Indigenous People in Canada: Welfare Services & Supreme Court Decision

In Canada the welfare services in Canada for the indigenous people were delivered in various ways because of the type of people and the location. In 2016, the Supreme Court came up with the decision of funding the first nations people and the metis (Marchetti & Downie, 2016). Under section 91 the Supreme Court decided that they will Indians will be categorized under the Metis because their status allowed them to get services from the first nation agencies under the Northern Affairs Canada.

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The country's idea of creating support or funding had implications from Daniel's decision was not yet determined. The application of this policy also had territorial and provincial child welfare applying to all family and child services for both off and on services even though the finances were for the first nations they were not exempted from territorial and provincial legislation because the government never enacted child welfare (Marchetti & Downie, 2016). One reason behind this error is that the government opened to family services agencies and first nation child agencies.

The self-government also had a framework that supported the children of the indigenous people. The framework was not only for service but also for govern activities. Canada is a unique nation that is unique in both dedicated and specific agencies committed to the Metis and the First Nations group (Marchetti & Downie, 2016). Most indigenous kids that came from urban settings because of the mainstream territorial or provincial child welfare because of the creation of regulatory service delivery, and the overall activity and the Western concepts.

The Metis Child Welfare

Indigenous children that live in Canada are separated from their communities and families either for adoption or residential schooling by the state. The ongoing and historic policies greatly contributed to the respect and the awareness of the indigenous kids due to their right bearers( Tarren-Sweeney, 2019). The situation in Canada is rooted in the colonial relationship between the indigenous people that live on turtle islands and the terms of the North American state. The paper will, therefore, elaborate on the transactional adoption of the indigenous people due to increased academic and public attention.

The history of residential schools in Canada is known to have intergenerational and long-lasting effects on the mental well being and physical indigenous population that lives in Canada. The effects of colonization in this case established that the indigenous group that lives in Canada go through the burden of ill health as compared to kids that go to residential schools (Tarren-Sweeney, 2019). Besides the colonial policies, residential schooling ended up causing harm to the indigenous people. The residential schools, for instance, eradicated the cultural traditions, spiritual beliefs, and language of the indigenous kids to assimilate Canadian society. The first nations for instance which had more than 150,000 people such as the Inuit and the metis went to the church-run schools because their school was closed in the mid-1990s.

The Residential System And The Welfare Program

The welfare systems in comparison to the residential schools showed that those that were not in the welfare system were underfunded, were given poor nutrition and lived in harsh conditions. The attempts to provision also failed because of forced assimilation and also the resistance and resilience of the indigenous people. The indigenous people had profound effects from mental health to individual identity to structure the integrity of communities, families, nations, and bands (Tarren-Sweeney, 2019). The concept also caused trauma because the effects disrupted the historic events of what took place and the new welfare system.

According to Tarren-Sweeney (2019), historical trauma has a way of conceptualizing the effects of residential schooling because the traumatic events negatively impacted people's lives resulting in future problems of education. Moreover, families that came from multiple generations of indigenous groups are known to have distress as compared to kids under the welfare program. Even though the role of residential school were subjected to social and health conditions the indigenous people were not understood because of the intermediate factors between the subsequent generations and the school attendance.

Schooling for indigenous people later developed consequences because of the population that was born in Canada. The issue affected residential or boarding schools because their primary purpose was assimilation (Tarren-Sweeney, 2019). Since empirical studies on the effects of schooling for indigenous people had side effects, the issue regarding school attendance and the wellbeing and health of the indigenous people was assumed.

Conclusion

In Canada, the welfare services in Canada for the indigenous people were delivered in various ways because of the type of people and the location. The reason behind this is that historical trauma has a way of conceptualizing the effects of residential schooling because the traumatic events negatively impacted people's lives resulting in future problems of education. Indigenous children that live in Canada are separated from their communities and families either for adoption or residential schooling by the state. The residential schools, for instance, eradicated the cultural traditions, spiritual beliefs, and language of the indigenous kids to assimilate Canadian society. In other words, The welfare systems in comparison to the residential schools showed that those that were not in the welfare system were underfunded, were given poor nutrition and lived in harsh conditions.

References

Marchetti, E., & Downie, R. (2016). Indigenous People and Sentencing Courts in Australia, New Zealand, and Canada. Oxford Handbooks Online, 132-143. doi: 10.1093/oxfordhb/9780199859016.013.001

Tarren-Sweeney, M. (2019). Introduction to Developmental Child Welfare: A new interdisciplinary journal connecting developmental science and child welfare. Developmental Child Welfare, 1(1), 3-4. doi: 10.1177/2516103219827434