First Nations Child Welfare Agreement review – Ontario (Other (Not Listed) Sample)
Current Event Information Brief
Your workplace supervisor has noticed an item in the news involving Indigenous peoples. You have been asked you to prepare a short information note that can be shared with colleagues. Your note should identify the news item, describe the historical context of the item, identify the issue(s) that the item raises and present a short analysis of its importance/significance.
Please choose one of the following items:
1. Cornwallis Statue in Halifax
2. First Nations Child Welfare Agreement review – Ontario
3. Indian Hospitals
4. Missing and Murdered Indigenous Women National Inquiry
5. Legal Marijuana and First Nations
6. Drinking Water Advisories on First Nations communities
7. 60's scoop settlement
8. Indigenous representation on juries
9. First Nations Major Projects Coalition
10. Bill C-262 "an Act to ensure that the laws of Canada are in harmony with the United Nations Declaration on the Rights of Indigenous Peoples
11. Victoria's Secret Appropriation of Indigenous culture
12. Indian Affairs Department Split
For help in writing a briefing note, here are several links that you may find useful:
1.How to Write Briefing Notes https://www.publicsectorwriting.com/?page_id=6
2. How to Write a Briefing Note from Writing for Government, UVIC
3. Writing a Briefing Note
Your briefing note should be about 750 words, double-spaced, maximum three pages
The note will have a cover page that applies MLA standards as to spacing and content.
In the upper right-hand corner of the title page please include a headshot of yourself.
The next to last page of the note is a reference page including 8 to 10 properly cited references.
Only references cited in the body of the briefing should be listed in the reference page.
The final page of the assignment is the checklist document provided to you on Black Board.
Wikipedia references are not acceptable
Your submission should consist of the following pages.
Page One: title page
Page Two: Executive summary: 100 words maximum
Pages Three through Five: information note
Page Six: Works cited
Page Seven: Academic Checklist
The information note will use a series of headings to present the content. Section titles to be used for pages three to five:
1-3 short paragraphs on the history of the issue, how it developed, who has been involved, what actions or progress have been taken to date.
2. Key Issues
6 -8 key points which describe the importance of the subject to your organization, to the public and to your community.
Other section titles can be created and included in the key issues section.
By way of suggestion other section title possibilities could be
Whatever section titles the writer chooses; they should be relevant to the topic and help to move the narrative towards a conclusion that is supported with documented evidence.
First Nations Child Welfare Agreement review – Ontario
Name: Trisha Chandratilleke
Student Number: 0581649
TA: Tia Cavanagh
Course: INDG – 1002H
February 28, 2018
Relative to the national Canadian census that was conducted in the year 2016, the population of the Iindigenous children is at 7.7%. This is the population of children that are between the ages 0 and 14 years of age within Canada (Government of Canada). However it is estimated that over 52.2% of the children are being brought up in foster care homes. Ironically aA good majority have been registered as Status Indians and they are at an estimated 69.1% (Government of Canada). There are discriminatory approaches that are embedded in the law and the foster care system, and one has to only look at the subtle processes. This is best expressed in the First Nation Child Welfare, where children are taken away from their families ("The Aboriginal Advisor's Report on the Status of Aboriginal Child Welfare in Ontario"). The irony of it all lies in the fact that the interestsinterests' ideology of the welfare system serves in a way to show that, the processes are directed at making sure the level of apprehension for Ffirst Nnation children and their families is not reflected as a coercive and destructive process (Kline, pg. 388). It is shown as a rather, as legitimate, necessary and natural to have the children placed away from their families (Legislative Assembly of Ontario). The legal processes that guide these are indicated as neutral and universal and directed at protecting the interest of the Ffirst Nnation children (Bennett, and Zimmer). What is more astonishing is the level of difficulty of for beating the system (elaborate here- who is beating the system?). As such, it is crucial for the Ffirst Nnation children and adults to be empowered to form their own welfare services outside of the existing framework (Kline).
In the very first attemptsThe first flaws in the system led to at separating the children of the first nationFirst Nationindigenous Children from their families, this was coated marketed as assimilation attempts, where the aboriginals Indigenous were being integrated into the Anglo European culture. In effort to show the element of solidarity, an Act was enacted coined the Indian Act of 1867 of 1920, A10. This would see all the children between the ages of seven to fifteen attend school, provided they were physically able. The Act also gave the enforcing officers the right to enter any premises they felt or had information could be harboring Indian children that meet the standards. Then came the 1951 Section 88 t the Indian Act. This is an Act that made it possible for the enforcement at the provincial levels for the children that were living in the reserves (Statistics Canada). Ideally tThis was an approach that would see enforce the children taken away from the families and placed in care centers. It was then Iin the year 1965, when the Indian Welfare Agreement was signed by INAC, coined called, Indian and Northern Affairs Canada (Kline, pg. 383). It was not until the 1970s that the aboriginals Indigenous peoples started to formally complain of the provincially ran welfare services citing issues with poor representations in of the objectives of the aboriginaltowards Indigenous peoples. The programs did not represent their Indigenous peoplespeople's interest and they government were using skewed agendas to paint a natural and legitimate system (Fontaine).
Later on in the year 1984, the government brought on board the Child and Family Services Act, that would see the rights of the aboriginals Indigenous peoples respected. The agencies that are now formed by the and inspired by the interests...
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