I believe that there are numerous misconceptions regarding Aboriginal people that non-Aboriginals seem to have. Many issues of misunderstandings about Aboriginal peoples in Canada are based on stereotyping and lack of information. There is an abundance of popularly held myths and misconceptions regarding First Nations that range from getting free education and free housing, to not having paying taxes to no restrictions on reserve lands, and many others. These misconceptions have serious consequences and are often at the root of racism and discrimination that Aboriginal peoples continue to experience today. Other stereotypes I have heard may include describing Aboriginals as lazy, dependent, and unwilling to improve their own lives. For employers, …show more content…
For example, in the beginning of 8th Fire Wab Kinew discusses the phrase he often hears- “Get over it!” This belief can be related to the thought that residential schools are history, and everyone should just forget it. This statement is of course, entirely false. The earliest residential school was found in 1620 and last closed in 1996. Not even that long ago, children were forcibly removed from their families, as the system was compulsory and not just some “boarding school”. Children’s names were taken away and new names and numbers were given in their place. In 8th Fire a residential school cemetery has proof where language, culture and religion were beaten and humiliated out of them with the purpose of “killing the Indian in the child”. Often, this would result in killing the child instead. In some schools, half of the children died from tuberculosis, malnutrition, or other diseases. Also, many suffered the worst kinds of abuse at the hands of school authorities. The education received was never intended to be on par with the mainstream, and therefore, countless survivors haven’t been able to gain decent employment or take their rightful place in Canadian …show more content…
“They get everything for free. Why don’t they just go home?” First Nations people enjoy the same fundamental benefits as all other Canadians, including Child Tax Benefit, Old Age Security and Employment Insurance. Where constitutionally-protected Aboriginal rights exist, First Nations people do have priority over others (for example, the right to hunt and fish for subsistence), but even these rights are subject to regulation. Furthermore, another myth says that First Nations people don’t pay taxes. All Inuit, Métis, and Non-Status Indians pay taxes, and Status Indians who live off- reserve pay taxes. The only Aboriginal people who are exempt from paying income tax are Status Indians who earn their income on a reserve for a company or organization located on the reserve. John Lagimodiere, a Métis from Saskatoon explains the basics of this troubled relationship. Lagomodiere makes the point that unlike the non- Aboriginal Frank, Lagomodiere’s ancestors had every detail of their lives prescribed by a special law. Natives were isolated group inside of a community that was put on reserves that were not legally allowed to even leave the reserve that had administrative people that administrated their banks that left them perennially poor. The Indian Act of 1876, which still governs life on reserves held fast to John A. Mcdonald's declaration to do away with
To understand why the Indian Act has had such a negative impact on Aboriginal women in society today we must observe the previous affect it has had on Aboriginal women during the post colonial time period. The Indian Act is a law that European settlers created in 1876 in order to assimilate the Aboriginal population, and therefore we can deem that the Indian Act is law that was created in the post colonial generation. The Indian Act was a law put in place by the Canadian government to intentionally discriminate against the Aboriginal people in order shrink the number of Aboriginals in Canadian society and to reduce the obligations the government had (Cannon and Sunseri 2011: 90). It was very hard for Aboriginals to overcome the discrimination they faced from the Indian Act because major politicians like Sir. John A MacDonald, Nicholas Flood Davin, and Duncan Cambell Scott despised the Aboriginals in Canada and therefore supported the Indian Act in order to assimilate and destroy the culture of the Aboriginal population (ibid: 312-313).
The indigenous population in the geographical location of western Canada had their land officially taken over in 1869. (Daschuk 79) From then on, even with multiple treaties signed, the aboriginal people in this area and on the plains were ravaged with disease, fighting, famine and theft of land from the Canadian government. In this paper, I will first present a summary of James Daschuk’s two chapters outlining the issues stated above, and then an internal critique of the chapters, and, finally, an external critique of the chapters, comparing and contrasting it to Sidney Harring’s ““There Seemed to Be No Recognized Law”: Canadian Law and the Prairie First Nations’. The purpose of this paper is to provide insight and analysis on the aboriginal issues raised by Daschuk.
Justin Trudeau and the Liberal party is determined to creating more opportunity for the indigenous people, and allowing their voices to be heard more throughout Ottawa. Working towards this, the Liberal party will abolish all changes that deter the indigenous people from exercising their voting rights and to ensure that the indigenous people can freely practice their rights. In addition, the Liberal party will guarantee that the Kelowna Accord agreements will be embraced, along with the spirit of reconciliation which drove the agreements. Cognizant of the fact that there is a massive increase in population and inflammation in the First Nation community, the Liberal party will immediately increase the two percent cap on funding the First Nations, creating a community with a sufficient funding. Furthermore, owing to the underfunding of First Nation education system, many First Nation students are being held back in comparison with their provincial peers.
In his essay “To be Indian in Canada today”, Richard Wagamese relies on logos to explain the struggles and obstacles that come with the Federal Court’s decision to recognize Metis and non-status Indians in Canada as “Indians” under the Constitution Act. He then begs the question, “what does it mean to be Indian in Canada today?”(Wagameses). Being First Nations himself, Richard Wagamese knows firsthand all barriers that come with being Indigenous in Canada today. While using logos Richard Wagamese implements many different statistics and percentages in his essay to show the hurdles that Indigenous people face: “To be Indian in Canada today is to see youth languish in chronic unemployment and malaise, endure high rates of alcohol, drug and solvent
Identity is a key component in the makeup of a person, the qualities and beliefs that they possess is the fundamental aspect that differentiates them from other groups of people. Envision if that person’s identity was stripped away from them and they were forced to take on another person’s identity. This process was exactly what the first Nations had to undergo. First Nations have endured all the sad realities that have been thrown on them by the Canadian Government. Since the immigration of Europeans to what is now known as North America, the Native Identity has depleted and close to being successfully assimilated into a Western way of life.
Essay Outline The human race that inhabited the lands earlier than anyone else, Aboriginals in Canada had conquered many obstacles which got them to what they are today. In the past, Canadian Aboriginals have dealt with many gruesome issues that primarily involved the Canadians opposing them or treating them like ‘‘wards.’’ The Indian Act is a written law which controls the Indian’s lives and it is often amended several times to make Indian lives either peaceful or cruel but especially, cruel. Aboriginals found the Indian Act a massive problem in their lives due to it completely controlling them and how they lived on their reserve.
The question of whether the government protected the collective rights of Aboriginal peoples in its creation of the Indian Act and the Resident school system has sparked many debates. While some people may feel that Canadians did the right thing creating the Residential School system, we strongly believe that the Indian Act didn’t protect any rights. In fact, the act violated many rights we value today. They abused the First Nations by taking away their right to vote, forcing them to give up their legal identities and treaty rights, not consulting the First Nations on agreements that concerned them and by introducing the Residential School system.. Firstly, until 1960 the First Nations had to give up their legal identities and treaty rights
Linnea Brodin Mr.Harrison May,31, 2023 2000 words The Detrimental Impact of the Indian Act on Indigenous Women in Canada The Indian Act, a piece of legislation with a complex and controversial history, has had a detrimental impact on Indigenous women in Canada. The Indian Act is a colonial relic of 1876, however, it has a lasting impact on modern-day Indigenous peoples in Canada. The consequences of the Indian act for Indigenous women in Canada have been extensive, causing the loss of Indian status, triggering high rates of missing and murdered Indigenous women, and inflicting intergenerational trauma throughout communities.
The Impact of Stereotyping on Aboriginals First of all, what are Aboriginal stereotypes? Aboriginal stereotypes are the negative depictions of the First peoples prior to Columbus. Also, the stereotypes served as an imprint on society as to what an Aboriginal First Nation is ‘supposed’ to look like. Some examples of these stereotypes are; Still live in Igloos or Tipi; The Indian Princess; the noble savage; the Native Warrior; the drunk; the wise elder; and etc.
At her deathbed I stood weeping, as a paleface woman sat near her moistening the dry lips (Calloway, 430).” Zitkala-Sa describes the death of one her classmates at the Carlisle boarding school in 1921 while still very young (Calloway, 428). The boarding schools started a chain reaction of the Native children not learning their own language or traditions, cutting hair, and the gender roles reflecting the Anglo-Americans. These
The video by Tasha Hubbard titled “Canadians have been breaking their promises to Indigenous people” displays the multitude of ways in which Canada and its government have failed to fulfill the promises it made to the Indigenous people. These promises that were made almost a century ago before 1945 are yet to be satisfied. In this video, the speaker, Tasha Hubbard details the historical and currently ongoing impact of settler colonialism and the Indian Act on the Indigenous peoples of Canada. In this essay, I will be deconstructing the Indian Act and its role in perpetuating the wrongful treatment of Canada’s original inhibitors.
Canada is known for its amazing healthcare and it is considered one of the best in the world. In Canada, healthcare is ‘universal’ to its citizens under the Heath Care Act. However, not everyone has equal access to healthcare, Aboriginals being some of them. Aboriginals have trouble getting the access they need because of socio-economic status, geography, lack of infrastructure and staff, language or cultural barriers an more. Aboriginals on reserve face many barriers when it comes to access to healthcare, they include cost, language, distance, climate, education and more.
This paper will address The rate of Missing and Murdered Indigenous Women is disproportionately high in Canada. What factors contribute to this? The main factors that contribute to the higher rates of the missing and murdered indigenous women are are Representation
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).
The basis of these problems is a loss of identity and a sense of knowing that their values are oppressed, and their rights are ignored. Likewise, non-indigenous Canadians have become increasingly aware of the unfairness of the richness of indigenous and aboriginal cultures that are taking place.