Course 1 Assignment 2 Part 2 Laura April 9, rhetorical analysis Next up in sharing my academic writing was a rhetorical analysis of an essay from the textbook. I got to choose from a list, and I chose one that spoke to me at an emotional level. A rhetorical analysis is kind of like a summary, except that you look deeper into the diction, the themes, the wordings, and the types of sentences used to look into why the response is what it is, and what mechanics were used to create it.
History[ edit ] Fur tradersin what is now Canada, trading with an Indigenous person in Attempts to assimilate Indigenous peoples were rooted in imperial colonialismwhich centred around a European worldview of cultural practice and an understanding of land ownership based on the doctrine of Discovery.
The 'civilizing mission' rested on a belief of racial and cultural superiority. The political instability and realities of colonial life also played a role in the decision to halt the education programs.
Administered by the Anglican Church, the facility opened as the Mechanics' Institute, a day school for boys, in and became a boarding school four years later when it accepted its first boarders and began admitting female students.
It remained in operation until June 30, With the threat of invasion by American forces minimized, Indigenous communities were no longer viewed as allies but as barriers to permanent settlement. Milloy, who argued that the system's aim was to "kill the Indian in the child".
Between andthe number of schools operating at one time peaked at 80 in Adopted in as An Act to amend and consolidate the laws respecting Indians, it consolidated all previous laws placing Indigenous communities, land and finances under federal control. As explained by the TRC, the Act "made Indians wards of the state, unable to vote in provincial or federal elections or enter the professions if they did not surrender their status, and severely limited their freedom to participate in spiritual and cultural practices".
Sir Peregrine Maitlanda British soldier and colonial administrator, first proposed boarding schools inbelieving that civilizing Indigenous children, rather than adults, was the best way to influence cultural change.
Residential schools focused on imparting industry and knowledge were proposed again in in a report that had been commissioned by Governor General Charles Bagotentitled Report on the affairs of the Indians in Canada.
These acts assumed the inherent superiority of French and British ways, and the need for Indigenous peoples to become French or English speakers, Christians, and farmers.
At the time, many Indigenous leaders argued to have these acts overturned. For graduates to receive individual allotments of farmland would require changes in the communal reserve system, something fiercely opposed by First Nations governments.
MacdonaldPrime Minister of what was now post-Confederation Canadacommissioned politician Nicholas Flood Davin to write a report regarding the industrial boarding-school system in the United States.
He visited only one industrial day school, in Minnesotabefore submitting his findings. By there were 61 schools in operation.
During this period capital costs associated with the schools were assumed by the government, leaving administrative and instructional duties to church officials.
The hope was that minimizing facility expenditures would allow church administrators to provide higher quality instruction and support to the students in their care. Although the government was willing to, and did, purchase schools from the churches, many were acquired for free given that the rampant disrepair present in the buildings resulted in their having no economic value.
Schools continued to be maintained by churches in instances where they failed to reach an agreement with government officials with the understanding that the government would provide support for capital costs.
The understanding ultimately proved complicated due to the lack of written agreements outlining the extent and nature of that support or the approvals required to undertake expensive renovations and repairs.
Robert Hoeysuperintendent of welfare and training at Indian Affairs, opposed the expansion of new schools, noting in that "to build educational institutions, particularly residential schools, while the money at our disposal is insufficient to keep the schools already erected in a proper state of repair, is, to me, very unsound and a practice difficult to justify".
The proposal was resisted by the United Church, the Anglican Church, and the Missionary Oblates of Mary Immaculatewho believed that the solution to the system's failure was not restructuring but intensification. The growth in day schools was accompanied by an amendment to the Indian Act in that allowed federal officials to establish agreements with provincial and territorial governments and school boards regarding the education of Indigenous students in the public school system.
These changes were indicative of the government's shift in policy from assimilation-driven education at residential schools to the integration of Indigenous students into public schools. The change included the monitoring of child welfare.
Often taken without the consent of their parents or community elders, some children were placed in state-run child welfare facilities, increasingly operated in former residential schools, while others were fostered or placed up for adoption by predominantly non-Indigenous families throughout Canada and the United States.
While the Indian and Northern Affairs estimates that 11, children were adopted between andthe actual number may be as high as 20, Aboutchildren are believed to have attended a residential school over the course of the system's existence.
Children were kept from schools and, in some cases, hidden from government officials tasked with rounding up children on reserves. Demands for answers in regards to claims of abuse were often dismissed as a ploy by parents seeking to keep their children at home, with government and school officials positioned as those who knew best.
The changes included a series of exemptions regarding school location, the health of the children and their prior completion of school examinations.'Cultural genocide' of Canada's indigenous peoples is a 'mourning label,' former war crimes prosecutor says 'I'm sure it will piss off some people,' said Payam Akhavan, professor of law at McGill.
Jun 03, · OTTAWA — Canada’s former policy of forcibly removing aboriginal children from their families for schooling “can best be described as ‘cultural genocide.’ That is the conclusion reached. institutions which deliberately killed many thousands of children. The only ethical response to having blood on one’s collective hands is to say no to the habit of condoning genocide, and to the lies that have concealed it in our country. Rhetorical Analysis of ‘Canada’s “Genocide”: Thousands Taken from Their Homes Need Help’ by Micheal Downey In "Canada's "Genocide": Thousands Taken from Their Homes Need Help" Michael Downey uses a formal but emotional tone to present detailed information on the injustice from the Canadian government towards thousands of Aboriginal children that were unwillingly taken from their %(1).
Canada's 'genocide' Justice. Thousands taken from their homes need help. MICHAEL DOWNEY. Carla Williams was 4 when the authorities knocked on the door and took the terrified Manitoba native youngster away from her parents forever.
Watch video · The man from the government would explain the children were being removed, taken away from their homes and their families and given a place at a residential school. Canadas genocide thousands taken from their.
Rwanda genocide: days of slaughter 7 april share this with facebook thousands of tutsi women were taken away and kept as sex slaves almost two million people were tried in local courts for their role in the genocide and the ring-leaders at a un tribunal in neighbouring tanzania. A Rhetorical Analysis of ‘Canada’s “Genocide”: Thousands Taken from Their Homes Need Help’ Published in Maclean’s magazine in , Michael Downey’s short but grave narrative essay Canada’s “Genocide”: Thousands Taken from Their Homes Need Help depicts an agonizing account of the Sixties Scoop adoptions/5(1).
A Rhetorical Analysis of ‘Canada’s “Genocide”: Thousands Taken from Their Homes Need Help’ Published in Maclean’s magazine in , Michael Downey’s short but grave narrative essay Canada’s “Genocide”: Thousands Taken from Their Homes Need Help depicts an agonizing account of the Sixties Scoop adoptions/5(1).