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Review Of Cultural Assimilation At St. Joseph's Mission By Jennifer Mitchell

1096 Words5 Pages

Within the assimilation policy in the residential school system, native are forced to get rid of their language, culture and society through mental and physical abuse. Consequently, every aspect of European life which includes language, behaviour and belief has deeply impressed Aboriginal children where. In the article “Indian Princess #134: Cultural Assimilation at St. Joseph’s Mission,” Jennifer Mitchell presents a specific example about her mother’s experience in the residential school in Where. She also provides some clues that Aboriginal people have been compelled to throw away their own lifestyles, otherwise they would be punished by missionaries. According to the vivid description of the life at St.Joseph’s Mission, Mitchell draws a …show more content…

National Indian brotherhood makes the tremendous contribution to the Aboriginal people’s revolution about the cultural assimilation. In the policy paper “Indian Control of Indian Education,” the National Indian Brotherhood/ Assembly of First Nations proposes the concept that Indian’s control of Indian education, and the thought about parental and local control (National Indian Brotherhood/ Assembly of First Nations, Indian Control of Indian Education, pp. 1-7). On one hand, they think Indian people understand exactly what kind of educational system they need. On the other hand, they want to abolish the residential school system to stress the importance of family and local community in the Indian native culture. Furthermore, they try to establish a good relationship with government in order to supply a gap of cultural assimilation. What is more, to achieve language revitalization and cultural maintenance, the National Indian Brotherhood suggests native people to adopt band school system instead of residential school system. In view of some devastating shortcomings of cultural assimilation, they pay much attention to rebuild adult education, post-secondary education, alcohol and drug education. In conclusion, this policy helps …show more content…

In order to get rid of cultural assimilation policy, and to support self-determination, language revitalization, and cultural maintenance, “Report of the Royal Commission on Aboriginal Peoples” has been published. It announces the closer relationship between government and native people in Canada. In the report, they are willing to take self-governance instead of assimilation policy, and it shows a connection between self-governance and education. In this regard, they will pay much attention to the “education for self-determination”. However, this report is not only expresses the will to abolish cultural assimilation and achieve cultural maintenance, but also the desire to take control of their own education in a long term (Canada, Royal Commission on Aboriginal Peoples. Dussault, Rene. Erasmus, Georges. volume3. pp.

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The perception was that Native American adults had a limited ability to learn new skills and concepts. Later in the report, it is expressed that children learn little at day school, causing their “tastes to be fashioned at home, and [their] inherited aversion to toil is in no way combated. ”11 Davin recommended that similar industrial boarding schools should be built in Canada, which would attempt to assimilate Native children into the European culture.12 Nicholas Flood Davin’s research and advances about the industrial schools in America, was important in the creation and developing of the Residential school system in

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Indigenous people across Canada have been suppressed by the government, system, and settlers still to this day. The residential school system was a system of boarding schools that were established by the Canadian government and administered by various churches to assimilate Indigenous children into Euro-Canadian culture. Many of these children suffered physical, sexual, and emotional abuse from school staff. Even though residential schools have been abolished they can still affect indigenous people today. The book “Indian Horse” clearly represents the intergenerational trauma of Indigenous communities in Canada.

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In the poem “Treblinka Gas Chamber”, by Phyllis Webb and in the TRC’s “The History”, both texts share a common theme of inhumane treatment towards children within certain cultural and ethnical groups. While the two authors explore distinct historical contexts, both texts are centred on racial segregation with nationalistic motives. Phyllis Webb appeals to a logos strategy through the use of allusion. In her poem, “Treblinka Gas Chamber”, Webb presents fictional and historical examples to display her knowledge and establish her credibility.

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Critical Summary #3: First Nations Perspectives In Chapter eight of Byron Williston’s Environmental Ethics for Canadians First Nation’s perspectives are explored. The case study titled “Language, Land and the Residential Schools” begins by speaking of a public apology from former Canadian Prime Minister Stephen Harper. He apologizes for the treatment of “Indians” in “Indian Residential Schools”. He highlights the initial agenda of these schools as he says that the “school system [was] to remove and isolate [Aboriginal] children from the influence of their homes, families, traditions and cultures, and to assimilate them[…]” (Williston 244).

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In Superman and Me by Sherman Alexie, Alexie’s father’s love for books grew to make his self-love books ending up in Alexie teaching himself how to read. Alexie describes the stereotypes and what is expected of Indian children and how Indian children were expected to basically have no knowledge Many lived up to those expectations inside the classroom but invalidated them on the outside. While other children were doing this, Alexie’s father was one of the few Indians on the reservation who went to Catholic School on purpose and was also an devoted reader. Alexie grew up around books. His father had a strong love for books as he bought them by the pound from pawn shops, goodwill and the salvation army.

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This was ultimately done to seamlessly absorb the indigenous people into the colonist population. Major aspects of the Indian Act include residential schools, enfranchising, and cultural bans. Residential schools were mandatory for indigenous children to attend. At residential schools, children were forcibly taught the culture of the settlers and were punished if they showed any connection to their native culture. Enfranchising forced high work status and settler-married indigenous people to change their name to be like a colonist.

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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.

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The Allotment and Assimilation Era brought about many policies to make Native Americans act “americanized.” Two extremely impactful policies were boarding schools and the allotting of American Indian land. These both affected Native Americans and their culture by splitting up families and tribes and forcing them to assimilate into American culture. Although both policies are extremely devastating for their culture, allotment and boarding schools had slightly different impacts and legacies on the culture. Allotment had a bigger impact on Native American communities at the time, whereas boarding schools had a more significant lasting legacy.

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Intimate Colonialism is when the government tried to set up a policy that would encourage Indian Service staff members to intermarry with Native Americans. During the late 19th century, immigration was rising and the big thing in this era was assimilation. Assimilation is integrating people to be accustomed to the United States culture, behavior, value and norms. Though Native Americans have lived in America longer than anyone, the federal government thought that instead of ostracizing them for wanting to value their traditional culture, they created an assimilation policy for Native Americans. “The government’s assimilation policy sought to destroy Native nations’ cultural and political identities by replacing them with Anglo – American norms of behavior (108).”

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The Indian Act was established in 1876, with the intent to regulate Indigenous communities and begin assimilation of these communities, which has led to distinct cases of discrimination and racism against Indigenous people in Canada. It was fundamental in solidifying racialized categories, based on those who were Indigenous and non-Indigenous. This essay will argue that the Indian Act was detrimental to the development of First Nation, Indigenous communities, and people in Canada. The Indian Act was utilized to help assimilate Indigenous people into citizens of an emerging Euro-Christian Canadian society.

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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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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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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.

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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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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

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