Sociology Chapter 16 Outline

Cooley argues that our self develops through interactions and our impressions about how other people see us. Do you think that he is correct? Why or why not?

Chapter six brings a different approach at introducing the importance of sociology. This chapter, focuses upon the historical significance of American sociology as society knows of it today. It discusses many different aspects of sociology, but it intentionally focuses on these important aspects that include: “The Chicago school”, sociologists whom attributed to American sociology, and the rise of female sociologists. These three fundamentals establish the overall history of American sociology.

Residential School (1931-1996) treated aboriginals unfairly and assumed that aboriginal culture is unable to adapt to a rapidly modernizing society. It was said that native children could be successful if they adapt to Christianity and speaking English or French. Native students were not encouraged to speak their own language

a. Harry Harlow – surrogate mother experiment pg.111 must read and notes contact and comfort

Dempsey, Pauline. "My Life in an Indian Residential School." Alberta History 59.2 (2011): 22. Print.

Confederation, also known as the Constitution Act of 1867, served as a political purpose and alliance in which made it particularly difficult for European settlers to coexist with preindustrial societies; hence, the years after confederation resulted in confusion about how Canadian government policies would address and affect Aboriginal populations. In contrast to the spiritual and traditional lives of the Aboriginal people, the new European settlers sought to conquer nature and shed traditional values in order to contrive industrialization in Canada; hence, post-confederation policies were largely based on the upper Canadian model. Furthermore, the failure of European settlers to coexist with the Aboriginal populations led to several attempts at civilizing the indigenous people; in other words, the federal government attempted to solve the Indian problem by assuming complete dominance over the Aboriginal populations of Canada. Having said that, the Canadian government’s harsh, prejudiced and paternalistic view of the indigenous people began a cycle of social, physical and spiritual destruction in which fundamentally resulted to economic, social, health and gender inequality. With that being said, the following paper will examine the long, and often bitter series of cultural encounters and exchanges that took place after confederation, such as the brutality of residential schools, health inequality and the Oka crisis dispute.

Residential schools are still having long term and intergenerational effects on Indigenous people culturally, physically and emotionally/mentally. In the 19th century the Canadian government established a program to assimilate Indigenous people into the Canadian society and christianity. During this dark time in Canada's history, many Indigenous children were forced to attend residential boarding schools where they suffered various forms of abuse and neglect. Many children left these schools broken and no longer capable of living a normal life. Although these schools have all been closed down, the trauma caused has been passed down through the generations and is still affecting Indigenous people today.

There are still many Canadians out there who don’t know much about residential school. All Canadians should learn more about our past and the many terrible things that occurred to First Nations people while in residential schools, and even out of the schools. For many years First Nation Children were taken away from their family and sent to residential schools, which were run by religious institutions. The school’s main goals were to get rid of the Indian in a child, and they would strip them naked of who they were and where they came from. The book Indian Horse by Richard Wagamese gives us a clear insight into all the hard times that a child might have to go through while in a residential school. The book also shows what their lives would

THE NATIONAL RESEARCH CENTRE ON INDIAN RESIDENTIAL SCHOOLS. (n.d.). Retrieved April 05, 2016, from http://www.trc.ca/websites/trcinstitution/index.php?p=815

Life at Native Residential Schools In the 1989 movie, “Where The Spirit Lives”, the Canadian Government appeared to be an innocent, accepting and understanding group of people. However, history proves otherwise. Between the years of 1840 and 1996, Native children lost their identity and culture due to residential schools. Native children were taken from their homes, forced to change their culture through drastic means, and taught to support a different religion.

With the last residential school shutting down just over twenty years ago, Monchalin’s examination of the impacts of residential schools illustrates the prejudice and discrimination against Indigenous peoples within Canada’s recent history. Not far in Canada’s past is the use of the word “civilizing” to describe the forcing of children from their homes in attempt to eliminate any affiliation with their Indigenous culture and traditions. Based on this, while reading through this chapter I feel that it is important to note the terminology used in the descriptions of these schools and the abuse that took place within them. By looking at the terminology used throughout the chapter, it can be seen just how discriminatory and bigoted Canada’s history

As the government took possession of the land available, natural resources were found, and seized. The Indians were then placed onto even smaller reserves. This was only the beginning of the Indian’s troubles. Next came the residential schools for Indian children. These residential schools were first advised by Dr. Egerton Ryerson in 1847, but did not get put into place until the 1870s.

The residential school era would be one of the most detrimental periods for aboriginal since first contact in 1492. The assimilation of aboriginals into the western culture is seen as one of the most colonial events in human history, and the legacy it’s left behind has left a people robbed of both tangible and intangible features of aboriginal culture. During this time, young aboriginal children were taken from homes and placed in overnight schools, where they would be stripped of their religion and culture, and be forced to adapt into North American European society. They would be taught the ways of Christianity, which according to European settlers as the “true faith, and only faith”, abandoning their Native American roots, in both religion

In Shearing and Stenning’s “From the Panopticon to Disney World,” the world-renowned fantasy amusement park is revealed to be a compelling embodiment of Michel Foucault’s ideas regarding the disciplinary society. In Foucault’s writings on the prison panopticon—his idea of a perfected disciplinary institution of a disciplinary society—Foucault describes how inmates (or Disney’s guests) behavior and movements is overseen and tightly controlled (Dillon, p. 371). This level of control is clear from the moment you enter Disney: barriers, guardrails, and directions guide you to preordained locations, and Disney employees and rides reinforce those restrictions and guidances at numerous points throughout your visit (Shearing, p. 301-302). More significantly, in the panopticon design, inmates are always under surveillance. Further, inmates are aware they are always under surveillance—even if they cannot see their supervisor—so that they begin monitoring their own actions to conform with rules and restrictions (Dillon, p. 371). At Disney, once a guest breaks the rules or regulations, they quickly become aware that they are being surveilled. Park employees in unassuming costumes seemingly unrelated to security or rule-enforcement are trained to enforce rules and hold guests accountable as soon as they act out-of-line, making clear to guests that they are always being surveilled even if they cannot see the supervisors

According to John A. Macdonald, the goal of residential schools was to “take the Indian out of the child”. This quote is a perfect example of how the Europeans thought that they were superior to the Indigenous population. In the 1600’s, the Europeans discovered Canada. Relations between the Europeans and the Indigenous people were very civil up until this point. In fact, the power in this relationship was first with the Indigenous people because they had the fur trade and the greater population. Gradually, the power started to shift the opposite way, and with that, the Europeans began to colonize Canada. Soon after, the Europeans started to pity the Indigenous people. They believed that their eurocentric beliefs were above that of the Indigenous, and decided to force the Indigenous population to assimilate into their culture. This is where residential schools stem from: the ideology that the Europeans