The assimilation of Indigenous peoples of Canada (First Nations, Metis, and Inuit) by the early dominant settlers greatly changed significant areas of their daily lives, creating social, economic, and politically inherent problems that are distressingly evident today. Historically, the coming of the early European settlers to Canada influenced and changed every aspect of the Indigenous peoples’ lives. The Europeans acted in their interests to acquire the lands and resources of the Indigenous peoples of Canada to benefit the Crown. However, when their interests differed from the Indigenous beliefs and lives, the state introduced legislation, practices, and policies to assimilate them. The enactment of the Constitution Act (1867) and the Indian Act (1876) enhanced assimilation, leading many Indigenous peoples of Canada to lose control over their lands, communities, traditional cultures, languages, laws, resources, and government. Hence, disparities in many areas, such as education, government, the criminal justice system, and health.
Assimilation of the Indigenous Peoples of Canada
Canada’s assimilation legislations were institutionalized or enacted through the Constitution Act (1867) and the Indian Act (1876). These legislations allowed the Crown to introduce policies and practices that favored their interests of controlling Indigenous peoples. Dispossessing Indigenous peoples their lands was one of the significant effects of the assimilation legislation. According to Lisa, the Crown’s conquest to acquire the lands of the Indigenous peoples of Canada involved various methods, including cession, annexation, conquest, and settlement. These methods ensured that formerly uninhabited or unused lands were legitimately transferred to the Crown. As a result, many Indigenous peoples were left landless, and others were pushed into reserves while the Crown expanded its sovereignty (empire) in North America.
Cultural Practices Extinction
As the Crown continued to expand its power and political strength over Indigenous groups, communities lost control over their cultural practices and beliefs, such as wearing traditional public attires and using indigenous language in churches or schools. The Indigenous groups were denied opportunities to mold their family members into their cultural beliefs. Assimilation ensured that Indigenous communities were restricted to the reserve, where they had minimum movements.
Bear, Leroy Little. “Jagged worldviews colliding.” Reclaiming Indigenous voice and vision 77 (2000).
Additionally, assimilation policies eliminated Aboriginals’ traditional form of governance by introducing elective band councils and new political systems based on European governance systems. Although the Canadian state controlled most elective band councils, they ensured that Indigenous people did not function independently or control their cultural values and practices.
Consequently, assimilation policies eradicated learning of Indigenous cultural practices in schools. The policies ensured that schools did not offer programs that promoted Indigenous cultural values. Instead, Indigenous children were supposed to attend Christian teaching, such as bible schools, forcing their guardians and parents to abandon traditional practices. Many schools abolished Indigenous culture in their curriculum, replacing it with the new education system, which was introduced after assimilation. According to Lisa, the new system of education focused on European social, political, technological, and propaganda about Indigenous cultural practices. Indigenous peoples were forced to believe and accept that the Euro-Canadian curriculum was appropriate for them. Therefore, they had to abandon their cultural teachings and practices.
The identity of Indigenous groups was another vital aspect that assimilation affected. Indigenous groups valued and promoted their identity in a way that distinguished them from other groups. Their language was unique, and they believed that language represent their identity in society. “Through learning and speaking a particular language, an individual absorbs the collective thought processes of a people. Aboriginal languages are, for the most part, verb-rich languages that are process or action-oriented.” Their languages allowed them to interact with other people and share cultural values. However, the Indian act (1876) became a major element of assimilation that affected the identity of the Indigenous peoples of Canada. One goal of the Indian Act was to define and identify people who were considered Indians and who were not. As a result, it hindered the beliefs and philosophy of Indigenous peoples about their languages and identity.
As a vital element of the assimilation, the Indian Act (1876) also affected the identity of Indigenous peoples through enfranchisement. Under the Act, Indian women lost their status and identity if they married non-Indian men. Additionally, women were not allowed to own properties or achieve their life’s goals if they married non-status people. While many Indigenous peoples wanted to achieve their career goals (such as becoming a lawyer or doctor) after graduating from university, the Act ensured they marry a status person, or they lose their career status. The compulsory enfranchisement adversely affected the identity of Indigenous peoples, particularly their professional designations. Many Indigenous peoples had to abandon their career dreams because of assimilation policies.
The Indigenous Peoples of Canada Loss of Self Rule
Although the assimilation of Indigenous peoples aimed to identify ethically Indigenous individuals, it affected the legal frameworks of Indigenous communities. Indigenous groups were denied their political rights to self-govern themselves. For example, Meti’s attempt to establish a unique historical and legal right to rule themselves was hindered by assimilation. According to Lisa, the Aboriginal groups had the right to determine appropriate political groups or statuses to associate themselves with. However, the enactment of the Indian Act (1876) affected the right of Indigenous peoples to rule themselves. The Acts undermined the legal teaching and practices of the people, leading to a loss of political and social cohesion. Many Indigenous peoples became unbalanced and lost focus of their political goals and affiliations.
Additionally, assimilation led to the formation of many treaties, which affected Indigenous peoples’ political institutions. Treaties ensured that only people with Indian status were allowed in the elective band established by the Act. Moreover, treaties helped Europeans to expand their sovereignty in Canada, while displacing Indigenous communities from their lands. “When the British Empire expanded itself into Turtle Island, Europeans forced Indigenous peoples into imperialist power strictures as a way to try to attain and serve Eurocentric interest and goals.” The interests of Europeans affected the political aspects of Indigenous people and their effort to form self-governing legal frameworks. Therefore, assimilation outlawed Indigenous peoples’ political beliefs and practices, forcing them to assimilate into their legal and political practices. It ensured that Indigenous people had to abandon their political affiliations and support European political motives.
Assimilation affected the Economic Practices of the Indigenous Peoples of Canada
Another vital aspect that the assimilation of Indigenous groups affected was the Indigenous’ economic activities. While Indigenous groups’ economies were organized, subsistence around activities such as hunting, gathering, and fishing, assimilation policies hindered these activities by ensuring that Indigenous people did not observe or participate in traditional economic activities. Assimilation policies restricted Indigenous people into reserves, preventing them from participating in vital economic activities. Lisa note that the restriction of Indigenous peoples in reserves hindered various cultural and economic activities. For example, many Indigenous peoples were prevented from participating in trade activities, affecting their major source of income. Farmers could not sell their products in the markets due to restrictions on movement. As a result, many farms produce spoiled, causing huge losses.
While the passes were essential for economic activities, particularly trading, the process of acquiring them was delayed, impacting Indigenous peoples’ economic activities. The pass permit system and assimilation policies damaged the major economic activities of Indigenous peoples. The restrictions on the types of products people were required to sell affected Indigenous peoples’ trading activities. While the European markets and trading activities were expanding, Indigenous struggled to overcome permit restrictions to expand their markets. Hence, Indigenous groups had long-lasting challenges that affected their economic activities.
Health inequality is another vital aspect enhanced by assimilation policies toward Indigenous people. The harsh and horror experiences of colonization and assimilation caused healthcare problems for Indigenous groups. Particularly the creation of reserves exposed Indigenous people to food insecurity, chronic diseases, and mental health issues. Although assimilation policies delegated responsibilities of healthcare for Indigenous peoples to the federal government, many Indigenous groups continued to experience healthcare issues under assimilation policies. According to Brant, assimilation policies created poor health and social environments that lead to the spread of diseases in reserve areas. The creation of reserves forced Indigenous groups into an environment that exposed them to healthcare issues. Therefore, the poor environment caused many healthcare issues for Indigenous groups. Consequently, the trauma inflicted by experiences of assimilation caused mental issues for Indigenous peoples. The displacement of Indigenous peoples from their lands was a major aspect that caused mental health issues among Indigenous groups. Many Indigenous lost their properties due to assimilation, leading to poor mental health conditions. In the book, Lisa notes many Indigenous groups lacked essential needs, such as running water, housing, and sanitation, due to displacement from their lands. As a result, many suffered from chronic diseases, and others developed trauma because of harsh and unjust treatment. Thus, healthcare issue, especially mental health problem, was considered a major issue that affected many Indigenous people from 1867 to 1876.
While there existed a strong relationship between Indigenous peoples and European colonies before the Dominion of Canada Federation in 1867, the enactment of the Constitution Act of 1867 created a “non-recognition” issue that failed to recognize Indigenous people. The Act failed to recognize Indigenous peoples legally, affecting their presentation of the criminal justice system. Additionally, the Act failed to include Indigenous peoples in legislation, impacting their identity. As it marked the beginning of assimilation, the Constitution Act of 1867 created a legal gap between the Indigenous communities and Europeans. Therefore, the Indigenous peoples of Canada not only lacked legal presentation in criminal justice systems but were also not recognized under the assimilation policies.
Consequently, under Dominion Federation, the relationship between the provincial and federal governments failed to recognize Indigenous groups. No identification or mention of Indigenous communities was highlighted in the treaty between the two forms of government. Hence, the failure to recognize Indigenous people in the treaty marked the beginning of their suffering. For instance, after the treaty, Europeans started assimilating Indigenous peoples and taking their lands. Indigenous peoples were robbed of their legal rights and heritage. Moreover, assimilation allowed Europeans to acquire precious Indigenous peoples’ resources since they had no right to sue them legally. According to Lisa, Europeans were determined to exploit and displace Indigenous communities from their lands using legal means. Therefore, they ensured that they establish policies that denied Indigenous any form of legal representation.
Assimilation affected the Education of Indigenous Peoples of Canada
Education of Indigenous groups is another major aspect that was affected by assimilation policies. After Dominion Federation, Indian self-government schools were abolished, and education was controlled by the “Canadian Federal Government.” Federal education ensured that all Indigenous children learned the values and ways of Europeans. Their education was considered the most appropriate approach to creating and developing Canada. However, European education affected Indigenous students because they faced persistent violence, exploitation, and cultural imperialism. As a result, many students failed to complete their education. While Indian self-government schools promoted and preserved Indigenous culture, residential schools had little impact on Indigenous students’ culture and development. Many residential schools emphasized assimilating Indigenous students into European values and practices, forgetting vital aspects of eliminating illiteracy among students. Hence, many schools acted as instruments and mediums of assimilation that helped Europeans to transform Indigenous students. Moreover, residential schools ensured that students could only speak French or English. As part of assimilation, residential schools ensured that Indigenous students only spoke French or English. According to Lis, the restriction of Indigenous languages in schools aimed to prevent the spread of their cultural practices. Since many Indigenous students could not communicate the two languages, the spread of their culture in residential schools was limited. Therefore, the Euro-Canadian government controlled the spread of Indigenous culture in schools while affecting their education system.
The religious practices and beliefs of Aboriginal people were other aspects that were affected by assimilation policies. While the Indigenous groups believed that their communities were sacred and promoted togetherness. “Within the Aboriginal community, a paradox seemingly exists. In no other place did the individual have more integrity receive more honor than in the Aboriginal community.” The Euro-Canadian government did not respect Aboriginal religious beliefs. Rather, they assimilated them and instilled European values, particularly Christianity beliefs. The Europeans believed that many Indigenous groups promoted their cultural practice and values through religious practices. Therefore, they abolished all the traditional practices of Indigenous people.
The effects of the assimilation of Indigenous peoples of Canada are evident and far-reaching in many sectors today. As a society, understanding Canada’s colonial history is vital in addressing some of the colonial issues affecting many generations. Additionally, understanding assimilation and its impact on Indigenous peoples can help prevent inequalities in our society, especially healthcare inequalities. While assimilation policies promoted inequality among the Indigenous peoples and Europeans, modern society must learn from the past and advocate for policies that will enhance the equal distribution of resources in society. Further, modern society must promote and embrace the cultural practices of Indigenous groups to create better working environments. Organizational leaders must enhance diversity in their organizations to create a working environment that will embrace the cultural practices of all people. Unlike the colonial period, where Indigenous peoples were assimilated and forced to adhere to European cultural practices, modern society should embrace the cultural practices of all people and allow them to integrate.
Bibliography
Bear, Leroy Little. “Jagged worldviews colliding.” Reclaiming Indigenous voice and vision 77 (2000). https://www.law.utoronto.ca/utfl_file/count/documents/hewitt-leroy_little_bear_on_jagged_worldviews.pdf
Castellano, Marlene Brant. “Renewing the relationship: A perspective on the impact of the Royal Commission on Aboriginal Peoples.” Aboriginal Self-Government in Canada, Current Trends and 2nd (1999): 92-111.
Ermine, Willie, M. Battiste, and J. Barman. “Aboriginal epistemology.” First Nations education in Canada: The circle unfolds (1995): 101-12.
Monchalin, Lisa. The colonial problem: An Indigenous perspective on crime and injustice in Canada. The University of Toronto Press, 2016. http://ebookcentral.proquest.com/lib/uwinnipeg/detail.action?docID=4931326
