Sociology 2267A/B Chapter Notes - Chapter 11: Iroquois, Band-Aid, Shared Experience
26 Apr 2018
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Chapter 11 reading -youth gangs and aboriginal offenders
Monday, April 23, 2018
4:23 PM
Introduction
• Before the 'great law' was introduced, the Haudenosaunee engaged in blood feuds and revenge
and repeating the cycle fo vengeance
o In response to this international violence and strife, the creator sent the peacemaker to
convince the Haudenosaunee to accept the great law of peace and to establish one of the
most powerful political alliances on the north america continent
Understanding the complexities of aboriginal youth crime
• The complexities of aboriginal youth crime interlace 2 main features:
o The shared experience of aboriginal peoples -historically, culturally, socially, and
economically -as defined by their relation with the settlers
• Relations marked by racism, broken treatment, assimilation attempts, and domination
o Second: intergenerational trauma and the repercussions felt in daily lived experiences of
aboriginal youth
• Effects include: poverty, unemployment, dropping out of school, family violence, high
rates of substance abuse
• Historical context: broken relationships and promises
o The link between aboriginal youth's common experience -traumatization and victimization-
and criminalization
o Broken relations and promises included policies of domination and assimilation
o Ceremonies
• Potlatch: giveaway/gifting were outlawed
• Pass business: forbidding outsiders from doing business with aboriginal peoples
without permission of the Indian agent
• Residential school creation
o The historical problems of many aboriginal peoples stem directly from assimilation which
fundamentally changed the economic, political, and social life -indeed the very culture- of
first nations people
o Educational and socio-economic implicators of crime
• Historical and current societal power structures have predisposed them to revasive
disadvantage and to a suppression and repression of personal value that are apparent
across many contexts, one of which is the experience of 'schooling'
• Personal characteristics, including gender, social class, religious creed, and ethnicity,
not only affect student's objective chances of academic success but also have an
impact on the subjective experience of school, including attitudes toward the
institution
• For policy makers, focusing on crime (managing the system) may be more practical
than addressing social problems
▪ Including the marginalization of people on economic and racial grounds (the
causes) from which crime emerges
• Band-aid solution (ex. Getting tough on crime) are quick fixes that divert attention
from the broader issue that require more sustained attention, more critical analysis,
more resources, and more comprehensive social change
• Contemporary context: victimization -a statistical profile
o Aboriginal youth victimization is likely similar to that of their families
find more resources at oneclass.com
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Document Summary
Chapter 11 reading -youth gangs and aboriginal offenders. Introduction: before the "great law" was introduced, the haudenosaunee engaged in blood feuds and revenge and repeating the cycle fo vengeance. In response to this international violence and strife, the creator sent the peacemaker to convince the haudenosaunee to accept the great law of peace and to establish one of the most powerful political alliances on the north america continent. For policy makers, focusing on crime (managing the system) may be more practical than addressing social problems. Including the marginalization of people on economic and racial grounds (the causes) from which crime emerges: band-aid solution (ex. Female aboriginal youth experience greater overrepresentation than males: aboriginal youth are overrepresented in correctional system admissions, with the exception of newfoundland and labrador, more pronounced as one moves from east to west coast and. Intellectual functioning, personality characteristics, and temperamental factors (ex.
