Lecture 2

Question 1

Cultural Safety

Answer 1

In contrast to the concepts of multiculturalism and universalism, cultural safety “requires the explicit and detailed recognition of the cultural identity of the Indigenous people and the historical legacy of power relations and repression”

Question 2

Guiding Principles for this class

Answer 2

cultural safety, reflective learning, insurgent education, indigenous ways of knowing

Question 3

Reflective Learning

Answer 3

Students take a step back to analyze and reflect on their responses to the course materials.

Question 4

Insurgent Education

Answer 4

We will attempt to engage in “decolonizing and discomforting moments of Indigenous truth-telling that challenge the colonial status quo”

Question 5

Indigenous ways of knowing

Answer 5

We respect that Indigenous Peoples have our/their own ways of knowing and interpreting the world that are not required to conform to Western paradigms.

Question 6

IN what document is Aboriginal defined as “Indian, Inuit and Métis people of Canada”

Answer 6

Section 35.1 of the Canadian Constitution

Question 7

Identities have been shaped, and continue to be shapedby

Answer 7

colonial and neo-colonial policy.

Question 8

Indigenous is a term considered more acceptable as a generalizing term, because

Answer 8

it signifies that people have inhabited a particular territory for millennia, and because it connects common experience across the globe.

Question 9

First Nations definition

Answer 9

This identity refers to people who are members of and retain connections to one or more of the First Nation communities in Canada, and who may be Status or non-Status Indians.

Question 9

More than ____ of First Nations people no longer live in the lands that were reserved for their Nation.

Answer 9

50%

Question 10

Status and/or treaty Indian

Answer 10

a legally defined identity embedded within the Indian act (1985)

Question 11

Status and Treaty Indian refers to all

Answer 11

First Nations people who are the descendants of the Nations that entered into Treaty with the (British) “Crown

Question 12

Metis

Answer 12

A complex identity that is legally defined within Canadian law and refers to the “mixed blood” descendants of European and Indigenous people.

Question 13

Metis identity developed from

Answer 13

the recognition of the unique culture, language (Michif) and people of mixed ancestry descent from the French and Cree families living in the Red River valley.

Question 14

By institutionalizing categories, terms and definitions of Indigenous groups/people, the colonial state has directly contributed

Answer 14

the breaking of family bonds, loss of identity and undermining of traditional Indigenous conceptions of identity and community.

Question 14

Inuit

Answer 14

A legally defined identity embedded within Canadian law and refers to the culturally and linguistically similar people living in the Arctic regions.

Question 14

Self-Identification

Answer 14

Many Indigenous populations have their own Indigenous language-based names for themselves, their Indigenous nations, tribal organizations, alliances, landmarks, life-ways and people.

Question 15

Race

Answer 15

is a socially constructed phenomenon that is not supported by scientific evidence – there is no “racial hierarchy” – but nonetheless, ideas about racial categories and traits persist and continue to shape conversations.

Question 16

Critical race theory (CRT)

Answer 16

examines how race is implicated in all aspects of society and how certain racial groups with power govern other racial groups

Question 17

Criticisms of Critical Race Theory

Answer 17

• Does not name and examine the role of colonialism
• Does not include the voices of Indigenous scholars/discussions around sovereignty

Question 18

Anti-racism education includes:

Answer 18

Naming the visible and invisible powers and privileges that have been normalized by White people.
Examining the construction of race in relation to power

Question 19

Indigenous anti-racism education

Answer 19

Expands on anti-racism education and CRT by examining the “links between colonialism and racism” in contemporary terms

Question 20

Racism

Answer 20

is the marginalization and/or oppression of people of color based on a socially constructed racial hierarchy that privileges white people.

Question 21

Racism is complex and built around different components that include:

Answer 21

Prejudice
Ethnocentrism
Stereotypes
Discrimination
Harassment
Racial Harassment
Microaggressions
Colour Blindness

Question 22

The concept of privilege involves both

Answer 22

advantaged and disadvantaged individuals, and in order to address privilege both need to be acknowledged

Question 23

McIntosh (1988) describes white privilege as

Answer 23

an invisible package of unearned assets” that could be relied upon, but weren’t supposed to be recognized as assets

Question 24

What this means is, similar to male privilege, white people are not taught to

Answer 24

recognize their privileges because recognizing both advantages and disadvantages makes one accountable for their actions

Question 25

Having been taught to not see their oppressive nature,

Answer 25

white people’s oppressiveness, in some cases, comes from an unconscious place.

Question 26

McIntosh (1988) goes on to state that “whites are taught

Answer 26

to think of their lives as morally neutral, normative, and average” so that when efforts are made to benefit others, its seen as helping others become more like “us

Question 27

When looking at privilege in this way, one must separate different types of advantages:

Answer 27

Earned strength vs. Unearned power

Question 28

Additionally, one must recognize that not all privileges are damaging:

Answer 28

Positive advantages vs. Negative advantages.

Question 29

Lastly, one must address the differences between rights and advantages:

Answer 29

Unearned Entitlement vs. Unearned advantage

Question 30

Where does advantage come from?

Answer 30

Race
Sex
Age
Ethnicity
Physical ability
Nationality
Religion
Sexual orientation
Social class
Economic class

Question 31

Active privilege

Answer 31

Visible advantages for the privilege

Question 32

Embedded

Answer 32

Advantages members of the privileged group are not meant to see.

Question 33

To redesign social systems, we need first

Answer 33

to acknowledge their colossal unseen dimensions

Question 34

The goal needs to be to raise the daily consciousness on white privilege, and

Answer 34

use this information to reconstruct power systems on a broader base.