The first article is about the Supreme Court of Canada needs to determine whether the records of the Indigenous residential school should be preserved or destroyed as most of the sensitive topics and abuses had happened there. However, there are some conflicts about this topics among public because some believe that survivor’s privacy should be protected and some said public should know the history of this tragedy and how sad it was. Moreover, if the information is not destroyed now it will be eventually known to the decadents of the survivors and abusers through the media. Regardless of the voices from public, the federal government has taken an action saying that these are government documents and only Library and Archives Canada has the …show more content…
What happening there is some of the commercial fishermen are charged by the Ministry of Natural Resources as they do not follow the rules and regulations set by their local government and the provincial government. According to the chief of Nipissing First Nation, this agreement was made for the purpose of protecting the resources for future generations. However, the representative lawyer for commercial fishermen said that “The chief and band council don't represent the collective. They can only represent their master, who created them, the Government of Canada”
The representative lawyer consider that the agreement is not valid because it was signed by people who was appointed by the colonial authorities and it is not involved the community voices. The solution can be simple if the court agree with him but if not this problem can last years in order to reach the final decision.
Bibliography
White, rik. HUNTERS & GATHERER, Northern Ontario fishing dispute could lead to big changes for Indigenous rights. October 06, 2017. http://www.cbc.ca/news/canada/sudbury/nipissing-first-nation-indigenous-hunting-fishing-rights-case (accessed October 06, 2017).
Tom Parry. Supreme Court set to rule on Indigenous residential school records. October 05, 2017. http://www.cbc.ca/news/politics/residential-schools-records-supreme-court (accessed October 06,
From the late 1800’s to 1996 more than 100,000 aboriginal children attended residential schools in Canada. At a majority of these government operated schools there were reports of emotional, physical, sexual and spiritual abuse along with punishment for cultural activities. Residential schools were implemented to liberate aboriginal people from their savage ways in order for them to survive in the modernizing society.1 To a majority of the current Canadian population, impacts of residential schooling are a part of a distant past, disassociated from today’s events, this misconception. Long lasting impacts as a result of residential schooling include minimal education leading to poverty, stigmatization by the non-aboriginal public, abuses of aboriginal rights in areas such as land and the environment and the growing loss of Indigenous cultures in younger generations. With the continuing misconception of the history and lasting impact of residential schools conflict between Indigenous people and the Canadian Government has not ceased, but increased.
Knockwood explains the enforcement of residential ideologies as a “combination of physical intimidation and psychological manipulation which produced terror and confusion” (12). The premise of residential schools was to strip Indigenous children from their culture and Indigenous identity, forcing them to only speak English, or face severe consequences. Despite the government and churches best efforts, many Indigenous children still maintained their cultural roots and kept their language while at home. This governmental need for assimilation has had lasting impacts far beyond the scope of active residential schools. Neeganagwedgin notes, “while the schools may be physically closed, the legacy lingers” (34). Beyond this, she urges, present-day institutions still function in a way that continues to undermine and systematically deny, “Indigenous peoples their inherent rights as First Peoples” (Neeganagwedgin 34); such as the justice system, child welfare and the education systems.
The best know Plateau group are the Nimiipuu, which mean the people, but everyone know them as the Nez Perce. Nez Perce is from the French which means “pierced nose,” although that none of the Nez Perce people have their nose pierced. Washington, Oregon, and Idaho was the original region of the Nimiipuu people. Their area also included the Bitterroot Mountains, Snake River, and the Clearwater Valley. There was 70 permanent villages that included 6,000 Nimiipuu living in them during 1805.
The Fallen Feather documentary analyses both the creation of the Canadian Residential Schools and the effects of these schools. The documentary states that these schools were created as a plan to end what was referred to as Canada’s Indian problem. The documentary used survivor accounts, primary documents, and professional accounts in determining the motivation behind the creation of these schools. These schools were full of physical and psychological abuse that still has an effect on the First Nations people today.
Charlie Angus was elected as a Member of Parliament in 2004, a role which took him to the Forgotten Children of Attawapiskat. It was his experiences prompted him to write his book, Children of the Broken Treaty: Canada’s Lost Promise and one Girl’s Dream, which tells the story of Indigenous persons of Canada’s struggles, including treaty rights, residential schools, as well as the fight for education and safe housing. The book provides a challenge to many common assumptions, and it also explores many themes which are used to explain the events which have shaped Canadian culture and policies. Angus begins his book by touching on some of the original treaties signed between the first Canadian government and the members of the bands that are indigenous to the land. One of these was Treaty 9, which promised education for Indigenous children. The book then developed into the foundation of residential schools, and the horrors that are endured there. In addition to the horrendous amounts of verbal, physical and sexual abuse which took place in these schools, the students who attended these institutions faced the mass genocide of their culture, as the unspoken purpose of these schools was “to kill the Indian in the child” (Angus, 2015, p. 14). The beginning of the book, while very dark, provides an honest introduction to some of the themes that can be spotted throughout the book, and history itself. The three themes that primarily stood out to me as a reader were: cultural
July 11th 1990, marked the beginning date of the Oka Crisis in Quebec Canada. It lasted until September 26th 1990 resulting in one fatality of a local police officer. The violent clash was triggered by something as simple as a golf course extension and as complicated as native burial traditions. It had drawn world attention, catapulting native land rights into the mix. The Oka Crisis is just one of many conflicts between the Aboriginals and the Canadian government. A major issue that has been of much debate in the 20th century has been Native sovereignty. The demand sounds simple, allow Aboriginals of Canada to govern themselves; however, coexisting with the Canadian government makes this idea extremely complicated. Roger Townshend states
Residential Schools were and still are a significant part of Canada’s history. They have had negative social and psychological effects on survivors and even their families. Grant Severight, Richard Wagamese, and Rita Joe and so many more are incredible authors who share their experiences on Residential Schools from either their or their families’ perspectives.
Residential School’s were introduced back in the 1870’s, they were made to change the way native children spoke their languages and how they viewed their cultures. The residential school system in Canada was operated by the government, where the native children were aggressively forced away from their loved ones to participate in these schools (1000 Conversations). The government had a concept, where they can modernize the native children, aged of three to eighteen and extinguish the aboriginal culture. In the twentieth century the Canadian Public School’s had arrived and had improved treatments than residential schools. In Contrast, the treatments within these schools were both different, whereas Canadian public school students had more freedom than residential school students because children were taken away from their families. However, the treatment in these schools were different and some what similar. Even though Residential schools and Canadian Public schools were similar in some form, there were numerous amounts of differences in how the children were taught, how they were treated and how their living conditions were like throughout these schools.
Residential schools were put in place by the Canadian government as a way to “refine” native communities into the broader culture and keep the native children from continuing their heritages’ traditions. In the short, yet powerful video clips shown in Practical Nursing Professional Growth class, our class was confronted with horrific stories told by residential school survivors of what they had encountered while attending. Raymond Mason, Alice Littledeer, and Madeline Dion Stout were all forced to abandon their language, culture and way of life in order to adopt and adapt to European languages such as English or French, new habits, and foreign religious sects. All three of these survivors had awful traumatic experiences such as being forbidden to speak their Aboriginal languages, forced haircuts for boys and girls, sexual assault, physical abuse, and segregation between genders; brothers and sisters were not allowed to be in contact. While watching these videos, I was filled with emotions such as sadness, disgust, and anger towards these schools, all while being completely shocked that I am now just learning about residential schools in college, and how that is absolutely unacceptable, and that every Canadian citizen should be informed about this in history classes in high school; it is imperative.
The Canadian government is biased against the Aboriginal population and uses less funding towards them. Perry Bellegarde, Chief of the Assembly of First Nations, stressed that “more funding is desperately needed for equal education on reserves, [because] the government spends 3 000 dollars less per student [in a reserve] than the national average”. Many Aboriginal people in Canada, including Bellegarde, feel as if the government is treating their population as they did when residential schools were still running. The Canadian government does not treat the Aboriginal and the non-Aboriginal population equally. They are spending a significantly lower amount of money for the education of Aboriginal youth. They are oppressing the Aboriginal population but many of them are taking a stand for their rights and demanding more. There have been many lawsuits involving members of the Aboriginal population and the Canadian government, but the largest one is the Indian Residential Schools Settlement Agreement (IRSSA). This agreement was made after many large scale campaigns were done and a class-action lawsuit was filed, in the 1980’s and 1990’s, to pressure the Canadian government to recognize the abuses of the residential school system and to gain compensation. The class-action lawsuit ended with a multi-billion dollar agreement to help improve the conditions of
Residential schools have been a part of Canadian history for many years, and it has left a large impact on many first nation communities in the 20th century such as families dealing with the effects of separation and loss of traditions, children having their natural community and supports violated and lastly how it impacted Canada as a whole. Primarily residential schools not only affected indigenous children but their parents who were left behind as well.in the 20th century, children were highly valued, greatly loved members of the community (Florence,25). parents had to manage the overwhelming impacts of division and the danger of losing the attached connection between their children. Life at residential schools resulted in having their hair cut, they were stripped out of their own clothes and forced to wear uniform-like
Aboriginal persons in Canada have been facing oppression ever since colonization began. Even when Canada gained independence from the British Empire, the oppression continued and still goes on today. One major contributing factor to the oppression of Aboriginal people in Canada is the actions taken by the Government. The Government of Canada has in fact mistreated and found to be partaking in wrongdoing when dealing with the Aboriginal population in this country. With this ugly truth being revealed, the Truth and Reconciliation Commission had to be tasked with discovering and revealing past wrongdoing by a government in the hope of resolving conflict left over from the past. (cite)
There has been lots of controversy about the Indian Residential Schools in Canada and its long term consequences. The Indian Residential Schools long lasting negative effects on the Canadian Identity and Indigenous peoples are still present today. This essay will outline the legal issues, mortality rates and poor conditions. Lasty the lasting effects from the Residential Schools present today in both the survivors, and the new generations. The conflicts between Canada’s Residential Schools and the Canadian Identity is a very problematic issue that Canadians of both Aboriginal descent and mainstream Canadians are trying to amend.
From 1863 to 1996, many Indigenous child were forced to attend residential schools, where they were separated from their families and culture and experienced neglect, abuse and trauma (Bombay, Matheson, & Anisman, 2011, p.367). This essay will explore the history and purpose of residential schools, how it impacted Indigenous children and families at the time of the events, and how to this day it still affects them. Indigenous Residential Schools impacted the First Peoples of Canada physically, mentally and emotionally which resulted in their loss of identity, culture, spirituality, and traditions in the past and present.
Over the past years, Canadian courts have repeatedly urged that aboriginal title conflicts should be resolved through negotiation, rather than litigation. The primary reason being that litigation is costly and time-consuming. For example, the decision for the Delgamuukw case took a duration of thirteen years. Furthermore, litigations that deal with the issue of aboriginal rights and title are “generally narrowly focused” and “ultimately leaves the question [posed about] how aboriginal rights and title apply unwarned.” For instance, the courts of Canada repeatedly failed to come up with a clear definition on the legal scope of Aboriginal rights despite the fact that they have several opportunities to do so. The Delgamuuku case clearly illustrates this when the Court “did not define how aboriginal title applied for the First Nations involved.” Instead, the Court came to the conclusion that a new trial was required, which ultimately will be more expensive and take longer.