SOCIAL JUSTICE AND ABORIGINAL POVERTY IN CANADA

SOCIAL JUSTICE AND ABORIGINAL POVERTY IN CANADA

DISTRIBUTION OF WEALTH IN CANADA Section of Population Top 20% 75 Second to top 17.4 Middle 20% 6.9 Second from bottom 1.3 Bottom 20% Share (%) of Wealth -0.6 (average debt of $9000)

INCOME INEQUALITY IN CANADA Section of Population Share (%) of Income Top 20% 44.8 Second to top 24.4 Middle 20% 16.1 Second from bottom 10.3 Bottom 20% 4.5

POVERTY IN BC Highest poverty rate (11.5%) Child poverty rate (10.5) Inequality rising at a faster rate Household income of 1% increased 36% in past 10 years Other 99% income stagnated Most poor people work Every month 90,000 people use food banks Consequences of poverty cost province $8-9 billion per year Poverty reduction strategy would only cost $4-5 billion

CHARITY By charity we mean giving help to those who are in need there is an immediate need, and we fill it. We do this in an altruistic way, not expecting anything in return. So for instance donating to a food bank, or supporting charitable organizations like UNICEF, or fundraising is another example.

SOCIAL JUSTICE Fairness, equity; the fair distribution of advantages, assets, and benefits among all members of a society. Examples: fair taxation of rich and poor (so the poor don t pay a higher percentage of their income in tax than the rich). Equal access to high quality healthcare and education for everyone.

CHARITY VS. JUSTICE Charity Short-term Effect Personal Dependent Shame No change Fish Justice Long-term Cause Structural Independent Pride Systemic change Fishing rod

LYNN S STORY Lynn has two children in school and a minimum wage job. Each month, she only has enough money to cover rent and food. Her children are bullied at school because they never have new clothes and cannot participate in school activities with an extra fee. One month, she loses her glasses, but cannot see without them. She borrows money from Money Mart but now has to pay it back with high fees and interest. Sacrifices have to be made, The children go to school hungry a few days a week.

SOLUTIONS Charity? Social Justice?

SOLUTIONS Glasses Food Clothes School fees Charity Give to charity that provides glasses Justice Extend public health care Donate to foodbank Raise minimum wage Give to charity that provides clothes Fundraise for school Raise minimum wage Increase public education funding

WHAT S THE REAL PROBLEM? Mr. and Mrs. Kiambang immigrated to Canada 3 years ago from Malaysia. Their son is 2 years old. Their education, job training, and experience in Malaysia is not recognized in Canada, so Mrs. Kiambang works part-time as a cashier, and Mr. Kiambang works full-time at a fish packing plant. Their son s childcare costs $1200 per month and rent is $1250, leaving them with little left over for food and other necessities. The Kiambangs would like to attend school to upgrade so Mrs. Kiambang can be a nurse and Mr. Kiambang can be an engineer again, but can t afford the tuition.

WHAT S THE REAL PROBLEM? An adult education centre has old, out of date textbooks. Classes are often cancelled, and adults who wish to upgrade have to pay $550 for a class. There are not enough resources for students.

WHAT S THE REAL PROBLEM? Jerry broke his back 6 years ago and has been unable to return to work as a carpenter. He receives disability benefits of $906/month. Recently, the rent on his apartment increased. He couldn t pay and was evicted. Now he is sleeping rough and living on the streets.

7 STEPS TO SOCIAL JUSTICE Raise welfare rates Increase minimum wage Address groups with most needs Build more social housing Universal child care Better access to education Promote health of all

CAUSES OF POVERTY REVIEW Armed Conflict Debt Natural Disasters Legacies of colonialism Disease/Lack of healthcare Political Factors Climate/ Resources

THE POVERTY CYCLE /TRAP

ABORIGINAL POVERTY IN CANADA

KEY TERMS Aboriginal: the Indigenous peoples of Canada First Nations: Refers to Status and non-status Indian peoples. Over 50 different cultural groups and 617 communities across Canada Métis: People from the 19 th century Métis Nation, centered around the Red and Saskatchewan river valleys. Descendants of First Nations mothers and European trapper fathers. Inuit: Indigenous peoples inhabiting the Arctic regions of Greenland, Canada, and Alaska

KEY TERMS Reserve: A tract of land set aside under the Indian Act and treaty agreements for the exclusive use of a Band (First Nations group). Band members have the right to live on reserve lands. Reserves are held in trust by the Crown the people don t own the land, the government is responsible for it. Indian Act: Federal law determines who is an Indian, governs Bands, and reserves Highly paternalistic Designed to assimilate

HOMEWORK CHART Unique to Kenya Both Uniqye to Reserves Mostly farming economy Small area of land is good for growing Cash crops replaced subsistence farming Government corruption Urbanization people moving to shanty towns Crushing national debt Economic opportunities limited Poor access to education Few jobs-poor employment prospects Health problems Access to clean drinking water Young population Infant mortality Poor housing Low life expectancy Reserves are too small to support growing populations No control over lands and resources Little access to land and resources outside of communities Problems with alcohol

IMPORTANT DISCLAIMER There are many different groups of Aboriginal peoples across the country. The groups are extremely different different cultures, languages, territories, lifestyles Poverty is not equally distributed across reserves. Many reserves, especially in BC have good standards of living. People living on reserves experience benefits of community, family and culture Many people are working hard to make positive change. Things are getting better.

SOCIAL CONTEXT: THE RESIDENTIAL SCHOOL Government policy All Aboriginal children 5-15 years old expected to go Aim was to assimilate and education Aboriginal children into British way of life Run by churches

SOCIAL CONTEXT: THE RESIDENTIAL SCHOOL Students did not have opportunity to learn much. Girls learned how to be domestics (cooking, sewing) Boys learned how to be laborers. Limited funding Students had to work to pay for/make their own clothes, produce, etc.

SOCIAL CONTEXT: THE RESIDENTIAL SCHOOL Loss of family Loss of childhood Loss of feeling Alienation from culture

SOCIAL CONTEXT: POVERTY Road Allowance People No homes, no jobs, no options Children removed by child welfare No support from government

SOCIAL CONTEXT: POVERTY CYCLE

SOCIAL CONTEXT: TUBERCULOSIS Disease of poverty Inadequate housing, nutrition, and healthcare contribute Sick labor force Still a problem Aboriginal TB 157.7 per 100,000 Foreign born TB 13.4 per 100,000 Canadian born TB 0.8 per 100,000

SOCIAL CONTEXT: ALCOHOLISM Stereotype If you were of Aboriginal ancestry, you had a drinking problem Employers wouldn t hire Landlords wouldn t rent Couldn t go into some places (restaurants, bars) Taxi drivers wouldn t pick up

SOCIAL CONTEXT: ALCOHOLISM Serious problem Residential schools Indian Act Child welfare issues Indian agents Geographic isolation Intergenerational trauma Facts Fewer Aboriginal people drink than non-aboriginal people (34.4% vs. 20.7%) Most Aboriginal people who drink use alcohol less frequently (17.8% vs. 44%) Proportion of heavy drinkers is higher (16% vs. 6.2%)

SOCIAL CONTEXT: THE SIXTIES SCOOP 1960s to 1980s Practice of removing large numbers of Aboriginal children from families and giving them to non-aboriginal, middle class parents. 1951: 21 Aboriginal children in care in BC (1% of all CIC) 1964: 1,466 Aboriginal children in care in BC (34% of all CIC)

SOCIAL CONTEXT: IMPACTS OF THE SIXTIES SCOOP Psychological and emotional problems Presented obstacles for adoptees to get a strong and healthy sense of identity Feelings of not belonging can create barriers to socioeconomic equity.

FACTS ABOUT ABORIGINAL POVERTY IN CANADA Options to finance construction/repairs on-reserve very limited Unless the Band designates reserve land for leasing, you cannot get a mortgage Difficult to secure loans for business very difficult As a result multiple families crammed into houses Contributes to spread of disease Aboriginal people are 4X as likely to live in overcrowded housing and 3X more likely to live in a home in need of major repairs than other Canadians 55% of homes on reserve in need of major repairs

FACTS ABOUT ABORIGINAL POVERTY IN CANADA In some remote reserve communities: 50% of children go hungry 20-30 people crammed into a 2-3 bedroom home Aboriginal population has lower income 30% less Fewer high school graduates Lowered job prospects Neither the federal government or the provincial governments fund off-reserve Aboriginal housing Funding for social housing for all Canadians has been suspended since 1993!

ABORIGINAL WOMEN AND CHILDREN Women discriminated against in the Indian Act In divorce, spouses can t sell family house without consent even if one partner bought it. One partner may not bar the other partner from the home This is being addressed through new laws As a group, Aboriginal children have a diminished quality of life due to the negative impact of colonization on their parents. Residential schools According to the 2006 census, 41 to 52.1% of Aboriginal children live below the poverty line in Canada.

FACTS ABOUT ABORIGINAL POVERTY IN B.C. 41% of all Aboriginal peoples in BC are at risk of homelessness 23% are absolutely homeless In Metro Vancouver, Aboriginal people are 32% of the homeless population. In Metro Vancouver, Aboriginal people are 2% of the total population.