Ontario | The Canadian Encyclopedia

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  • Article

    Bedard Case

    R v. Bedard (1971) challenged section 12(1)(b) of the Indian Act, which concerns the rights of Status Indian women in Canada. The appellant in the case, Yvonne Bedard, took the federal government to court after losing her rights as a Status Indian because of her marriage to a Non-Status man. In 1973, before the Supreme Court of Canada, the Bedard case merged with AG v. Lavell, another case concerning gender discrimination (see Status of Women) in the Indian Act. Although Bedard ultimately lost her reinstatement claims, her case inspired future legal battles regarding women’s rights and the Indian Act, including Lovelace v. Canada (1981) (see Sandra Lovelace Nicholas) and the Descheneaux case (2015).

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    https://www.thecanadianencyclopedia.ca/images/tce_placeholder.jpg?v=e9dca980c9bdb3aa11e832e7ea94f5d9 Bedard Case

  • Article

    Intergenerational Trauma and Residential Schools

    Historical trauma occurs when trauma caused by historical oppression is passed down through generations. For more than 100 years, the Canadian government supported residential school programs that isolated Indigenous children from their families and communities (see Residential Schools in Canada). Under the guise of educating and preparing Indigenous children for their participation in Canadian society, the federal government and other administrators of the residential school system committed what has since been described as an act of cultural genocide. As generations of students left these institutions, they returned to their home communities without the knowledge, skills or tools to cope in either world. The impacts of their institutionalization in residential school continue to be felt by subsequent generations. This is called intergenerational trauma. This is the full-length entry about Intergenerational Trauma and Residential Schools. For a plain-language summary, please see Intergenerational Trauma and Residential Schools (Plain-Language Summary).

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    https://www.thecanadianencyclopedia.ca/images/tce_placeholder.jpg?v=e9dca980c9bdb3aa11e832e7ea94f5d9 Intergenerational Trauma and Residential Schools

  • Article

    Native People's Caravan

    The Native People’s Caravan was a cross-country mobile protest that took place in 1974. Its main purpose was to raise awareness about the poor living conditions and discrimination experienced by Indigenous peoples in Canada. It travelled from Vancouver to Ottawa, where the subsequent occupation of a vacant warehouse on Victoria Island, near Parliament Hill, extended into 1975. The caravan brought various Indigenous groups together in protest of broken treaties, as well as a lack of government-supported education, housing and health care. As a result, meetings between Cabinet ministers and Indigenous leaders became more frequent. The protest is remembered as an important turning point in Indigenous activism in Canada. 

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  • Article

    Ontario

    Ontario is a Canadian province bounded by Manitoba to the west, Hudson Bay to the north, Québec to the east, and New York, the Great Lakes, Michigan and Minnesota to the south. The province was founded on parts of the traditional territories of the Ojibwa, Odawa, Potawatomi, Algonquin, Mississauga, Haudenosaunee, Neutral, Wendat, Cree, Oji-Cree and Métis. The land is now governed by 46 treaties, including the Upper Canada, Williams and Robinson treaties, as well as Treaties 3, 5 and 9.. As of the 2021 census, Ontario had 14,223,942 residents, making it the most populous province or territory in Canada. Ontario was one of the founding members of Confederation, along with New Brunswick, Nova Scotia and Québec, in 1867. The capital city of Ontario is Toronto. Doug Ford is the province’s current premier, leading a majority Progressive Conservative government.

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  • Article

    Resistance and Residential Schools

    Residential schools were government-sponsored religious schools that many Indigenous children were forced to attend. They were established to assimilate Indigenous children into Euro-Canadian culture. Indigenous parents and children did not simply accept the residential-school system. Indigenous peoples fought against – and engaged with – the state, schools and other key players in the system. For the duration of the residential-school era, parents acted in the best interests of their children and communities. The children responded in ways that would allow them to survive.

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