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The impacts of Canadian Indian Residential School
Merits and limitations of indigenous education
The impacts of Canadian Indian Residential School
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Janet Smylie presents the current challenges facing indigenous Canadians in Westernised educational models. The author outlines the impact of colonisation on indigenous sociocultural belief systems highlighting this as a mitigating factor in the low levels of indigenous youth literacy. Smylie summarises the need to incorporate conceptualisation of Aboriginal culture, learning styles and perceptions when drafting framework for literacy outcomes. Additionally, the author highlights the need for self-determination by utilising the knowledge within communities to officially establish intrinsic connection between health and literacy outcomes in indigenous communities. In particular, embracing indigenous values such as metaphysical beliefs and traditional
Justin Trudeau and the Liberal party is determined to creating more opportunity for the indigenous people, and allowing their voices to be heard more throughout Ottawa. Working towards this, the Liberal party will abolish all changes that deter the indigenous people from exercising their voting rights and to ensure that the indigenous people can freely practice their rights. In addition, the Liberal party will guarantee that the Kelowna Accord agreements will be embraced, along with the spirit of reconciliation which drove the agreements. Cognizant of the fact that there is a massive increase in population and inflammation in the First Nation community, the Liberal party will immediately increase the two percent cap on funding the First Nations, creating a community with a sufficient funding. Furthermore, owing to the underfunding of First Nation education system, many First Nation students are being held back in comparison with their provincial peers.
Over many years the commonwealth and the state education departments have put enormous time and effort into producing a wealth of Aboriginal education resources. When developing school-based resources or selecting texts or materials, teachers should carefully evaluate their educational value for embedding Indigenous perspectives. Chris informs us that you can never have too many resources when teaching, especially within the Aboriginal community. He explains that so many resources can be found outside in the Indigenous community. The curriculum is an essential resource for educators to enforce in the classroom to ensure the students are achieving the outcomes for the year.
They wanted to draw the public’s attention to the poor state of Aboriginal education,
There were three types of schooling offered, including a day school, industrial school, and residential school. However while day school, industrial school or residential school were all offered, a residential school in many/most cases was the only viable option for the families. While these schools did teach the basics of education including math, rudimentary science, and language, these schools were still seen and immoral and unjust. This poor imagine derived from the fact that the schools were controlled by the church and not by the government, therefore meaning that religion was forced upon the minor aboriginal population for the purpose of assimilation. These schools were also viewed as immoral because that separated the minor population from their families.
Some Aboriginals stated that they valued the knowledge they learned in residential schools, such as how to act as a European. I think it is interesting to know that some Aboriginals actually wanted to live life the European lifestyle because it was a developing nation and living as a European was perceived as more luxurious. It does seem rationale in my mind for a minority of people to actually appreciate residential schools because it was the federal government’s plan afterall. Nonetheless, this still does not make the concept of residential schools
The families of the children were also affected as they were unable to pass on their cultural and traditional knowledge to their children. The impact of residential schools can be seen in the high rates of poverty, addiction, and suicide among the indigenous community today. The legacy of residential schools has also contributed to the loss of indigenous languages, cultural practices, and
Aboriginal people are the very first people to inhabit the Canadian land. Many years ago, English and French men came and forcibly took over the land that the Natives owned. They introduced alcohol and many deadly diseases that made the First Nations very vulnerable. For many years they have been systemically oppressed. Oppression is “a set of policies, practices, traditions, norms, definitions, and explanations which function to systematically exploit one social group to the benefit of another social group” (Sensoy, O., DiAngelo, R.).
Education is like Lego because it is used as a building block for something much greater. Education is one of the most important assets in life. It plays a pivotal role in shaping individuals and equipping them with essential skills. In our society, education is not merely beneficial, but imperative for employment and advancement. Indigenous people have less funded education than non-Indigenous people in Canada, which causes many inequities between the two groups.
The basis of these problems is a loss of identity and a sense of knowing that their values are oppressed, and their rights are ignored. Likewise, non-indigenous Canadians have become increasingly aware of the unfairness of the richness of indigenous and aboriginal cultures that are taking place.
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
Something I found very interesting on the topic of Indigenous knowledge, education and learning is that education is seen in a dualistic perspective of content and process, which makes sense although I had never thought about education in these terms; that the learner needs to understand, accept, believe and apply the knowledge they are being taught (the content) in order for the process of education to work. Also the issue we have discussed in terms of education and Indigenous worldviews that resonated with me was that in Canada, classroom resources have very limited references and resources in relation to Indigenous people or if it did it was superficial or incorrect. Then as curriculum evolved, resources began to include some information about Indigenous people but not how Indigenous culture and history helps students learn about the world and how their perspectives and understanding have contributed to a stronger society. The most powerful quote I read and we discussed in this class was from Murray Sinclair which stated, “education is what got us into this mess…education is the key to getting us
In practical terms, this means that Aboriginal peoples must be involved at all stages and in all phases of our planning as future teachers, from lesson planning to personalized daily practices. This can offer teachers an opportunity to commit themselves to protecting humanity, to doing their part in helping mend the damage and losses of Indigenous peoples of their language and culture, and enabling Indigenous communities to sustain their knowledge in future generations through helping bridge Aboriginal students to Aboriginal knowledge in school systems (Batiste 1986). I would argue that for non-Indigenous teachers we have the task of becoming familiar and learning Indigenous languages and worldviews. As outsiders, and future teachers we can help bridge our students to Aboriginal knowledge, but we must remember that to speak for them is to deny them their own voice. Further, it may not be clear what authentic and equal education means for all peoples, but it is clear, as Minnick
Social Darwinism had a major impact on the indigenous Australian education. Largely based on Social Darwinism ideology, the history of Indigenous education in Australia has been one of discrimination and deemed the Aboriginal people as ‘at the lowest stage of human mental development’. For example, education of children revolved around political and public opinion that indigenous children were worthless to the new founded economy and community. Since colonisation, Aboriginal children experienced an education that reinforced the idea that Aboriginal beliefs and values were inferior to Western values. While it is now recognised that children come to school with a predetermined set of beliefs, experiences and values based on their culture.
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
