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102 Cards in this Set
- Front
- Back
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What does education do |
-Can empower people politically and economically -used to dominate, marginalize, control and assimilate |
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The role of education |
Government policies from 1880s- 1960s were designed to assimilate -objective: finish assimilation -method: residential school -result: marginazation |
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The government argued that residential schools would.... |
1) help indians participate in new economy 2) assimilation into mainstream society (if educated they would want to enfranchise) 3) national security (control of parents) |
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Who was Nicolas Flood Davin |
Commissioned by the crown to study american boarding schools -report on industrial schools for indians and half breeds (1879) |
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Davins recommendations |
1) residential schools be built across the prairies 2) destroy aboriginal spirituality and replace with a better one 3) crown should fund schools and churches should operate them |
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First 3 schools (1883) |
-battleford -Qu'Appelle -high River By 1923 there was 71 schools and 5347 students |
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What was the churchs agenda |
-approved of limited education - christianize - isolate from society -isolate from other religious denominations |
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Effectiveness |
Crown was disappointed -retrogession (cultural backsliding) -students returned to traditional lifestyle -thought it would only take one generation to assimilate |
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Crowns interpretation |
aboringal people are incapable of education |
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What was the goal of the new education policy in 1910 |
-prepare aboriginal children for a civilized life in their own community -curriculum simplified and children only attend to grade 9 |
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What were the different types of schools |
Industrial or boarding schools -far from child's community Day schools -built near reserves (1920 differences between schools dissolved and became known as residential schools) |
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Funding in 1883 |
Crown covered all costs -self supporting |
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Funding in 1891 |
Crown implemented a fixed amount per student -comperition between churches increased -principles accepted children who were to young or ill Outing -hiring out children as labourers to local farmers -childen would be sold |
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1966 funding |
$1,193 per child in residential school $3,300- $9,885 in child welfare institutions |
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1894 attendance |
Indian agent given control over attendance -children between 6 and 16 not being educated or cared for could be placed in residential school -parents could deny but indian agent had the final say |
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What happened is a child escaped |
-warrant was issued for child -returned to school |
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What was a typical school year |
-sept to june -school officials determined who could go home for holidays -parental visits discouraged (pass system) |
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Attendance 1920 |
Mandatory attendance for kids between 7 and 15 31% school age children in residential schools (1944-1945) |
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Metis attendance |
-often denied editing -crown argued they were not responsible -darker skinned metis children attended |
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1931 attendance |
Peak of residential schools |
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What were the rules of residential schools |
-traditional names replaced with Christian names -short hair cuts (hair scrubbed with lye) -English only (needles pushed through tongue) -segregation of sexes (no contact or eye contact) -rigid timetable |
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What was the curriculum in residential schools |
No aboriginal content No local content No useful trades or lofe skills |
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Daily routine |
Boys up at 5:30 to do chores (everyone else 6) Mass Breakfast Class (1 hour of religion) (2 hour of academics) Lunch Work (girls=domestics boys=trades) Study Supper Prayers Bedtime |
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Staff at residential schools |
40% were not trained -some had no high school diploma and no professional training Were not disciplined Incompetent staff moved from one school to another |
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Nutrition |
Students not given proper diets -28% girls underweight -69% boys underweight |
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Rations per child per mouth |
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Nutrition for staff |
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Clothing |
-Inadequate for conditions -Not always the right size |
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Health conditions |
-children and parente not informed -experiments include nutrition, dental and medications |
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The effectiveness of residential schools |
1850-1950 - 60 to 80% never went passed grade 3 1930 -3/4 of children in grades 1-3 - only 3 in every 100 went passed grade 6 1945 -9, 149 in residential school -100 in grade 8 or beyond |
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Abuse |
sexual, mental, physical, emotional, spiritual -beatings -fored to wear soiled underwear on head or wet bedsheets on the body -faces rubbed with excrement -hair ripped from head -bondage and confinement in closets -electric shock -sleep outside -forced labour |
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Why didnt Indian affairs stop the abuse |
-agreed with corporal punishment for extrama cases (Ruled for how to properly strap children) -delriving children for minor incidents (Solitary confinement) (Withholding food) |
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What are the guidelines for strapping children (1947) |
1) corporal punishment (CP) when other methods failed 2) CP only on the hands with a 15" rubber strap 3) strokes on each hand not past 4 for boys over 14 4) CP administered in presence of principal 5) a CP registry be maintained at school 6) register available for inspection by Indian affairs 5 |
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How did children resist |
-native tongue - used physical violence -running away -stealing food -suicide |
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Why did assimilation fail |
-churches wanted separation not assimilation -many children didnt attend - more children in day schools (lower attendance, parental influence) -schools only in certain parts of canada |
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Residential school syndrome |
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What is the indian residential school settlement agreement |
Biggest class action lawsuit in Canadas history -common experience payout (10,000 first year and 3,000 for every other year) -independent assessment process (Additional compensation for various types of abuses) |
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Positive outcomes |
-relieved financial stress -shared with families -symbolically important -opened up discussions about residential schools |
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Negative outcomes |
-increased trauma by recalling past events -increased substance abuse -elder abuse -explotation by family, lawyers, sales people - increase in accidental deaths, suicide and homicides |
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1960-1970 problems with education |
-language and cultural differences -racism - untrained teachers -no aboringal content -social problems (lack of life skills) |
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1960-1970 successes and failures |
-more aboriginal children in school -higher drop out rate -no aboringal content |
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Indian control of education |
National brotherhood -parental responsibility -local control of education -more aboriginal teachers -language and culture in education |
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Band schools results and problems |
-curriculum more relevant -increased attendance -students behind national and provincial averages -underfunded -lower graduation rate |
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auditors general report on first nation education findings |
-large gap in education rates -28 years to close gap -indian affairs spending 1 billion on education -small communities have unique problems |
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Truth and reconciliation commission (TRC) |
Created to uncover the past in regard to residential schools and create a plan to achieve reconciliation, mutual understanding and respect |
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What is reconciliation |
Establishing and maintaining a mutually respectful relationship between aboriginal and non aboringal peoples in the country -must have awareness of past -acknowledgment of harm -atonement of causes -action to change behavior |
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Why is child welfare such a concern |
- aboringal over representation -most are placed in non aboriginal house holds |
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What is the hidden agenda of child welfare |
-children are the means of cultural survival - stereotype that aboriginals cant take care of their children -is better is they are removed |
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What is the sixties scoop |
1950s-1980s -peak time was in the 1960s -20,000 kids we adopted out -by 1950s to 1960s residential schools began to be shut down -goal was to still assimilate children into mainstream culture |
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What did provinces do |
-cheapest and easiest way was to place aboriginal children with non aboringal families -white middle class families in middle class neighbourhoods |
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Children where also adopted out and sent to other counties |
United states Great Britain Australia New Zealand 1981 55% where sent to the US |
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Best interest for the child |
CFS believed they were saving children from poverty, unsanitary conditions, poor housing, malnutrition, lack of supervision, unfit conditions |
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Parents are unfit |
CFS agencies offered only one option (Relinquish child custody) -never asked for parent or community consent -removing children from home was normally a last resort but it became a standard procedure |
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Non aboringal social workers |
-decided who was in need of protection -middle class white norms showed what a proper family was -fail to understand aboringal childrearing practices |
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What problems happened when aboringal children were removed |
-less likely to return home -less likely to be put up for adoption -if adopted most likely to be adopted by non aboringal families (78%) tesidential |
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Residential school vs CFS |
Residential schools -removed for 10months -with other aboringal children -knew parents and communities -knew they would eventually go home
CFS -erased cultural identity -indian status -knowledge of home community -birth name |
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1982 manitoba |
Manitoba was the only province still allowing adoptions outside of canada -aboringal leaders accused government of stealing their babies and engaging in cultural genocide ki |
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Kimelman report |
-inquiry of Manitobas CFS system and its effects on aboringal people -no quiet place -CFS was guilty of cultural genocide |
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What did the kimelman report find |
-cultural bias evidence in CFS -federal and provincial government not addressing jurisdiction duties - CFS directors not ensuring accountability in CFS system -CFS not keeping accurate statistical information -aborongal agencies not speaking up sooner and demanding control over children kim |
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Kimelmans recommendations |
Change CFS legislation -take children's best interests into account -increase parents involvement -provide counseling to parents to prevent them from being removed -use preventative approach to child abuse |
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Other kimelman recommendations |
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Christ bagley study |
37 randomly selected aboriginal teenage adoptees -more likely to have behavioural problems -by the age of 15, 20% aboringal adoptions have broken down -by the age of 17, 50% broke ties with adoptee partners -poor self esteem -high rates of suicide |
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Why are aboriginal children more likely to be in care |
cultural differences -make law inherently discriminatory - different ideas about family and child rearing
different views of what children are -aborongal see children as individuals -non aboringal see children as possessions |
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Child rearing differences |
Non Aboringal -nucular families -educational institutions
Aboringal -extened family -elders and community |
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Differences between adoptions |
Aboringal -informal -open -custom adoptions (go to families)
Non aboringal -complicated -closed -secret |
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Spallumcheen band vs BC |
-gave band authority over children -first time for it this to happen |
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Dakota Ojibway child and family services |
-first mandated aboringal child welfare agency -placed children with aboringal foster families -community based -orignially restricted to working on reserve |
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Why are aboringal children apprehended |
Child abuse: deliberate and harmful act that is an immediate risk to the child's well being Child neglect: failure to act in the child's best interest and can cause accumulative harm over time |
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Neglect |
Linked to -poverty -caregiver substance abuse -domestice violence -lower income -high unemployment rates |
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Birth alerts |
Flagged if a previous child is taken into care -hospitials and doctors notify CFS about new borns at risk because of parents background -babies taken days or hours after birth |
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Providence's that stopped birth alerts |
-British Columbia -manitoba -sask is considering it -Alberta doesn't use birth alerts |
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Results for children in foster care |
-lower income -less likely to complete high school -more likely to have health issues and mental health issues -more likely to come in contact with justice system -78% of children in care who died where aboringal |
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60s scoop settlement |
-max spent will be $800 million -25,000 to 50,000 per claimant -incude first nations and Inuit -meits not eligible as they have their own agreement - those taken between 1951-1991 are eligible |
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TRC finding |
High rates of children in care cause -residemtial schools legacey |
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Who is Jordan Anderson |
From Norway house cree nation -born with multiple medical needs -at 2 he could go home if he had proper care -federal and provincial fought over who sho fund the home care |
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What is jordans principle |
-children are put first If there is fighting over funding -depatment first approached will pay -no delay -govermnt can fight after |
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Jorden principle eligibility |
-all first nations on and off reserves -not limited to kids with disabilities -non status children o reserve can sometimes get it |
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What is covered by Jordans principle |
Health Education Social |
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How does Jordan principle work |
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What is a constitution |
A system or code that creates rules and principles by which an organization is governed |
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Canada's constitution does what |
1) creates basic principles and rules that govern the relationships between citizens and state 2) provides basic principles and rules that govern the relationship between different part of the state |
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What is the British North American act |
Act of parliament that created government of Canada -federal responsibility to make laws in relations to Indians and lands reserved for indians -renamed the constitution act in 1867 |
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R. v. Sikyea (federal) R |
-treaty 11 (guaranteed hunting rights) -charge with contravening the federal conservation act by killing a migratory bird out of season -case lost at supreme court |
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R. v. White and Bob (provincial) |
-treaty 8( garentueed hunting rights) -charge with contravening the provincial conservation act by killing a migratory bird out of season -case won at supreme court |
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Law and treaty hierarchy before 1982 |
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Bullfrog case |
-charge with trapping forts out of season under Ontario fish and game act -argued treaty protect hunting rights but hunting rights not mentioned in treaty |
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Constitution after 1982 |
-consitiution is recognized as the supreme law of Canada -takes presidence over all canadian law -treaty and aboringal rights fall under constitution |
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Treaty and law hierarchy 1982 |
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R. v. Sparrow |
-charged with using a net longer than allowed -BC court of appeals won -surpreme court won |
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An activity is an aboriginal right if... |
-it is intergal to the distinctive cultural of the aboringal group claiming it -it is a defining characteristic of the group -it existed since time immemorial |
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R. v. Van der peet |
-selling salmon caught with an Indian food fish licence -did not prove trade in fish was integral to stodo culture prior to contact with europeans |
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R. v. Gladstone |
-attempting to sell herring spawn on kelp without a license -proved the sale of herring was integral before Europeans arrived |
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R. v. NCT Smokehouse |
-selling and buying fish not caught with a commercial or indian food license -failed to prove the exchange on a commercial scale was intergal to the distinctive aboringal culture |
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What are frozen rights |
recognize practices and customs and traditions that existed from the time immemorial and continue to exist at the time of british sovereignty |
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Dynamic rights |
The premise that existing aboringal rights must be interpreted flexibly so to primit their evolution over time |
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Chief justice Lamar |
Aboringal rights must be determined on a case by case basis |
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R. v. Marshall |
-charged with cautching 210kg of eel out of season with no licence and selling them |
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R. v. Powely |
-both metis -charge with killing a moose without a licence |
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R. v. Goodon |
-charged with unlawful possession of wildlife contrary to manitobas wildlife act -trial was devided into 4 parts |
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4 parts of the trial |
1)involves actual facts about hunting 2)had to prove 3) crown must prove if aboringal rights had been extinguished 4) no rights are absolute (crown cam limit rights for controvation) |
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4 parts of the trial |
1)involves actual facts about hunting 2)had to prove 3) crown must prove if aboringal rights had been extinguished 4) no rights are absolute (crown cam limit rights for controvation) |
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R. v. Howard |
-charged with fishing out of season a-list at court of appeals |
