The Impact and Effect of Colonization on Aboriginal People in Aboriginal Education & Employment

Running head: ABRORIGINAL EDUCATION & EMPLOYMENT

The Impact and Effect of Colonization on Aboriginal People in Aboriginal Education & Employment

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Introduction

There exists an intertwining correlation between the colonization process as well as the diversity that is experienced by the Aboriginals in the contemporary society. Ethnocentric attitudes that were displayed by the Europeans during the colonization period devalued the Aboriginal individuals and their own culture, and subsequently leading to the damaging and devastating assimilation tactics (Howson, 2001). The harsh repercussions coupled by the practicing of the spiritual beliefs and the residential schooling system are some of the harsh realities that were actually experienced by the Aboriginals. The early tactics that were employed by the Europeans in civilizing the Aboriginals is reported to have created a generation of emotional trauma and suffering that has a direct connection to the increased struggle that was faced by the Aboriginal individuals as well as their communities (Antone, 2000).

The Impact and Effect of Colonization on Aboriginal People in Aboriginal Education & Employment

There has been an issue of the stolen generation when it comes to the Aboriginals during the colonization period. The Australian stolen generation was simply the stolen children who were removed from their various families through the agencies of the state and the federal government as well as the churches through the acts created through the legislature. The removal of the children from their families actually took place during the period of the year 1869 and 1969. The action of removing these children from their respective communities during colonization has been correlated to their problems within the education and employment sectors. This removal of the Australian children from their families is what is reported to have contributed to the problems faced by the Aboriginals in their employment and education (Levin, 2009).

The Australian stolen generation has been a matter of public debate, as matter of fact the issue has been a contested as differing opinions are given on the issue (Froese-Germain, 2009). The stolen generation was not accorded equal opportunity of accessing education and employment as the rest of the Australians. Moreover, the Aboriginals were actually treated like slaves in several accessions and were consequently not employed in any professional careers (Bates, 1938). Indeed, the Australian government has been accused of having discriminated the Aboriginals and consequently discriminating them and in the long run marginalizing them completely. Nevertheless, there have been increased efforts made in improving the education and employment opportunities of the Aboriginals.

The forced removal of the Aboriginals is reported to have heard several social impacts that have measured and found to have been very severe. Despite the fact that the aim of the program was the improvement of the incorporation of the Aboriginal individual into the contemporary society, a study carried out in Melbourne and increasingly cited in a report released on the stolen generation indicated that there was no progress on the social situation of the Aboriginals who were removed and those who were not removed specifically in the post-secondary education area as well as employment (Manne, 2010).

Furthermore, the report indicated that those Aboriginals who were removed were unlikely to have finished their high school education as compared to the ones who were not removed; they were 3 times more likely to acquire any of the police records as well as twice more likely to use illicit drugs (Manne, 2009). Indeed, the fact that the Aboriginals were not able to acquire better education as indicated in the report completely ensured that they were locked out of the job market especially those employment opportunities that required skilled manpower. Moreover, currently only a small percentage of the Aboriginals occupy skilled employment opportunities that are offered by the Australian. Nevertheless, there has been an improvement triggered by the civil societies and non-governmental organizations aimed at improving the education and employment opportunities accorded to the Aboriginals.

The increased structural inequalities that were experienced by the Aboriginal individuals as well as the communities have been strongly impacted if not caused directly by the colonization (Rollason, 2010). The Aboriginals are reported to have lived in impoverished and difficult conditions that could not be imagined by the average person. It has been reported that the Aboriginals who live removed from their communities and who now live in the city settings live in absolute poverty more as compared to the non-Aboriginal individuals. Tragically, 68 percent of the Aboriginal children are reported to be struggling to live and are consequently living below the poverty line (Rollason, 2010). The suffering and hardship correlated with the poverty are reported to have increasingly affected the Aboriginals insurmountably. One of the significant concerns is the correlation between the academic status and the socio-economic status that created the distressing outcome for several Aboriginal individuals and consequently leading to their high rate of unemployment ((Manne, 2009).

The socio-economic status of the Aboriginals has been reported to be the most significant factor in making determination for the academic standing (Levin, 2007; Froese-Germain, 2009). This simply indicates that the attainment of the youth is in most cases hindered by the low income status of the family. Winnipeg study indicated that, “89% of students passed the Grade 12 English Language Arts exam, however, the success rate diminished quite dramatically to 12% after assessing students whose family received social assistance in the previous two years” (Levin, 2007, p 12). The most unfortunate reality is the fact the youths who are poverty stricken are actually falling behind the more privileged youths within the school system. Nonetheless, consideration should actually be given to the Aboriginal youths who have increasingly experienced the compounding effects of the colonization period that are beyond the poverty stricken communities to be inclusive of the violence and crime, addiction, diminished ties within the family, as well as suicide. These factors combined have greatly affected the potential for the academic success (Levin, 2007).

Many obstacles that are associated with the reported poverty have created an increased strain on the academic success of the Aboriginals. Indeed, the removal of the Aboriginal children from their families ensured that the most energetic youths who could help in improving the food production so as to eliminate poverty were not present. Absence of breakfast as well as poor nutrition among the Aboriginals has been reported to have contributed to the inability of the Aboriginals in focusing in class performance and increased incidences of illnesses leading to missed class days (Levin, 2007). Consequently, the transportation barriers have also lead to issues for participating in anything beneficial after and before the school programs. Moreover, the family demands that includes care for the siblings has also put increased stress on the youth, obstructing concentration within the class, as well as limiting the time that Aboriginals have for finishing their homework (Levin, 2007).

Conclusion

The unfair assimilation tactics that were employed historically by the colonist are reported to have created very difficult outcome for the Aboriginals. Consequently, the Aboriginals are reported to have endured serious unwanted suffering within the society, education system, as well as the employment sector. The historical mistreatments and discrimination of the Aboriginals are to blame for the aboriginal education and employment problems

Topic Chosen

Apply at least one ethical theory to explain how Australia’s Indigenous people have been treated historically and that impinges on the incarceration rates.

Annotated Bibliography

Antone, E. M. (2000). Empowering Aboriginal voice in Aboriginal education. Canadian Journal of Native Education, 24(2): 92-101. Retrieved on March 19, 2014 from http://proquest.umi.com.proxy1.lib.umanitoba.ca/pqdlink?vinst=PROD&fmt=3&startpage=&vname=PQD&did=75166098&scaling=FULL&vtype=PQD&rqt=309&TS=1322535615&clientId=12305.

The article explores the early tactics that were employed by the Europeans in civilizing the Aboriginals is reported to have created a generation of emotional trauma and suffering that has a direct connection to the increased struggle that was faced by the Aboriginal individuals as well as their communities.

Bates, D. (1938). “The Passing of the Aborigines: A Lifetime spent among the Natives of Australia.” Project Gutenberg of Australia, p. 243.

The article indicates that the Australian government has been accused of having discriminated the Aboriginals and consequently discriminating them and in the long run marginalizing them completely. Nevertheless, there have been increased efforts made in improving the education and employment opportunities of the Aboriginals.

Froese-Germain, B. (2009). Make child poverty history? Yes we can. Examining the relationship between education and poverty. Our Schools, Our Selves, 18(3). Retrieved on March 19, 2014 from http://web.ebscohost.com.proxy2.lib.umanitoba.ca/ehost/pdfviewer/pdfviewer?sid=e99824fc-4e9b-47b8-ac56-395ce635ee6e%40sessionmgr104&vid=2&hid=111.

The article states that the Australian stolen generation has been a matter of public debate, as matter of fact the issue has been a contested as differing opinions are given on the issue. The stolen generation was not accorded equal opportunity of accessing education and employment as the rest of the Australians. Moreover, the Aboriginals were actually treated like slaves in several accessions and were consequently not employed in any professional careers

Howson, P. (2001). The Stolen Generations True Believers Take One Step Back. National Observer, 49.

In the article, the writer indicates that ethnocentric attitudes that were displayed by the Europeans during the colonization period devalued the Aboriginal individuals and their own culture, and subsequently leading to the damaging and devastating assimilation tactics. In this article, the writer tries to explain the various atrocities and unethical behaviors towards the Australian Aboriginal group.

Levin, B. (2009, May). Aboriginal education still needs work. In Canada, 90(9): 689-690. Retrieved on March 19, 2014 from http://web.ebscohost.com.proxy2.lib.umanitoba.ca/ehost/pdfviewer/pdfviewer?sid=e99824fc-4e9b-47b8-ac56-395ce635ee6e%40sessionmgr104&vid=6&hid=111..

The article talks about a report that was released in Canada indicating that the university success of rates were fairly very low as compared to the whole population, with an estimated 8 percent of the Aboriginals between the ages of 25 to 34 completing their university degree, while approximately 28 percent of the non Aboriginal individuals attaining the same.

Levin, B. (2007 Sept). Schools, poverty and the achievement gap. In Canada, 89(1): 75-76. Retrieved on March 19, 2014 from http://web.ebscohost.com.proxy2.lib.umanitoba.ca/ehost/pdfviewer/pdfviewer?sid=ce222bf4-4d0f-405a-90dc-5db122cd8c8a%40sessionmgr113&vid=2&hid=111.

The article discusses the socio-economic situation of the Aboriginals. The socio-economic status of the Aboriginals has been reported to be the most significant factor in making determination for the academic standing. This simply indicates that the attainment of the youth is in most cases hindered by the low income status of the family. Winnipeg study indicated that, “89% of students passed the Grade 12 English Language Arts exam, however, the success rate diminished quite dramatically to 12% after assessing students whose family received social assistance in the previous two years.

Manne, R. (2010 Feb). “Comment: Keith Windschuttle”. The Monthly, 53.

This article discusses a study that was carried out in Melbourne and increasingly cited in a report released on the stolen generation indicated that there was no progress on the social situation of the Aboriginals who were removed and those who were not removed specifically in the post-secondary education area as well as employment.

Manne, M. (2009 March) “Sorry Business: The Road to the Apology.” Monthly, pp. 22–31.

The article reported that those Aboriginals who were removed were unlikely to have finished their high school education as compared to the ones who were not removed; they were 3 times more likely to acquire any of the police records as well as twice more likely to use illicit drugs.

Rollason, K. (2010, November 26). Child poverty capital: 68% of aboriginal kids poor, report card states. Winnipeg Free Press. Retrieved on March 19, 2014 from http://www.winnipegfreepress.com/local/child-poverty-capital-68-of-aboriginal-kids-poor-report-card-states-110781819.html

The article indicates that the Aboriginals lived in impoverished and difficult conditions that could not be imagined by the average person. It has been reported that the Aboriginals who live removed from their communities and who now live in the city settings live in absolute poverty more as compared to the non-Aboriginal individuals. Tragically, 68 percent of the Aboriginal children are reported to be struggling to live and are consequently living below the poverty line. The suffering and hardship correlated with the poverty are reported to have increasingly affected the Aboriginals insurmountably