in Canada, remove the government from the responsibility of First Nations affairs, and make available the land that was currently reserved for First Nations. Without the responsibility of the ‘Indian problem’, the Canadian government would no longer be required to spend limited federal funds on its burdensome inhabitants. However, the ‘Indian problem’ did not go away and instead produced gender-based discrimination towards the women of Canada’s First Nations communities, resulting in a loss of status, status rights, and identity for generations to come.
For example, in 1867, the Indian Act was passed and that act was made to eliminate First Nations peoples’ cultures and they had their rights and land taken away without any warning. This was the beginning of how Canada began their process of assimilation with the Indian Act. Along with the Indian Act, the major expansion of residential schools was a major factor in Canada’s history with Aboriginal peoples and how they treated them. The intention of residential schools were to assimilate the children into Euro-Canadian cultures without any influence from the parents. Kids age 7 to 15 were removed from their homes and were forced to live far away.
The Metis have faced difficulties because of dealing with the segregation from the other majority cultures in Canada. This is shown through the treatment they received
Instead of attaining the elimination of the Indian through racist laws, legislations, and policies, the Canadian government uses prisons, and child care and protection services to assimilate younger indigenous generations (Tauri, 2014). Previously, indigenous organizations would visit prisons to personally teach cultural activities, but now Correctional Services Canada (CSC) has established official indigenous cultural education programs. Over time these programs have become oversimplified and an “over generalized version of indigenous identity” (Reasons, 2016). The CSC program does not cater to the different indigenous people’s cultural practices, instead often viewing indigenous peoples as a homogenous group. With the implementation of a state run indigenous cultural program, indigenous peoples have lost control over their true traditions and culture as well as the very definition of what is or is not legitimate indigenous culture.
The indigenous people have a long and proud history, including the rich cultural and spiritual traditions. However, many of these traditions have been changed or even disappeared after the arrival of the European settlers. Forced introduction of European culture and values, Aboriginal community, indigenous land being deprived, and the imposition of a period of governance outside the pattern of the beginning of a cycle of social, physical and spiritual destruction. You can see the effects of today. Some of the effects include poverty, poor health, and drug abuse.
