Textbook Notes (368,317)
Canada (161,798)
Sociology (245)
SOC 201 (15)
Chapter 7

Chapter 7: Aboriginal Peoples in Canada and Victimization

5 Pages
Unlock Document

SOC 201
Barry Mc Clinchey

CHAPTER 7: Aboriginal Peoples of Canada and Victimization ABORIGINAL PEOPLES IN CANADA Introduction - Significantly experience higher risks of victimization than other groups - Effects of residential school system o Systematic victimization that made this group uniquely vulnerable Background Information - More likely to report living in crowded living conditions (i.e. more than 1 person living in a room in a home) - Three times more likely to live in a home the requires major repairs (more likely on reserve compared to off) - Aboriginal people are on average younger than non-aboriginal (48% below age 24 vs. 31%) - Aboriginal children 14 and under were likely to live with a lone parent (45%) or guardian (37%) or another relative (8%) – reported in 2006 o More then double the non-aboriginal population living with lone parent (17%) - Education and employment o 48% of aboriginal had not reported completing high school (compared to 31%) o 42% completed school at a secondary level (compared to 61%) o 60% of Aboriginal people were employed between ages 25 and 54 (non=81.6%) o Those employed and living off-reserve, non-registered status=71.4%, status=64% o People in same age group living on-reserve were unemployed, 48.1% - Physical situation correlations o Poor living and working conditions o Low-income living o = Increased risk of victimization o Problems with alcohol and substance abuse o = Higher crime and victimization rates o Problems with poor nutrition, mental illness, suicide o Increase in Fetal Alcohol Syndrome (FAS)/Spectrum Disorder (FASD) - Lower education achievement, higher unemployment, substandard living conditions (i.e. lack of safe drinking water, inappropriate sewage disposal, inadequate heating sources) then other Canadians - 3-4% of the Canadian population, but make up 20% of federally incarceration population o More likely to be victimized by the criminal justice system o Larger percentage involved in sex trade THE DEVELOPMENT OF THE RESIDENTIAL SCHOOL SYSTEM - Early 19th century that religious groups (the Protestants, Catholics, Anglicans, Methodists) initiate Canada’s residential school system - Children were enrolled into these schools to receive “Christian” education and to be protected from their parents “backward” influence - Practiced native faiths in favour of English or French and Christianity, while adopting patriarchal gender roles – cooking and cleaning, machinery and agriculture - Gradual Civilization Act, 1857 – assimilating aboriginal peoples into “civilized” society o Recognized them not as aboriginals, but as British subjects - By 1920, government made attendance mandatory for all aboriginal children 7-15 years o Result of this law had priests, Indian agents, and police officers to forcibly take children from their homes - 1960, aboriginal people were granted to right to vote, but took 2 years until they did - Aboriginal people were taken away and put into other people’s homes, wound in the States and even Europe - During the 1980s, claims of mistreatment emerged – stories of sexual and physical abuse, neglect, hunger, poor working conditions, and emotional cruelty - Last federally funded residential school closed in 1996 - Acknowledgments and apologies o 1986, the United Church of Canada o 1991, the Missionary Oblates of Mary Immaculate o 1993, the Anglican Church of Canada o 1994, the Presbyterian Church in Canada o 2008, Canadian government – also compensated victims - “Residential school survivor” (RSS) – 1991, 13% self-identified as this type of survivor - “The Legacy” – ongoing direct and indirect effects enduring by survivors, families, descendants, and communities o Effects may include: family violence, substance abuse, physical and sexual abuse, loss of parenting skills, self-destructive behaviour Residential School Victimization - Stolen from our Embrace (1998) written by Suzanne Fournier and Ernie Crey o Documented the experiences of many RS survivors, including their own stories o Stories of sexual and physical assaults, emotional cruelty, neglect, and starvation - After effects once leaving school o New language – embarrassment of families o Difficult to readjust to life back on the reserve – feelings of not being welcome o Unable to trust community members – unable to report their abuse o Military-style discipline – symptoms of PTSD (panic attacks, insomnia, uncontrollable anger, alcohol and drug use, sexual inadequacy, addiction) o Loss of traditional aboriginal methods of parenting - Fournier and Crey refer to this as “slow and systematic genocide of a people” - Traditional knowledge of hunting and gathering lost o Expensive food, and high processed – devel
More Less

Related notes for SOC 201

Log In


Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.