Equality, Equity, and inequality in Canada

Evidence

- The Europeans brought diseases which the Aboriginals were not immune to; such diseases are smallpox, cholera, measles, tuberculosis, and venereal disease. Most of these diseases wiped out half the population in the given area. (Gibson, 1980, p. 236).

- The British Columbia Provincial Government – decided what first the Nations people were eligible for when creating the treaty, with this the government had the power to award less money or less land claims. (Harris, 1998).

- Numerous laws were passed that sought to permanently alter Aboriginals ways of life, restricting where they can live, the customs they can practice, and their freedom of movement and assembly, also introducing a patriarchal system of governance and decision making. (Ray, 1998, p. 97).

- The First Nations endured many challenges as a result of colonization, during the period (1820-1850), the government was restricting Aboriginal movement in an attempt to isolate them from the growing European populations. (Dickason & Newbigging, 2010, p. 199; Miller, 2009, pp.232, 247).

Does the author fail to discuss any relevant points?

-All of the major points in the reading taught are entire group and we feel more knowledgeable about the history and systematic genocide. The writer successfully presented the european colonization towards the aboriginal culture and we feel that the author did not fail to touch on any major points. We also feel that the author gave relevant information and touched on many issues throughout history, and that are still lingering issues that we are not aware of.

Are there any biases, gaps, omissions, generalizations, and distortions evident in the reading?

The author touches on the history of stereotypes and biases around first nations people. The author does not apply in his own words any generalizations other than the facts and historical slanders that were used in that period of time.

ex: Savages

Are there concepts or sections that are confusing for your group?

Our group was able to grasp and clearly understand the reading and information provided in this chapter of the text. Although it was a tough read due to the large and vast amount of information we now have a better understanding of the history of the first nations people and the effects of colonization had on their culture.

Discussion Questions

Summary

1) At what age do you believe the school system should be integrating this history into the curriculum?

2) Do you feel that the lack information given on this topic in schools is a way to ignore the negative repercussions that were and are happening in aboriginal cultures today?

3) Do you feel that this chapter is only giving a single view on this issue? Do you feel that through the writing we only hear a single point of view? Is this fair?

Key Terms

- Loss of basic human rights due to colonization

- cultural genocide (Trade wars - Tribe Beothuk) and diseases

- Animal population has decreased, which results in less food for their families

- 1869: extermination of women and children's indian status (Lose if married to non aboriginal man, but men married to non aboriginal women gain status)

- 1981 government begins to seize land

Sovereignty: supreme power or authority.

Colonization is the act of setting up a colony away from one's place of origin.

imperialism: a policy of extending a country's power and influence through diplomacy or military force.

disenfranchise:deprive (someone) of the right to vote.

"the law disenfranchised some 3,000 voters on the basis of a residence qualification"

Eurocentrism: a belief centered around european culture which excludes all aboriginal cultures and beliefs

Equity : the quality of being fair and impartial.

"equity of treatment"

synonyms:

fairness, justness, impartiality, egalitarianism

Equality: the state of being equal, especially in status, rights, and opportunities.

"an organization aiming to promote racial equality"

synonyms:

fairness, equal rights, equal opportunity

Hierarchy:a system or organization in which people or groups are ranked one above the other according to status or authority.

the upper echelons of a hierarchical system; those in authority.

legislative: having the power to make laws.

The Indian Act ("An Act respecting Indians"), is a Canadian statute that concerns registered Indians, their bands, and the system of Indianreserves.

- 1820 to 1850 government restricted aboriginal movement in an attempt to isolate them

- 1895 :extermination of traditional religious dances/ supernatural beliefs ( Sun dance) because it was a pianistic based ritual and non christian

- residential school remove first nations culture which resulted in trauma

- The main focus in the 1800s was that the residential schools were to become more prominent and would be controlled by the Indian act which was controlled by the Christian churches

- In 1885 demands grow for changes aboriginals children into Canadian citizens by removing them from their homes into residential schools (Canadian government) with no contact with culture or family the Canadian government enforced these by using corporal punishment

- 1800 early 1900 conditions were decreased and only 50% saw benefits of their education (one third only went beyond grade three) there was no high school for the children which insured their second class citizen states

Author’s point of view

We think the author’s point of view was to show how the Canada we know today was created, and what effects Colonization had on First Nations People. To support this the author provided information such as, “contemporary issues around the relationship of Canada and its First Nations” (Agnes Gajewski, Jared Purdy, 2014-2015, p. 146)

References

Centennial College. (2015). equality, equity and inequality in Canada. In Global citizenship from social analysis to social action (pp. 140-148). united stated: nelson education Ltd.

IDFA 2012 | Trailer | We Were Children [Video file]. (n.d.). Retrieved from

Equality, Equity, and inequality in Canada

Sajiggha, Jordan & Nathaniel