Indigenous Peoples Within Canada

This essay discusses the historical context and impact of Canadian state building on Indigenous peoples in Canada. It explores the Indian residential school system and its effects on the aboriginal children. The essay also highlights the problems faced by Indigenous peoples and their resilience during this dark period.

Running head: INDEGENIOUS PEOPLES WITHIN CANADA
INDIGENOUS PEOPLES WITHIN CANADA
Name of the Student
Name of the University
Author Note

1INDEGENIOUS PEOPLES WITHIN CANADA
Indigenous people or the aboriginal people are mostly the offspring of those peoples
who had been living in Canada former to the persistence of European settlement and
ascendency of the region. Those above had projected when the enduring European settlement
activated, previously there were around five lakhs to two million aboriginal folks living at all
over the Canadian contingent1. The Indigenous people of Canada are very much different
from each other. This essay will discuss the historical context which is before the Indian
residential school, along with the imposition of Canadian state building on Indigenous
people2. This essay will also explain how they become civilized and on the other hand how
they experienced their original details while going through the critical and dark period.
In this paragraph, it will be discussing the imposition of the Canadian state-
building on Indigenous people along with the outline of the Indian Act, which is relevant
to this topic. Individuals of the Indigenous group comprise with the Inuit people from
Northern Canada), the First Nations (which is the administrative unit of the federal
government), along with the Métis (who are the mixed aboriginal of Eco-American origin)3.
The aboriginal Inuit’s are the Indigenous residents of Canada, starting from the Mackenzie
Delta, which has been located in the west part of the continent on the road to Labrador Coast
situated in the east. Another aboriginal that is The First Nations aboriginals are the
offspring of the original populations of the respite of what is now Canada4. There are around
fifty different states along with several types of language clutches all over the nation. The
1 Greaves, Wilfrid. "Arctic (in) security and Indigenous peoples: Comparing Inuit in Canada and Sámi in
Norway." Security Dialogue 47, no. 6 (2016): 461-480.
2 Auger, Monique D. "Cultural continuity as a determinant of Indigenous Peoples’ health: A metasynthesis of
qualitative research in Canada and the United States." The International Indigenous Policy Journal 7, no. 4
(2016): 3.
3Diaz, Robert. "Queer unsettlements: Diasporic Filipinos in Canada's world pride." Journal of Asian American
Studies 19, no. 3 (2016): 327-350.
4 Kaye, Julie. "Reconciliation in the context of settler-colonial gender violence:“How do we reconcile with an
abuser?”." Canadian review of sociology 53, no. 4 (2016): 461-467.

2INDEGENIOUS PEOPLES WITHIN CANADA
first Nations Indigenous groups were previously called to as the “Indians,” afterward the
term is deliberated unsuitable still at present. The Métis are the Indigenous group of First
Nation and European ancestry both; they are the Indigenous mix group of both the descent.
The residential school in Canada was running with the system of the boarding school
or as the residential school system for the aboriginal people. The Government of Canada’s
underwrote the policy with the help of the Department of Indian affairs. The system had its
ancestry’s regulations which had endorsed before the Coalition, but the system was most
dynamic from the method of the Indian Act which has taken place in 1876. The changes in
Indian Act which had taken place in 1884, prepared the rules of attendance at the day schools
along with the industrial schools, or with the residential schools which needed for the First
Nations aboriginal children5. Caused by the distant environment of several groups of people,
the location of the schools destined that for the children of a specific group of residential
schools were the mare way to be fulfilled6. The residential schools had were intentionally
located at the long distances from Aboriginal populations to diminish interaction with the
families along with their children. One of the High Commissioner of India Mr. Hayter
Reed claimed for the building of new residential schools at better fairness to diminish the
visit of family members. He believed that this system might be the responded efforts to make
those aboriginal children civilized. The visit of parents into the school premise was another
restricted method, by which the use of an authorization structure intended to restrain for the
Indigenous peoples to be reserved. At last the confederate operational residential school had
been closed in the year 1996, which was termed as Gordon Indian Residential School and
5 Day, Iyko. "Being or nothingness: Indigeneity, antiblackness, and settler colonial critique." Critical ethnic
studies 1, no. 2 (2015): 102-121.
6 Davin, Nicholas Flood. Report on Industrial Schools for Indians and Half-breeds [Davin Report]. 1879.

3INDEGENIOUS PEOPLES WITHIN CANADA
was situated in Punnichy, Saskatchewan. The schools had been operated in every province
along with the territory except New Brunswick as well as Prince Edward Island7.
This paragraph explains the problems and impact of asserting social normativity.
The Indian residential school system in Canada had damaged aboriginal children expressively
by taking them away from their family members. On the other hand, the system had
depressed them with their native languages as they were restricted to speak their native
languages8. This system had not only spoiled many of the children by divulging them
physically as well as sexually but also had forced to do such type of doing activities which
are not socially acceptable. Such problems had been raised during that time by the process of
becoming them civilized across the nation. 9The detachment from their family members along
with their culture and bound them to communicate or to speak with English or French had
influenced very badly. The students who had joined the residential school system usually
graduated were suitable into any of their groups or tranquil matter to their racist assertiveness
in conventional Canadian civilization10. The system eventually demonstrated the fruitfulness
in trouble broadcasting aboriginal peoples and philosophies athwart generations. The
inheritance of the system has associated with an improved commonness of post-painful
stress, intoxication, ingredient exploitation, and recklessness, which had persisted within
the aboriginal or Indigenous groups nowadays.
7 Kaye, Julie. "Reconciliation in the context of settler-colonial gender violence:“How do we reconcile with an
abuser?”." Canadian review of sociology 53, no. 4 (2016): 461-467.
8 Davis, Lynne, Chris Hiller, Cherylanne James, Kristen Lloyd, Tessa Nasca, and Sara Taylor. "Complicated
pathways: settler Canadians learning to re/frame themselves and their relationships with Indigenous
peoples." Settler Colonial Studies 7, no. 4 (2017): 398-414.
9 McAdam, S. (2019). Nationhood interrupted: Revitalizing Nêhiyaw legal systems. Purich Publishing.
10 Rosen, N., Genee, I., Ankutowicz, J., Petker, T., & Shapka, J. (2019). A Comparative analysis of rhythmic
patterns in settler-heritage English and Blackfoot English in Southern Alberta. Canadian Journal of
Linguistics/Revue canadienne de linguistique, 1-18.

4INDEGENIOUS PEOPLES WITHIN CANADA
This paragraph explains the experience as well as the resilience of the aboriginal
peoples moving through this dark period. The Pupils in the residential schools have
confronted with a mass of exploitations from tutors along with the supervisors, together with
erotic and bodily harassment throughout this dark period. They tormented due to hunger or
starvation along with the unforgiving punishment that would not endure in any of the
schooling processes. The Physical punishment was regularly vindicated by a conviction
that this was the mere approach for saving the souls, develop the devastating element, or
rebuke and prevent absconders, whose grievances or expiry continued in their struggles to
come back home-grown would convert the permissible accountability of the institute11.
Overpopulation, poor sanitation, inadequate heating, and a lack of medical care headed to a
high level of respiratory tract infection as well as tuberculosis. The Indigenous people had
also faced the unhealthy condition of children which was additionally impaired by the
situations of the schools. Apart from this, the aboriginal had also passed through congestion
and lower conditioning of airing, along with the poor water quality and mess of dirt.
11 Hiller, Chris, and Elizabeth Carlson. "THESE ARE INDIGENOUS LANDS: Foregrounding Settler
Colonialism and Indigenous Sovereignty as Primary Contexts for Canadian Environmental Social
Work." Canadian Social Work Review/Revue comedienne de service social 35, no. 1 (2018): 45-70.

5INDEGENIOUS PEOPLES WITHIN CANADA
Bibliography:
Auger, Monique D. "Cultural continuity as a determinant of Indigenous Peoples’ health: A
meta-synthesis of qualitative research in Canada and the United States." The International
Indigenous Policy Journal 7, no. 4 (2016): 3.
Davin, Nicholas Flood. Report on Industrial Schools for Indians and Half-breeds [Davin
Report]. 1879.
Davis, Lynne, Chris Hiller, Cherylanne James, Kristen Lloyd, Tessa Nasca, and Sara Taylor.
"Complicated pathways: settler Canadians learning to re/frame themselves and their
relationships with Indigenous peoples." Settler Colonial Studies 7, no. 4 (2017): 398-414.
Day, Iyko. "Being or nothingness: Indigeneity, anti-blackness, and settler colonial
critique." Critical ethnic studies 1, no. 2 (2015): 102-121.
Diaz, Robert. "Queer unsettlements: Diasporic Filipinos in Canada's world pride." Journal of
Asian American Studies 19, no. 3 (2016): 327-350.
Greaves, Wilfrid. "Arctic (in) security and Indigenous peoples: Comparing Inuit in Canada
and Sámi in Norway." Security Dialogue 47, no. 6 (2016): 461-480.
Hiller, Chris, and Elizabeth Carlson. "THESE ARE INDIGENOUS LANDS: Foregrounding
Settler Colonialism and Indigenous Sovereignty as Primary Contexts for Canadian
Environmental Social Work." Canadian Social Work Review/Revue Canadienne de service
social 35, no. 1 (2018): 45-70.
Kaye, Julie. "Reconciliation in the context of settler-colonial gender violence: “How do we
reconcile with an abuser?”." Canadian review of sociology 53, no. 4 (2016): 461-467.

6INDEGENIOUS PEOPLES WITHIN CANADA
Kaye, Julie. "Reconciliation in the context of settler-colonial gender violence:“How do we
reconcile with an abuser?”." Canadian review of sociology 53, no. 4 (2016): 461-467.
McAdam, S. (2019). Nationhood interrupted: Revitalizing Nêhiyaw legal systems. Purich
Publishing.
Rosen, N., Genee, I., Ankutowicz, J., Petker, T., & Shapka, J. (2019). A Comparative
analysis of rhythmic patterns in settler-heritage English and Blackfoot English in Southern
Alberta. Canadian Journal of Linguistics/Revue canadienne de linguistique, 1-18.