Multiculturism and Aboriginal Nations

A Multicultural Nation Immigration and Multiculturalism WWI  1960’s Canada’s immigration policy was quite restrictive  majority of immigrants from Europe and America 1967 legislation made Canada’s immigration policy “colour- blind”  Canadian economy required people with training and specific skills  immigrants chosen by a point system based on education and employment prospects (Nationality and race no longer factors) 1971 Prime Minister Trudeau introduced an official policy of multiculturalism  encouraged the country’s different ethnic groups to express their culture  e.g. festivals/heritage language classes  programs were also intended in preventing racism by promoting respect for all cultures immigration regulations changed to allow immigration of family members with relatives already in Canada and for refugees fleeing persecution (e.g from Czechoslovakia fleeing Soviet Union invasion) 1980s immigration policy tried to attract skilled workers and investors into Canada.

Multiculturalism becomes an issue Department of Multiculturalism and Citizenship 1988 Supporters=allows people of all ethnic, racial, religious, and cultural backgrounds to feel welcome and play a positive role in the development of the nation  helps Canadian national unity by drawing all Canadians closer together in mutual respect. Opponents=preventing Canada from developing a common Canadian identity  not a mosaic rather follow the “melting pot” idea of U.S. where groups were encouraged to assimilate—give us their identities and take on the mainstream culture. In B.C., traditional Canadian holidays such as Easter and Christmas, holidays rooted in the Christian faith and culture, presented a challenge to the multicultural nature of the schools. Solution=highlight the festivals of other cultures=Chinese New Year, Muslim holy month of Ramadan, and Sikh holy days such as Baisakhi.

Aboriginal Nations Looking back and comparing to the Indian Act 1876  encouraged Native peoples to give up their language and culture ProsCons  Provided schools, medical care, hunting and fishing rights, and annual treaty payments  Exempted Aboriginal peoples from paying income and sales tax  Gave “special status” to Aboriginal peoples  Aboriginal peoples denied the right to own land, and the right to vote in provincial elections  Aboriginal peoples lost their status if they lived off reserves, joined the military, obtained higher education, or married a non-Indian  Traditional activities (potlatch) were outlawed, art and memorabilia was shipped to museums, and reserve lands were consistently made smaller

Canada was becoming a bilingual/multicultural society, but it was more diverse if one takes into account the First Nations who were the original residents of this land. The right to vote in 1960 did little to improve living conditions on reserves=poverty, poor health, and inadequate housing and education. Some who tried their luck in the city often lacked education, job skills, and ability to adapt to urban life, faced hostility and discrimination  National Indian Brotherhood was formed to lobby on behalf of the Aboriginal people living on reserves. In response Pierre Trudeau’s Liberal government proposed a policy outlined in the White Paper of White Paper=a document that a government puts forth for discussion.

Trudeau and his Indian Affairs Minister, Jean Chrétien, felt that Aboriginal peoples should be treated exactly like other citizens and any special rights they had on the reserves, such as not having to pay income tax, would be abolished  more done to encourage Aboriginals to leave the reserves and seek jobs in the mainstream of Canadian society. Aboriginal peoples were furious  White Paper=attack on maintaining their unique identity. National Indian Brotherhood argued that instead of assimilation into “white” society they wanted self-government and control over their own affairs. They present the Citizens Plus, or the “Red Paper”  a surprised Jean Chrétien shelved the White Paper but didn’t offer a new policy.

Educational Concerns Residential schools abandoned in Aboriginal peoples took over education in “band schools”  could study own language and culture. Secondary education was not available many students had to take part in a government-run “boarding home program” and attend schools in Vancouver and New Westminster In 1990 Phil Fontaine, a prominent Aboriginal chief and lawyer, fought to get some compensation for the abuses the Native children suffered in residential schools  In 1998 $350 million healing fund was created

Environmental Concerns Aboriginal groups were concerned that hydroelectric and natural gas projects would endanger their traditional activities of hunting, fishing, and trapping. In the 1970’s Inuit, Métis, and Indian Brotherhood of the Yukon and Northwest Territories struggled to halt the construction of oil and natural gas pipelines that were to run through their lands Berger Commission  In 1977 the commission recommended the construction of the Mackenzie Valley pipeline should be suspended for ten years pending an in-depth environmental study and negotiations with the Aboriginal peoples about financial compensation, self-government, and other issues. By 2000, Aboriginal peoples were open to the idea of building a pipeline and stressed control and some ownership of the project. In 1980’s~1990s Cree residents of Northern Quebec halted a Hydro Project which threatened to flood some of their ancestral territories.

The Path to Self-Government 1980s Assembly of First Nations to represent themselves in their dealing with the federal government. Pressured government during constitutional negotiations  Aboriginals entrenched in the Charter of Rights and Freedom  In 1985 Bill C-31 gave Aboriginal band councils the power to decide who had the right to live on Aboriginal reserves Brought about question of self- government=Aboriginal peoples claimed that control over their resources would allow them to tackle social and health concerns in their communities. Aboriginal land claims Specific claims=First Nations’ claims to land based on the belief that the government did not fulfill its obligations under treaty or other agreement

Oka Confrontation Disputed land in Oka, Quebec  Oka town council wanted to expand a golf course into the land that Mohawks at the nearby Kanesatake reserve considered sacred. Mohawk warrior society blockaded the land July 11 th, police advanced on Mohawk lines, gunfire broke out, and an officer was killed. Police blockaded Kanesatake—Mohawks Montreal  violent confrontations between Quebeckers, police and Mohawks. Across Canada, other Aboriginal groups blockaded highways and railway tracks in support. Robert Bourassa (Premier) called in the Canadian Forces. Disputed land was purchased by the federal government and given to Kanesatake

A Powerful Force for Change  The creation of the territory of Nunavut in 1999 resulted from the Largest treaty ever negotiated in Canada o Inuit  gained political control of some 1.6 million square kilometers on the Eastern Arctic. o Importance=Aboriginal claims and self-government will continue to be a powerful force for change in shaping the nation into the 21 st century.