Inequality Between Aboriginals and Non-Aboriginals Living in Canada

the First Nations were criticized and judged for moving to Canada and keeping their own cultural beliefs. The natives held onto their religion and culture because it was a part of them and their past and they also would not give it up willingly because they have been through too much to give up. “The federal government and most non-native Canadians believed that life for the First Nations people would be greatly improved if they gave up their culture and became part of mainstream, Christian Canadian”(Freeman-Shaw, Hastings-Winner 38). Canadian society was so full of itself that they considered everyone else and their culture to be less than their own. The Canadians thought everyone would be happier if they shared to same religion and beliefs

Education looked remarkably different than the Education that takes place today in Canada’s schools. Before European contact, “Indigenous peoples in North America had a highly developed education system” (Neegan, 2005, p. 4). Their education was based on experiential and immersion learning in the community and in nature. The whole community was responsible for teaching the younger people through the sharing of knowledge and resources (Neegan, 2004). Respect for the environment and the land was intricately woven into all forms of learning, as the land is the center of their livelihood

Canada ­as a nation is known to the world for being loving, courteous, and typically very welcoming of all ethnicities. Nevertheless, the treatment of Canada’s Indigenous population over the past decades, appears to suggest otherwise. Indigenous people have been tormented and oppressed by the Canadian society for hundreds of years and remain to live under discrimination resulting in cultural brutality. This, and more, has caused severe negative cultural consequences, psychological and sociological effects. The history of the seclusion of Indigenous people has played a prominent aspect in the development and impact of how Indigenous people are treated and perceived in today’s society. Unfortunately, our history with respect to the treatment of Indigenous communities is not something in which we should take pride in. The Indian Act of 1876 is an excellent model of how the behavior of racial and cultural superiority attributed to the destruction of Indigenous culture and beliefs. The Indian Act established by the Canadian government is a policy of Aboriginal assimilation which compels Indigenous parents under threat of prosecution to integrate their children into Residential Schools. As a nation, we are reminded by past actions that has prompted the weakening of the identity of Indigenous peoples. Residential schools has also contributed to the annihilation of Indigenous culture which was to kill the Indian in the child by isolating them from the influence of their parents and

Canada has been home to Aboriginals for centuries, who play an imperative role in the history of Canada. Culture and tradition have been brought into this country with the help of millions of Aboriginals. Aboriginals have been known to be very strong supporters of their culture, and heritage and take very high importance towards it. They are very traditional people, and have been looking up to their Ancestral ways for centuries. The treaty relationship between Canada and First Nations has caused a rift and a divide amongst each other for many reasons. Although there has been so much history and tension amidst the two, there is always room for improvement. A lot of things can be done to strive towards a positive relationship, starting with accepting the culture of Aboriginals and realizing that it is something they will not be letting go. Secondly, education can play a big role in helping this situation, and bringing more awareness to the situation starting from a young age. (p. 5) Lastly, The rights and freedoms of all people in the country need to be equal and similar. Certain changes can really help the state of the situation but it is a matter of willing to try and see the change that we all want.

Aboriginals have made several contributions to Canadian history, which has helped improve one’s standard of living. They have helped with various things such as inventions, discoveries of plants, and have helped significantly in war efforts.

The history of Canada is the era of where colonization all began towards aboriginal peoples. Over the past decades, aboriginal peoples have been mistreated and misused by the white-Europeans. They have been oppressed by Canadian society that we are known still by today and continue to live under racism resulting in gender and class oppression. The history of colonialism has been playing a big part in the way of how aboriginal people have been constructed and impacted on how aboriginal people are treated and viewed in Canadian Society. They have been dealing with the struggles, inequality, and discrimination that we have been putting them through for over three centuries, we’ve been also failing them with Canada’s racist policies

The Aboriginal peoples of Canada had gone through many situations to get to where they are today with their education system. Pain, sorrow, doubt, and hope are all feelings brought to mind when thinking about the history and the future of Aboriginal education. By taking a look at the past, anyone can see that the right to education for Aboriginal peoples has been fought about as early as the 1870s. This is still is a pressing issue today. Elder teachings, residential, reserve and post-secondary schools have all been concerning events of the past as well as the present. Though education has improved for the Aboriginal peoples of Canada, there are still many concerns and needs of reconciliation for the past to improve the future.

Conflict between Canada and the First Nations has been going on since the Europeans first arrived. After their arrival the First Nations way of life was hindered severely; The Europeans brought many diseases that the Aboriginal people were unfamiliar with and had no resistance to, or cure for. “By the 16th century about 80% of Canada's Native population had died from the various diseases (Renneboog, 5).” The Europeans also came to Canada with the intentions of taking all of the land for themselves, disregarding the people who occupied the land before them. Over time the Europeans had manipulated the First Nations to their will and the Aboriginals were discriminated for their different complexion, culture, customs, and way of life. But

This image was chosen because it captures the beginning of significant changes that altered the history of the Aboriginals people of Australia forever. Sociologists and historians including Michel Foucault acknowledge history as being an important factor to consider when studying social behaviours because ‘historical analysis aids the task of explaining the present conditions in society (Holmes, Hughes & Julian 2015 p. 8). To understanding structural inequalities between Indigenous and non-Indigenous people in Australia today, the origin of the cause needs investigating. This image depicts the start of structural inequality for the Aboriginal people which was created by the invasion and colonisation of Aboriginal land by the British Empire

Malcolm X once said “education is the passport to the future, for tomorrow belongs to those who prepare for it today”. From adolescence to adulthood almost every person is put through schooling. As one gets older in age, the education they obtain becomes more rigorous in order to stretch their minds far beyond two plus two or what color the sky is. The strategies of critically thinking and being able to analyze/decipher information in front is them is reinforced routinely in the educational system. With this being said, the purpose of education is to aid in enhancing one’s qualification, socialisation, and subjectification skills within the society regardless of how or where one’s education was obtained.

Statistics Canada estimates racialized groups will make up a third of Canada’s population by 2031; that is one in every three Canadians (Block & Galabuzi, 2011). With a number being estimated like that, racial discrimination should have been ended a long time ago; that is 1/3 of our future society being discriminated against! Racial discrimination negatively impacted people all over the world, and this is unfortunately true for today as well. Race is based on what we can see; someone’s physical appearance. Inequality between the races become prevalent when people are being treated differently purely due to which race they identify with. Over the years, problems with races and inequality seemed to have decreased rapidly, but has it really? Racial inequality has become prevalent today unfortunately, and it is not being talked about. We are just letting this ‘slip through the cracks’ instead of fighting for the rights of true, unbiased, equality between the races. Although racial discrimination is a sad reality in both Canada and the United States, it is statistically worse (more prevalent) in the United States. This paper will explain the unemployment rates in Canada and the United States between men and women, ‘resume white-washing’, and the wage gap between men and women, and the wage gap between Caucasians and the Visible Minority. It will also explain how your skin colour could negatively affect you in your own career just because of others bias’, whether conscious or

This is known as the current educational and achievement gap. In Manitoba, only 30% of Aboriginal youth living on reserves have completed high-school (Richards, 2008, p. 3). Manitoba can begin to close the educational and achievement gap for Aboriginal youth currently living on-reserves by having Aboriginal authorities run the school systems (Richards, 2008, p. 1). Having school council members and Aboriginal teachers would positively affect the lives of students living on-reserves. Aboriginal teachers would be able to relate to the identity of their students, with the ability to connect to the other parts of their lives such as their students’ spirituality and traditional forms of learning. Approximately one-third of all Aboriginal students living on reserves in Manitoba currently attend schools off-reserves (Richards, 2008, p. 1). The educational school systems in Winnipeg and surrounding areas in Manitoba tend to be favored for the non-Aboriginal middle class, making it difficult for Aboriginal students to find life experiences and cultural values in their education (Silver, 2002, p. 6). For many Aboriginal students, the divide between their values found in their home life and their educational experiences causes a divide within themselves and results in their educational experiences being viewed negatively (Silver, 2002, p 6). With this divide of cultures within their life, it is not surprising that many Aboriginal students tend to reject their education and drop out of school. Many factors can determine student’s educational accomplishments, such as strategies to engage students, the school curriculum, and school quality and facilities (Richards, 2008, p. 1). The education and achievement gap in Manitoba would be lessened if Aboriginal students were given the opportunity to incorporate their cultural and life experiences into their educational experiences.

Canada is mistakenly known as a perfect country with a lot of diversity and freedom. When Canada was first settled by the French, they needed the help of the First Nations because they didn’t have a lot of information about the landscape, geography and the weather to grow crops were of Canada. The First Nations also known as the Aboriginals were not the only one mistreated by the English/ Canadian government, but all non-white immigrants were treated with little or no respect. The First Nation people have had enough of all the mistreatment and disrespect they’ve been getting from Canadians until this day.

Acquiring an education and the act of being educated in a school are two enormously different teachings. Indigenous Peoples of the world have been educating each other within their own communities for thousands of years. Through the processes of ritual, spirituality, and tradition, these cultures thrive, sustainably, by living in unison with their land. As Dr. Weber-Pillwax explains, First Nations Peoples of Canada live in relationship to their "to the land" and their "the community" and these values are therefore ingrained into Aboriginal identity. Furthermore, the molecular transference of these distinct features of First Nations culture, which Dr. Weber-Pillwax articulates using Dr. Candace Pert's theory of "molecules of emotions," transcend

Children do not have what others call a normal childhood as a result when they grow up and move to another community they cannot cope. Young people are terrified of leaving the reserve, says Koostachin. “They have seen others leave other young people for college but eventually return because either they couldn’t cope with education in a new place or feel insecure without their families” (Aulakh, 2012). She (Koostachin) knows the feeling. Koostachin left the reserve after Grade 10 to attend a non-aboriginal high school in New Liskeard, Ontario. Koostachin says “she did miserably there and could not wait to return to the reserve. She says most high school graduates who leave to go to college