SWRK 1001H Lecture Notes - Lecture 8: Mortified, Psychopathy, European Colonialism
28 Jun 2018
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SWRK1001H: Introduction to Social Welfare
Tuesday, March 7th, 2017 – Lecture Week 8
Colonialism 101 Re-Visited
Began in the late 15th century, when Europe used violence, exploitation, power, and control to take
over and rule 80% of the globe
European colonialism established colonies in over 8-% of the globe, including Africa, Asia, and the
Americas. Canada was included in European colonialism and/or “expansion”
“othering” was used as a major justification for colonial expansion – classification of certain groups
(indigenous populations, women) as inferior, savage, backwards, uncivilized, heathen, subhuman,
abnormal; therefore needing to be “saved”, “helped” and ruled by imperial authorities/colonists who
considered themselves to be superior, rational human beings
control and exploitation of land and of bodies was justifiable because “others” were deemed to lack
qualities and characteristics necessary to survive and thrive in Western, capitalist civilizations. They
simply could not survive without help
colonialism was (and is still) the site of false distinctions/categories which create colonizers and
colonized, superior and inferior, civilized and uncivilized, along the lines of racialization
remake the Indian people in the image of European manners and values, to move them into the
mainstream of Canadian life”
Three Questions to Consider, in Relation to Social Welfare in Canada:
1. how do these colonial ideas relate to the realities of Indigenous populations in Canada today?
2. How might the historical and contemporary impacts of colonialism be addressed by the social welfare
system in Canada today?
3. How might “progressive” social welfare policies and practices still be driven by colonial thinking, even
as they attempt to reconcile Canada’s “colonial past”?
How did and how are governments addressing these issues? What ideologies and values inform the ways in
which governments, social workers, and the larger society approach issues of colonialism and genocide in
Canada?
Residential Schools
The earliest forms of Residential Schools, both of a religious (convent schools) and secular nature,
targeted women, and it is important to note that even in the 15th century they were created to bring
about a social and psychological result – women were taught not to question their “proper place” in
God’s universe. They were taught to perform services to their lords and masters. They were taught in
this way to they could not present an intellectual challenge to their oppressors.
The inferior education of women became the “scientific” rationale behind denying them political rights
and better education, since they had not achieved as much as men.
When we asked why women and tribal societies were accorded this treatment, we are told that they
were sinful, subhuman beasts, whose basic nature must be changed; and should they complain, it was
necessary, even merciful, to deprive them of their every possession, including life itself
Education is a weapon of mental and physical enslavement of indigenous peoples
The phasing out of residential schools did not end this relationship
They were of course the “less dramatic” indignities of Residential School life: the constant stream of
racist slurs, the surveillance of activities, the haircut and uniform, the persistent hunger, the
impenetrable loneliness
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Tuesday, march 7th, 2017 lecture week 8. Began in the late 15th century, when europe used violence, exploitation, power, and control to take over and rule 80% of the globe. European colonialism established colonies in over 8-% of the globe, including africa, asia, and the. Canada was included in european colonialism and/or expansion . What ideologies and values inform the ways in which governments, social workers, and the larger society approach issues of colonialism and genocide in. They were taught to perform services to their lords and masters. They were taught in this way to they could not present an intellectual challenge to their oppressors. The inferior education of women became the scientific rationale behind denying them political rights and better education, since they had not achieved as much as men. Education is a weapon of mental and physical enslavement of indigenous peoples. The phasing out of residential schools did not end this relationship.
