Professional Documents
Culture Documents
The Aboriginal Community
The Aboriginal Community
Nirali Parmar
NorQuest College
Taylor Scanlon
27 Nov, 2020
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ASSIMILATION OF THE ABORIGINAL COMMUNITY
Abstract
The adoption of Euro-Canadian culture was of negative and positive impact on the
aimed to end the fighting and encourage better relations between the Euro-
First Nations were the first inhabitants of Canada. The European newcomers
destroyed their way of life. They harmed the environment by hunting and killing
the entire population, thus depleting the primary food source for First Nations.
First Nations lost approximately 98% of their land and were forced to live in
isolated reserves. More importantly, they lost their identity. Their children were
sent to residential schools where they were forcibly converted to Christianity and
often abused. Their ceremonies were forbidden, and they had no political voice.
Many First Nations people died due to European diseases such as smallpox.
European colonization destroyed their way of life and caused anger and resentment
that still exists today. The Euro- Canadian wanted the First Nations to oblige to
their norms, beliefs, and culture to maximize economic gain on their land.
Residential school
practices, and customs. Children were taken away from their families and
and care that lasted well over a hundred years. The residential school system was
intended to "kill the Indian in the child." Many, including former Prime Minister of
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ASSIMILATION OF THE ABORIGINAL COMMUNITY
Canada Paul Martin, have since recognized the schools' implementation as an act
The sexual, emotional, physical, mental, spiritual, and cultural abuse experienced
resulted in deeply painful impacts on the physical, emotional, spiritual, and mental
health of survivors, their families, and communities. This does not acknowledge
the effects of the tremendous loss experienced by those families and communities
whose children never returned, whose precious lives did not survive these schools'
aboriginal people were born into families and communities struggling with the
schools' support began to wane in the late 1940s and into the 1950s. This gave way
to a new wave of assimilationist practices, starting in the 1950s and peaking in the
1960s. There was an enormous influx of Indigenous children taken into child
welfare agencies, which is now known as the Sixties Scoop. This era of mass
Indigenous children was apprehended from the care of their families and
protective factors in the aboriginal community, Indigenous women are more likely
to face domestic violence than men, and they are vulnerable to economic
dependency on an abusive partner. Indigenous women are 2.7 times more likely to
the Canadian provinces. Indigenous women were nearly twice as likely as non-
three times as likely to report being a victim of spousal abuse. A few indigenous
women experience injustice not only based on gender but also race and class.
risk factor for domestic violence, with younger women ages 20 to 24 being more
life expectancy, elevated morbidity rates, and elevated suicide rates than non-
coronary heart disease rates, cancer, cerebrovascular disease, and other chronic
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ASSIMILATION OF THE ABORIGINAL COMMUNITY
percentage of indigenous women living off-reserve, in all age groups, report fair or
aged 55-64 reported fair or poor health, compared to 19 percent of women in the
same age group among the total Canadian population (Goulet, Lorenzetti, Walsh,
Disorder, suicide, and other mental health conditions can be considered an impact
of systemic racism against Indigenous people in the form of past and current
colonial policies and their implementation (Allan & Smylie, 2015. The residential
school had impacts on the physical and social health of children who attended them
and on the generations that followed. These impacts have included medical
residential schools caused many survivors to suffer powerlessness and low self-
teachers to the students and students themselves. For survivors, abusive and violent
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ASSIMILATION OF THE ABORIGINAL COMMUNITY
behaviors, often combined with alcohol and drug abuse, are legacies of their time
at the schools. Many survivors came to accept violence as a norm due to their
trauma and passed this down to new generations. Survivors of residential schools
and their families still struggle to find peace. Moreover, many residential schools
were severely underfunded, providing poor nutrition and living conditions for
Environmental Exploitation
aggressively taking lands from Indigenous peoples and, over time, displaced and
then greatly outnumbered them. They also ignored that Indigenous peoples had
used the grounds for thousands of years to hunt, trapping, fish, travel, and more.
distinct societies that formed hundreds of nations with languages, cultures, systems
of governance, and trade relations unique. The Indian Act also controlled and
the Indian Act allowed nearby towns and cities to remove First Nations people
from reserve lands when the city wanted the land for projects like roads and
railways. The Act did not require any consultation with people living on the
development. This happened first with European contact when furs, fish, and
lumber were taken. It continues today, with companies taking lumber and minerals
and using water for hydro projects. Contrast the amount of wealth in the south of
Canada to the poverty in the north. Minerals that generate huge profits, for
example, are extracted in the north. But little of that wealth is invested locally.
Those who benefit most are corporate owners and shareholders elsewhere
(FemNorthNet, 2016).
Conclusion
indigenous rights must help to no small extent ensure peace and friendliness
between the Euro-Canadian and the aboriginals. The Indigenous peoples have the
end. They should forget the past and focus on building a better future through
References
Allan, B. & Smylie, J. (2015): First Peoples, Second Class Treatment: The Role of
Goulet, S., Lorenzetti, L., Walsh. C. A., Wells, L & Claussen, C. (2016). First
http://books.google.ca/