For many years, Canada has been embroiled in disputes over alleged cases of misconstrued education system that had adverse implications for the Aboriginal communities’ cultural values. In what has been termed as cultural genocide, the legitimization of the residential education system was considered to be the helm of Canada’s historical lowdown (Meredith, 2011). Several concerns have been netted for as long as the history of Canada. There have been numerous ethical and cultural concerns about the existence of the Residential Education System within the academic circles of the Aboriginal jurisdiction. The problem of cultural erosion has had a long history of issues about attempted plans to eliminate the cultural orientation of the native children through covert education models aimed at instilling the white culture in the Aboriginal children.
Contrary to the belief and values of the First Nations, the government through this education model has been instrumental in enhancing cultural profiling on their children via the ill-motivated system of education in the form of the residential system. The biggest concern for the Aboriginal people is the flared manner in which the government has been covertly attempting to infuse the white culture in their children but disregarding their cultural values (Das & Das, 2010). Through this system of education, that was run by the government constituted churches and institutions funded by the federal government. As if that is not enough, the residential system had the intent of providing education to the aboriginal children. However, besides the education, it was meant to indoctrinate the Western culture and the Christian beliefs of the children thus depriving of their cultural values.
The implications of the western doctrines have been culturally genocidal to the aboriginal people. In this regard, children were being taught to be more as white persons. Through, this Canada was attempting to erase the indigenous culture. As a result, they were to be assimilated into the mainstream society. The main problem with the system is that it has been successful in integrating the western culture to the aboriginals, and they are still taught to be more as white persons.
Context of the problem
It is appalling that the residential schools were closed after series of campaigns against its undoing. However, even its abolition has not been helpful in enhancing the cultural aptitudes of the aboriginal children. There have been series of inequalities that the government has rendered about the education. It has led to the escalation of the long-standing education crisis in modern day Canada. To highlight the main concerns of the current system, it has impeded the proper funding of the First Nations’ community schools thus leaving the parents to seek alternatives in the mainstream schools (Lamb & Markussen, 2010). As such, the status quo has been maintained. The efforts to have the community schools well furnished with enough resources to help promote the aboriginal culture. In all fairness, the European regime was marked by several cases of segregation that has continued to haunt the Canadian society to date.
Policy Critique
Having said that, it is important that certain factors be tackled head-on to restore sanity and rejuvenate the aboriginal culture. After the public admission of the government that the residential system had indeed resulted in several cases of abuse and unfair treatment of the Indian population in Canada, it had promised to create and help provide proper funding to the new education models for the aboriginal people (Janosz et al., 2010). However, the continued integration of the Aboriginal children into public schools is in itself away of instilling the Whiteman’s ways into the children. More surprisingly, the government has not lived to fulfill its promises that were by the Prime Minister back then. In what many consider as ways to assassinate the aboriginal culture, the schools within the aboriginal communities remain understaffed and insufficiently equipped. Taking into account the modern availability of information and the quest for better education, every parent often want to have their children pursue the education in the best schools possible. The provincial schools funding system has not been able to enhance education sufficiently.
However, the government has cunningly refused to adhere to the resolutions of the truth and reconciliation commission. As a result, the Aboriginal children remain to seek better education in the public schools that in all mannerism strip them of their cultural identity and install the White culture (Janosz et al., 2010). Moreover, the residential systems instilled a sense of worthlessness in the students thus taking tall over their self-esteem. As a result, the modern children find it difficult to integrate with their peers thus further compounding their education situation as they still suffer some elements of discrimination. The experiences of the residential system have been so horrible that there is should be the word to word implementation of the reconciliation resolutions. Surprisingly, the government slashed the education budget to $200 million from the promised $1.9 billion. It is evident from the budget that it falls way below the pledge. Such actions would harm the reconciliation process.
Policy recommendations
There is the need for adoption of the UN recommendations on the delivery of essential services to the indigenous people so that proper reconciliation can be achieved. As a result, the education system will be able to accommodate the necessary funding demands for the aboriginal education. The provincial funding system should be integrated with the local system to enable equitable distribution of funds in the education sector. It will allow proper and adequate funding of local education system that mainly focuses on the cultural approach to education. It will thus ensure that indigenous children are not deprived of their cultural orientation as well as offered quality education.
References
Meredith, J. (2011). Apprenticeship in Canada: Where’s the crisis? Journal of Vocational Education & Training, 63(3), 323-344
Das, R., & Das, M. K. (2010). Higher Education Concerns for Natives in the Post-Crisis Period. Handbook of Research on Higher Education in the MENA Region Policy and Practice, 345-368.
Lamb, S., & Markussen, E. (2010). School Dropout and Completion: An International Perspective. School Dropout and Completion, 1-18.
Janosz, M., Bisset, S. L., Pagani, L. S., & Levin, B. (2010). Educational Systems and School Dropout in Canada. School Dropout and Completion, 295-320.
