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Summary: Cultural Differences In Crime Simulation

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European customs were built into the charter of right for freedom. Alternatively, for Non Status Indian the right to freedom meant loss of Native Identity (McCauley 2015). By enfranchising, a person was supposed to be consenting to abandon native identity and communal society (with its artificial legal disabilities) in order to merge with the "free," individualistic and non-native majority.
The residential school were government funded, religious schools established in 1880 to assimilate Aboriginal children into dominant Canadian culture, and convert them to Christianity (The Canadian Encyclopedia). This policy mandated the removal of Aboriginal children, from their homes and distancing them from the influence of their families and culture …show more content…

However the differentiation does not end at census and collecting data, information it spills over to criminology. Data in crime reports is consistently separated by race, which is compiled in arrest report, intensifying the difference between in crimes committed by Blacks and whites, while neutralizing crimes committed by other minorities (Covington 549). However, criminologists question these results, as they claim that the large difference in the number of arrest between whites and people of colour is not a true reflection of the amount of crimes committed by each rate, but actually represents police bias (Covington 550). Furthermore with the increase in information racialization of crimes arises. Indicating and alienating violent crimes to people of black ethnicity, because they are more likely to retaliate as they value honor more than human life (Covington 552). However some scholars argue, that the priority placed in honor, by some individuals is linked to historical violence they have experienced, through colonialism, slavery and inequality

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This paper will review the first five chapters in J.R. Miller’s book Shingwauk’s Vision: A History of Native Residential Schools. These chapters examine the events that took place before residential schools were made, as well as looking into the historical context of Canada during this time period. The first chapter of the book explains the way in which indigenous communities educated their children before contact by the European settlers. The educational systems from these indigenous communities were much different than the European educational systems, in the sense of a formal, rigid, institution.

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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

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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

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Before the Indian Act most of the young members of the First Nations followed the traditions and beliefs of previous generations, however, this changed with the introduction of Residential schools through the Indian Act. By 1948, there were 78 schools operating with nearly 10,000 students enrolled. This education network was established by the government but was controlled by the Catholic, Anglican and Presbyterian churches. The objective of this school system was to teach young aboriginals how to integrate themselves into the “normal” Canadian life. In other words, this whole system was a major cultural genocide.

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The author suggests that police records are clear indications of brutality cases. He therefore assumes that since records indicate cases of brutality it means that Negros is unfairly treated. He should support his argument by using valid references. 5.

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The residential schools had been built so that Indians (First Nations) could be educated and fit into Euro-Canadian

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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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990 Words | 4 Pages

The author’s studies indicate that the criminal justice system choose majority of their targets and suspects predominantly by race. According to studies conducted by the U. S Department of Justice, the imprisonment rate by race per 100,000 residents over 3,000 black males were imprisoned in the year 2000 compared to white males imprisonment rate of less than 500. This shows that conviction of crime, robbery, murder, and other violence and drug related crimes has a clear discrepancy across racial groups.

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Causes, issues, and groups involved The conflict with the aboriginal people of Canada is seen to have begun with the official Indian Act of 1875. However for decades prior to the Indian Act the population of Canada had been aiming to get the indigenous population to assimilate to the new, more modern European settler lifestyle and cultural ideals. Prior to the Indian Act, there was the Gradual Citizens act which was passed in 1857. These laws and acts became the basis of the modern Truth and Reconciliation Commission in Canada.

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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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Coker gives great evidence that supports racial injustice in the criminal justice system. She discusses on the Supreme Court’s rulings and accusations of racial preference in the system. This article is helpful because it supports my thesis on race playing a role on the system of criminal justice. Hurwitz, J., & Peffley, M. (1997). Public perceptions of race and crime: The role of racial stereotypes.

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By doing this it eliminated all aspects of aboriginal culture. The kids could only speak in English, although many didn’t know how to. They could also not practice aboriginal customs or traditions.

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Residential Schools and the Impact on indigenous communities Introduction Residential schools were institutions that were set up by the Canadian government to assimilate indigenous children into the dominant culture of Canada. This policy was implemented in the 19th century and lasted till the late 20th century. Residential schools were meant to provide indigenous children with an education, but in reality, these institutions were responsible for the cultural genocide of the indigenous community. Residential schools had a deep and lasting impact on the Indigenous community, and it is important to understand the effects that these schools had on the community. Background of residential schools The residential school system in Canada was set

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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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Residential schools were a boarding school that was set up for the purpose of teaching and assimilating aboriginal children in the 1880s. These schools were an important part of Canada’s history because they treated aboriginals as themselves, as aboriginal people, and their culture was inferior to Canadians, although at the time they thought they were doing the aboriginals good. Some would argue that residential schools were a good thing, that they benefited the aboriginal people and that they didn 't do them wrong while others still believe that residential schools did more harm than good to these students lives and wellbeing. Others believe that even though these students were treated poorly, they benefited from this form of education. Overall,

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