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Colonization impact to indigenous people
Affects of colonization on aboriginal culture
Affects of colonization on aboriginal culture
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Inequity between Indigenous and non-Indigenous people is highlighted throughout the book, where Talaga describes the discrimination that happened to the youth before and after death as well as the historical mistreatment of Indigenous people in Canada. The deaths of the youth spawned an inquest and led to numerous recommendations to ensure the safety of Indigenous students in the future, but many problems still exist and Talaga draws parallels in the book
Indigenous people are incarcerated at much higher rates than non-Indigenous in Canada and are incarcerated for longer periods of time (Cook & Roesh, 2012, p.222). Canadians have put Indigenous communities through much heartache and pain. With the colonization of Indigenous people to residential schools, Canadians continue to stigmatize and treat Indigenous people poorly. Indigenous people are more likely to suffer from drug abuse using needles because of the intergenerational trauma suffered through their parents attending residential schools in Canada (Bombay, Matheson, & Anisman, 2014, p. 327). This puts them at a higher criminal risk than others because of what they have been subjected to.
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
uperman and Me Adelaida Urrea Sherman Alexie, in his essay, “Superman and Me”, recounts how he learned to read even though he lived in poor family inside a community where education was disparaged. Alexi’s purpose is to describe how kids are expected to fail academically since education is not cared for in Native American communities, and ignite change in the ways Native American children are educated. He adopts an inspirational tone in order to encourage other Native Americans to follow his example and educators to help solve this problem. Alexi projects an inspirational tone, through the use of diction to achieve his purpose.
-What are the challenges faced by indigenous languages and efforts to revitalize them? -What is the role of indigenous women in their communities and in advocating for indigenous rights? -How has residential schooling impacted indigenous communities, and what are the long-term effects?
In Knoph’s “Sharing our Story with All Canadians”, Knoph emphasizes the effects of propaganda on the First Nation by describing the “colonizing gaze to depict Aboriginal culture to be inferior” (Knoph 89), showing that the aboriginals were brainwashed to believe they had to adapt to the newfound culture. The narrator speaks of the uniform brainwashing of minority groups in order to appeal to western culture; “in the face of a crass white world we has erased so much of ourselves and sketched so many cartoons characters of white people over-top the emptiness inside” (Maracle 158), revealing that the heritage of the older generations will soon be completely forgotten. Maracle chose to implement the idea of brainwashing into the story to place emphasis on the importance of carrying on traditions to remember the roots instead of becoming a one indifferent
The educational system currently presents a two race binary framework where young Indigenous Australians tend to be inferior and substantially behind the dominant white class norm through the influences of social disadvantage. Young Indigenous students who live in rural and remote areas face a larger educational disadvantage as their academic performance deteriorates. 94% of Indigenous communities in the Northern Territory lack a preschool with a further 56% having no secondary school (Mazel 2009). In 2007 Indigenous students who considered English their second language performed 23-25 points worse on test scores in remote and rural schools, equating to a vast gap in education between Indigenous and non-Indigenous Australians (Bradley et al., 2007). A further scholarly study, which explored the relationship between Indigenous education at Crimson Secondary State School in the Northern Territory, found poor attendance was due to schools being located at up to 50 kilometres away associating with academic underachievement (Keddie et al., 2013).
“Historical trauma coupled with ongoing present-day traumas such as anti-Indigenous racism and a lack of clean drinking water has had a massive negative impact on Indigenous communities, resulting in (and combining with) issues such as addiction, limited education, incarceration, violence, abuse, suicidality, homelessness and poverty” (Seto). The effects of boarding schools are evident in the high poverty rates, unemployment, substance abuse, and suicide among Native Americans. The boarding school system has also contributed to the erasure of Indigenous languages, cultures, and knowledge systems, which are essential for the well-being of Indigenous communities and preserving their unique and beautiful ways of
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
Indigenous practices are not favored in Canada and the prohibition of spiritual methodologies during the residential school era has exaggerated this issue. Western healthcare practices do not typically involve any traditional indigenous practices which make it difficult for the practices to be as beneficial for indigenous peoples. Their cultural practices and spiritual traditions were a large part in maintaining peace with themselves and the world, but these practices were deemed illegal after the Indian act was passed, and 100 years later the effects of this act are still damaging the mental health of indigenous Canadians. Colonization has been very dehumanizing for indigenous people as it stripped them of their culture and practices. “Decolonization should go hand in hand with a process of “indigenizing” medical education, creating a space where Indigenous knowledge and ways of coexisting with Western worldviews” (Jones., et al, 2019), stating that it is of great importance to acknowledge the indigenous ways of medicine in order to compensate the needs of the population.
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.
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.
In his argument, Capon (2008) states that the end result of schooling among Aboriginals have been disregarded regardless of their uppermost significance. Little (2009), continues to regard learning as the method of acquiring knowledge or skills as a result of teaching bouts, training programs, considering what has been observed, or obtaining consciousness concerning a particular aspect or
The colonization of Indigenous peoples has dramatically affected their health, and health-seeking behaviours, in a myriad of ways. The Indian Act of 1876 was, in essence, created to control the Indigenous population. The Indian Act laid out laws and regulations that tightly regulated the lives of natives economically, ideologically, and politically. This included a wealth of ways in which their identities were stripped away, and in which they were taken advantage of by the Government of Canada. This has resulted in a reduced quality of life for Canada 's indigenous population, as well as adverse health problems, and prejudicial perceptions that we still see the impact of today.
I particularly agreed with the authors’ argument about blending cultural and academic knowledge (McKinley & Brayboy, 2005, p. 435). I think it is institution’s responsibility to respect their cultural knowledge but also provide appropriate academic knowledge, relative to Indigenous students to be able to actively engage in reciprocal learning with their cultural knowledge, which, then, adds value to their survivance practice. I find that this piece opened up a new way of looking at the challenges which Indigenous students encounter and the ways to move forward with the situation through changing the perception of education not only from Indigenous students, but also from the perspectives of non-Aboriginal members in institutions by providing a way to
