Residential Schools in Canada

Residential Schools in Canada The Canadian government and the Christian churches formerly introduced residential schools with the purpose of assimilating Indigenous children into Euro-Canadian culture. This research report will provide a brief background on the origination of residential schools in Canada. The report will examine the consequences of residential schools, the parties involved in negotiations, the outcomes of the negotiations and its impact on independent parties. Canadas first residential school- The Mohawk Institute located in Brantford, Ontario, opened in 1831. In residential schools, enrollment of girls started in the year 1834. In the eyes of the Bagot Commision, Mohawk Institute made the perfect model for all other schools. The commission also recommended separating Indigenous children from their families in order to accomplish an effective assimilation. In 1884, various modifications to the Indian Act of 1876 permitted the formation of residential schools across Canada. Simultaneously, traditional Indigenous ceremonies were prohibited by the Canadian government. By the year 1896, in totality, 45 residential schools were operating across the country. Such detrimental enforcements caused conflicts between the parties involved- the Canadian government, churches, and the Indigenous communities. Issues were to be discovered and negotiations were to take place between the parties. The Canadian Government The Christian Churches The Canadian government and the Christian churches are the parties that ignited the conflict with Indigenous people. Government funded the residential schools as it felt the need to civilize Indigenous peoples and controlling education served as the prime approach. In 1857, under the Gradual Civilization Act, Indigenous men who were 21 years of age, had to be literate in either English or French. Churches and key leaders like Sir John A. MacDonald (Canadas first Prime Minister) were set to end the cultural differences faced with the Indigenous communities. Just over 130 residential schools were active across the country from 1831 to 1996. Indigenous Communities Indigenous communities include Metis, First Nations (also known as Indians), and Inuit. The children of these communities were being converted to Christianity against their will. Not attending residential schools put the future of Indigenous families at stake. Next, the issues caused by the residential schools and issues faced by the Indigenous children and their families will be examined. Residential school system was responsible for cultural genocide. Historisca Canada, defines the term cultural genocide as, the intentional eradication and destruction of cultural artifacts and structures, the banning of cultural activities, and the obliteration of social structures rooted in unique cultures. Likewise, the prime goal of residential school system was to segregate Indigenous children from their families and communities in order to conform them into Euro-Canadian culture. The attempt of forceful assimilation caused Indigenous people to terminate their distinct legal, social, cultural, religious, and racial entities in Canada. This was made possible by compulsorily isolating Indigenous children from their communities and enrolling them in residential schools. Students were banned to speak in their mother tongue and perform their traditional art forms, such as dance and music. As residential schools were underfunded, the living conditions were very poor. The residential sc hools were getting overcrowded as The Gradual Civilization Act started awarding 50 acres of land to any Indigenous male who were willing to under the pressure of running a family, give up tribal membership. Residential students were facing starvation, and students suffered through abuse in terms of physical, emotional, and sexual, on a daily basis. The immeasurable damage caused by the residential schools resulted in intergenerational trauma that continues to affect Indigenous people even today. It is evident that there is a severe conflict between the parties; so did anyone try to initiate a negotiation? Or even bring forth the conflict publicly and speak up? The next section covers key people who publicized the conflict and initiated a negotiation. Key Influential People Dr. P. H. Bryce In 1907, Dr. P. H. Bryce was the first to officially without any bias examine the conditions of residential schools. In Canadas Department of the Interior and Indian Affairs, Dr. Bryce was the chief medical officer in the years 1904 to 1921. After having examined the conditions at residential schools, he announced that the Indigenous childrens mortality rate was approximately 42%. It was the first time in the history of residential schools that, the government was exposed of its suppression of statistics on Indigenous peoples health. It was extremely brave of Dr. Bryce to expose the government in his 1922 publication- The Story of a National Crime. Chanie Charlie Wenjack Chanies death had raised questions on the Indian education and its philosophy at the time. On November 17, 1966, a jury declared their verdict of holding an autopsy for Chanie Charlie Wenjacks death. Throughout 1960-1980s, residential schools had started to close down. In the year 1969, the agreement between the Canadian government and churches had officially ended. As a result, the Department of Indian Affairs was in charge for the remainder of schools running. With the immense responsibility in the hands of the Department of Indian Affairs, in 1979, the remaining 12 residential schools were evaluated. An initiation was in place by making school administration more culturally aware, keeping in mind the requirements of Indigenous children. Prime Minister Brian Mulroney The Royal Commission on Aboriginal Peoples was instigated by the respective Prime Minister Brain Mulroney, in the year 1991. The Royal Commission on Aboriginal Peoples consisted of seven commissioners who would generate a report regarding the effects of residential schools on generations. The final report was concluded in 1996. The report made 440 recommendations as to how the relationships between Indigenous people, non-Indigenous people and Canadas government could be resolved. As far as negotiation was concerned, the Royal Commission had proposed to take on the accommodative approach in order to keep peace and encourage mutuality in the future. During the 1980 and 1990s, previous students of residential schools held campaigns to get the churches and the government to acknowledge the schools exploitations and to receive some form of compensation. In the year 1998, a Statement of Reconciliation was finally issued by the Canadian government. The statement recognized the cruelties suffered by former Indigenous students by establishing the Aboriginal Healing Foundation. In an attempt of using the negotiation tactic of Give Something to Get Something, in 2003, the Alternative Dispute Resolution process was put in place. This process allowed for an out-of-court mechanism in providing compensation and psychological support. The Indian Residential School Settlement Agreement (IRSSA) In terms of negotiation, the residential school conflict deals greatly with the cultural context. When it comes to culture in negotiation, there are three main rules. First is to learn the other sides culture. Second, never to stereotype. Third is finding ways to bridge the culture gap. The third rule is exactly what the Canadian government was offering by establishing the Indian Residential School Settlement Agreement in 2007. Under the IRSSA, survivors of residential schools are offered compensation. Part of the IRSSA is the Common Experience Payment, which is paid out on the basis of how many years the victim has attended residential school. Not to forget the Independent Assessment Process through which every statement of sexual, psychological or physical abuse, was resolved on case-by-case basis. Truth and Reconciliation Commission of Canada (TRC) June 1, 2008, marked the establishment of the Truth and Reconciliation Commission of Canada (TRC). Reportedly, $60 million had been put aside for TRC. The TRC has been put in effect for a span of five years to manuscript the truth regarding the conditions of residential schools and rightly inform all Canadians. The TRC is a great platform for victims and their families to vocalize their experiences. Through national events held in different parts of the country such as Winnipeg, it becoming easier to raise public awareness of the truth. TRC is an effective tool in order to create a comprehensive historical record on the residential schools. It is the least to say that residential schools produced immeasurable damage by disrupting healthy Indigenous communities and causing long-term intergenerational problems. However, with the Indian Residential School Settlement Agreement and the Truth and Reconciliation Commission in effect both parties have come to peace with each other. Not to forget, the apology made by the former Prime Minister Stephen Harper in 2008, on behalf of the Canadian government to the former students of residential schools. It would be correct to say that Indigenous people no longer would feel like outsiders after seeing the recent progress made by the TRC. In 2015, in the final report of TRC Honouring the Truth, Reconciling for the Future, is officially the documentation consisting the awful experiences of the past residential school students. Keeping in mind the ultimate goal of resolving conflicts with the Indigenous communities, the final report states 94 Calls of Action. Having said that, their is great hope for the success of the Indian Residential School Settlement. References CBC News (2016, March 21). A history of residential schools in Canada. Retrieved from http://www.cbc.ca/news/canada/a-history-of-residential-schools-in-canada-1.702280 Historica Canada. (2015, December 31). Residential Schools in Canada: Education Guide. Retrieved from http://education.historicacanada.ca/files/103/ResidentialSchools_Printable_Pages.pdf Kennedy, Mark. (2015, December 14). Residential schools to blame for problems plaguing aboriginals: Truth and Reconciliation Commission. Retrieved from http://news.nationalpost.com/news/canada/residential-schools-to-blame-for-problems-plaguing-aboriginals-truth-and-reconciliation-commission Marshall, Tabitha (2016, September 29). Indian Residential Schools Settlement Agreement. Retrieved from http://www.thecanadianencyclopedia.ca/en/article/indian-residential-schools-settlement-agreement/ Rice, Joanna. (2011, March). Indian Residential School Truth and Reconciliation Commision of Canada. Retrieved from https://www.culturalsurvival.org/publications/cultural-survival-quarterly/indian-residential-school-truth-and-reconciliation Taylor, Adam. (2015, June 5). Did Canada commit a cultural genocide?. Retrieved from https://www.washingtonpost.com/news/worldviews/wp/2015/06/05/did-canada-commit-a-cultural-genocide/?utm_term=.90bc697961bf The Critical Thinking Consortium (2015, December 31). Background to residential schools. Retrieved from https://tc2.ca/uploads/backgroundbriefs/BBResSchools.pdf

Write an Essay About the Dangers of Following Tradition Blindly

NAME : MURAT MUHITTIN SURNAME: OKYAY SOCIAL ROLE OF AMERICAN WOMEN IN NINETEENTH CENTURY American women in the nineteenth century lived in an age characterized by gender inequality. At the beginning of the century, women enjoyed few of the legal, social, or political rights that are now taken for granted in western countries: they could not vote, could not sue or be sued, could not testify in court, had extremely limited control over personal property after marriage, were rarely granted legal custody of their children in cases of divorce, and were barred from institutions of higher education.Women were expected to remain subservient to their fathers and husbands. Their occupational choices were also extremely limited. Middle- and upper-class women generally remained home, caring for their children and running the household. Lower-class women often did work outside the home, but usually as poorly-paid domestic servants or laborers in factories and mills. The onset of industrialization , urbanization, as well as the growth of the market economy, the middle class, and life expectancies transformed European and American societies and family life.For most of the eighteenth century through the first few decades of the nineteenth century, families worked together, dividing farming duties or work in small-scale family-owned businesses to support themselves. With the rapid mercantile growth, big business, and migration to larger cities after 1830, however, the family home as the center of economic production was gradually replaced with workers who earned their living outside the home.In most instances, men were the primary â€Å"breadwinners† and women were expected to stay at home to raise children, to clean, to cook, and to provide a haven for returning husbands. Most scholars agree that the Victorian Age was a time of escalating gender polarization as women were expected to adhere to a rigidly defined sphere of domestic and moral duties, restrictions that women increasingly resisted in the last two-thirds of the century.Scholarly analysis of nineteenth-century women has included examination of gender roles and resistance on either side of the Atlantic, most often focusing on differences and similarities between the lives of women in the United States. While the majority of these studies have concentrated on how white, middle-class women reacted to their assigned domestic or private sphere in the nineteenth century, there has also been interest in the dynamics of gender roles and societal expectations in minority and lower-class communities.Although these studies can be complementary, they also highlight the difficulty of making generalizations about the lives of women from different cultural, racial, economic, and religious backgrounds in a century of steady change. The same societal transformations that were largely responsible for women's status being defined in terms of domesticity and morality also worked to provoke gender consciousne ss and reform as the roles assigned women became increasingly at odds with social reality.Women on both sides of the Atlantic, including Angelina and Sarah Grimke, Sarah Josepha Hale, Charlotte Bronte, George Eliot, Elizabeth Gaskell, and Frances Power Cobbe, both expressed and influenced the age's expectations for women. Through their novels, letters, essays, articles, pamphlets, and speeches these and other nineteenth-century women portrayed the often conflicting expectations imposed on them by society. These women, along with others, expressed sentiments of countless women who were unable to speak, and brought attention and support to their concerns.Modern critical analyses often focus on the methods used by women to advance their cause while still maintaining their delicate balance of propriety and feminine appeal by not â€Å"threatening† men, or the family unit. About the story of â€Å"An Hour Story† and Mrs. Mallard life a little diffirent but in general. An in telligent, independent woman, Louise Mallard understands the â€Å"right† way for women to behave, but her internal thoughts and feelings are anything but correct. When her sister announces that Brently has died, Louise cries dramatically rather than feeling numb, as she knows many other women would.Her violent reaction immediately shows that she is an emotional, demonstrative woman. She knows that she should grieve for Brently and fear for her own future, but instead she feels elation at her newfound independence. Louise is not cruel and knows that she’ll cry over Brently’s dead body when the time comes. But when she is out of others’ sight, her private thoughts are of her own life and the opportunities that await her, which she feels have just brightened considerably.

Business Plan - Book cafe - 3717 Words

1.0 Summary Profile Business Name: GRYFFINDOR BOOK CAFÉ Type of Business: A Book Cafà © Legal Structure: Partnership Address: No. 17, Ground Floor, Parramatta Road, Broadway Gryffindor Book Cafà © operated under a partnership between 3 people. It is classified to be within the hospitality industry, with its main focus is in serving people. The partners view the Cafà © industry Australia to be lucrative due to the growing demands of coffee. Gryffindor Book Cafà © will be operated within the University zone amongst the University of Sydney and University of Technology Sydney, in Broadway. Hence, the cafà © will be in close proximity to its target market. To differentiate our cafà ©, we will embark upon a unique physical appearance, which sets it†¦show more content†¦Jeff Chan. 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Analysis Of Bill Gates s Ride The Inflection Rocket

Bill Gates Paper 4 In chapter 4, â€Å"Ride the Inflection Rocket†, a central point that Bill Gates bring out is that businesses need to change and adapt to the new digital way of business. There are many people that will one day use computers at work, at home, and at schools. Those businesses will one day, be customers going online to shop while only using customer service for support. Customers’ service is going to be valued a lot more as the internet grows bigger with technology. The argument that Bill Gates is established is that change is needed for business to grow and success. Bill Gates states, â€Å"Complex customer-service and business problems will require powerful computers on both sides of the relationship— customer and†¦show more content†¦The interaction can be made by the use of an online webpage, email, and phone call. Helping a customer online also help increase the chance that the customer will return and increase the reputations and revenue of the com pany. The argument that Bill Gate is that, â€Å"As Internet technology matures, customers won’t have to distinguish between Web and phone support when they need help with difficult problems†(Kindle Locations 1580-1581). This is a great situation to be in as it allows companies to save money on phone-based customer support like dell, â€Å"Each week more than 200,000 customers access Dell’s trouble-shooting tips online. Each of these hits saves Dell a potential $ 15 technical support call† (Gates, Bill. Kindle Locations 1399-1400). Feedbacks made by customers can tell what the companies need to do to improve the website and help provide a better service to the customers. There are also communities where customers can interact with other customers, this also allows customers to help each other and spread info faster. My opinion of this point is that it is great. The benefit of online support is that it is quicker than waiting on the phone and gaining exper ience as you navigate the website to get where you need. The downside is that there will be people who will abuse the feedback and the possibly of some workers in the phone-based support may be laid-off.Show MoreRelatedCrossing the Chasm76808 Words   |  308 Pagesbook was published in 1991 by HarperBusiness, a division of HarperCollins Publishers. 10 9 8 7 6 5 4 3 2 1 To Marie Contents PREFACE TO THE REVISED EDITION FOREWORD ACKNOWLEDGMENTS PART I Discovering the Chasm INTRODUCTION If Bill Gates Can Be a Billionaire 1 High-Tech Marketing Illusion 2 High-Tech Marketing Enlightenment PART II Crossing the Chasm 3 The D-Day Analogy v vi Contents 4 Target the Point of Attack 5 Assemble the Invasion Force 6 Read MoreFundamentals of Hrm263904 Words   |  1056 Pagesmoney From multiple study paths, to self-assessment, to a wealth of interactive visual and audio resources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday Student support from an experiencedRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesbuilt-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S. Cameron UNIVERSITY OF MICHIGAN Prentice Hall Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore