Aboriginal Canada Term paper
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Since the Europeans landed on Canadian soil a few centuries ago, there has been conflict between the Aboriginal people of Canada and the Canadian political system. To this day the First Nations people feel that they have been marginalized. This is because they have not been able to maintain significant status in the Canadian political and economic system. The government has been paternal, and has supported the Aboriginals, rather than encouraging independence. As a result, many of them live on a minimum source of income, and often in impoverished comditions. The government was relied on, and provided them with basic needs. As a result, the Native people failed to seize opportunity when it was present because they did not have the proper tools to do so. The First Nations people are also faced with the concern that by integrating themselves in the Canadian society, they will no longer be a distance culture. The First Nations people can maintain their unique and distinct entity as a race within the Canadian cultural, political, social and economic infrastructure.
The fundamental tool of a progressive and advanced society is education. Unfortunately, the greatest discrepancy in Native advancement is the lack of quality education. It is obvious that there is a problem with the Canadian education system education for First Nations people living on reserves. In 1985 the Aboriginal Rights Coalition of British Colombia did a study on the educational welfare of the Aboriginal Rights Coalition of British Colombia. The results were shocking, 35.6% of on reserve Indians over 15 years of age have less than a grade 9 education, and only 20% of Native children complete grade 12, compared to 75% of the British Colombians who finish grade 12. Figures from 1989 show that only 3/10 on reserve Indians are employed. Of the few who are employed, 26% work in the Primary sector, which includes logging, fishing, and trapping. Figures also show that their average annual income is $9800, compared to the average annual income of $18 700 for the rest of British Colombia. The proportion of Native children taken into welfare authorities is five times the national average. The study also shows that of the Aboriginal Canadians, who live on reserves, 39% are less than 15 years of age. Now would be an ideal time for improvement because their population is young. However, if the system remains the same it may be assumed that the Natives will remain unemployed, or continue to hold jobs in the primary sector. Therefore, whether the reason for these great disparities is lack of funding, materials, or the application of a system that does not adhere to Native culture – the figures illustrate that the education system is not improving much of the Native community. If there ar no improvements, the statistics will not change.
The Canadian government is somewhat responsible for these disturbing statistics. “Education on reserves had less formal education [in comparison to off reserve education].” (ARC, BC, pg.8) This in turn makes regular attendance difficult. The Aboriginal Rights Coalition of BC also states “Many of these schools were run well, though many were not. Children suffered from physical, emotional and even sexual abuse.” (ARC, BC pg.9) No firm evidence is provided to back up this statement, though it is not unlikely. It is true that the government may have made mistakes in the past, or was unfair, but First Nations people do have access to schools. As the statistics pointed out, it is the children who drop out; this is a very important factor. There is not a lack of the availability of educational systems, but a lack of desire to learn, and a lack of motivation amongst the Native children.
Many people use these statistics in order to back up their prejudice beliefs. The First Nation people are often stereotyped as lazy, unintelligent alcoholics. This is unfortunate, because it is not characteristic traits that have put many aboriginals in this state of poverty, prohibiting growth. Their present state of distress is a result of historical matters and wrongful approaches by the government in an attempt to rectify their situation. In Issues on Human Rights it is stated that “Aboriginal title is limited” (Issues in Human Rights, pg.5) Aboriginal title encompasses land rights and mineral rights. However, if aboriginal people wish to use their land in a way which aboriginal title does not permit, then they must surrender those lands and convert them into non-title lands. Because the Natives were the first to occupy Canadian land, they should be given the right to land, regardless of how they choose to use it. Throughout history there have always been on going issues on land claim settlements and referendums. The Aboriginal people recently put out a special report called the Royal Commission, “Treaty making in the spirit of co-existence.” (Bradford, Christopher pg. 37) There is also a current referendum being held in hopes of settling the Nisga people’s longstanding claims. The recent agreement for the Nisga people has taken 17 years. On the new treaty, the...
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