Midterm 1 Flashcards
What are Bundles
sacred as they were believed to contain parts of animals and plants of all realms
Western values vs. Blackfoot values
- Physical written records vs. Oral Records
- We put “artifacts” on a shelf in a museum… They believe these items are sacred and should be kept and passed down
- What we see as “progress” (urbanization, science, expansion, agriculture) is destruction for them (destroying the land, sacred places that hold historical and spiritual meaning)
What caused famine and disease for the Blackfoot
- Waves of smallpox spread heavily throughout intertribal trade prior to European contact.
- Famine became “naturalized” or “fated” as European expansion caused bison populations to substantially decrease due to overhunting
- The famine and disease of the early 19th century ultimately had major ripple effects throughout the rest of the century causing irreversible damage to ecosystems and landscapes, as well as trade and development amongst tribes.
what are the 2 wars and whisky with the blackfoot
-The Baker Massacre: In that time, Major Eugene Baker led the United States Cavalry as they attacked the camp and murdered 217 unarmed women and children and survivors were forced to flee towards what is now Lethbridge
-The Last Big Battle: With the bison overhunted, the Blackfoot had to fight with former allies, such as the Cree (Asinaa) people, for the scarce resources remaining
-The Whiskey Trade: The Blackfoot tried their best to keep the fur traders at bay, but still they pushed through
In 1873, the NWMP were formed to suppress the whiskey trade, but instead, they did the opposite
Culture suffocation of the blackfoot
- In 1877, Red Crow & Crowfoot made a treaty with the Dominion of Canada (Treaty 7) but what they had discussed and been promised did not match what they got
- Reserves were miniature compared to the land they originally occupied
- Indian agents and NWMP restricted their movement off of the reserves
- They lost access to many sacred places due to the restricted size of the reserves
- This restriction changed the relationships between fellow Blackfoot people and suffocated their culture
Repatriation means?
“return to the fatherland”
What is First Nations Sacred Ceremonial Objects Repatriation Act?
allowed them to apply for repatriation of objects in both the Royal Alberta Museum and the Glenbow Museum
What is the difference between visiting and tour?
-A simple tour of the sites (walk around briefly, glance at a few information stands, etc.) is not enough to appreciate these places
-Instead, people should visit them
A visit implies one is a guest who will take time to relax, stay and become immersed in the experience
These visits allow people to experience storytelling from elders, the act of making an offering, to sing songs and participate in other activities, visit and interact with others, and become fully immersed in the experience
The Blackfoot Elders Committee is consulted to?
Locate and protect important unprotected sites
Use their knowledge to better preserve these sites
And to use their perspective to protect the sites from other government departments, industrialization and the public
Why we should strive to understand the Indigenous Worldview:
For teachers: develop teaching approaches that honor this worldview.
What’s Ontology
Our worldview. Philosophical study of being
Whats epistemology
How we come to know what we know.
Whats Axiology
Nature of value and valuation.
Whats methodology
Methods used in a particular area of study.
3 different definitions of world view
- Science Education Cajete (2000), Cobern (1996), Ogawa (1995)
- Environmental Educator Fien (1993)
- Indigenous Worldview
3 aspects of Indigenous Shared Worldview
Interdependence,
Connectedness,
Relatedness
3 aspects of indigenous philosophy:
Coexistence: Foundation of respect for all ways of knowing.
Reinforce humility: No one holds all the answers to the great mystery of life. We are all pieces of the puzzle. We are all grandchildren of Creator regardless of racial heritage.
Elders: Teach respect for other people’s ways of knowing and being. “We are the land and the land is part of us.”. Spirituality: A search within oneself for inner wisdom
and striving to connect with spirit that dwells
within. (Elders say answers come from within.)
What is the goal of indigenous education?
To become whole and complete
as we move through different
stages of childhood,
adolescence, adulthood, and
elders - different roles and
responsibilities through
each stage.Three aspects of indigenous education
Ancestors: We are connected to our ancestors in the spirit world through the relationships we have with Mother Earth.
Circle of life:
- We come from spirit and we all return from spirit in a never ending cycle.
- Earth nurtures our living bodies when we die and return to Mother Earth.
Cultural Identity and languages: Drawn from the spiritual relationship they have with the land. Loss of Land = Loss of Identity.
Creation: Become a part of the living earth, landscape, elements, animals and plants
Definition of knowledge systems:
a basic understanding that knowledge itself is directly linked to place, and thus knowledge cannot be accessed without an individual’s conscious acceptance of particular knowledge as an integral part of the particular place
Relationship of identity and place
- Knowledge relates to a connection between identity and place
- The place you are from is part of your identity
- Unless people connect with the land they are on, they cannot begin to understand their identity as part of that place
What disconnect people from place?
Eurocentric knowledge systems
Importance of place:
- If you can’t relate to place, then you are missing an important part of your being as a person.
- Without a connection to place you are walking around as a head, and the rest of you is nothing.
- Most Canadians were robbed of that knowledge and that sense of themselves
- Place is the the root of different epistemological and ontological perspective and knowledge systems
- Without knowledge coming from place we are stuck in one knowledge system
Importance of plural knowledge systems, and why it is important for teachers.
-Teacher education programs hold responsibility to prepare teachers to work people from other knowledge systems
-Teachers need opportunities to interact in other knowledge systems if they are to gain an understanding of how knowledge systems affect the effectiveness of all mainstream Canadian educational effort
-Teacher education programs that focus on multiple knowledge systems are more effective
-Teacher education programs cannot continue to ignore the fact that student bodies represent multiple knowledge systems.
-In classrooms across this continent, classrooms are becoming increasingly diverse.
-How we prepare education students to respect, recognize, and include students’ and
communities’ knowledge systems into their classes is a matter of crucial importance.
-Maintaining the integrity of distinct knowledge systems must be a goal of teacher education
-If your knowledge system is respected and is a part of the teaching content and pedagogy of your classroom, you will be successful in that classroom.
What are the points of the triangle
Knowledge, place, experience
Definition of Métis identity:
- Defining the Métis identity will differ from person to person as being Métis means different things to different people
- This raises the question on how does one know if they are Métis?
- The word Métis or Metisse in French literally means “Mixed”.
- Many people believe that being Métis means one of your parents is “Indian”or that you can only be a certain percentage of “Indian” when you claim to be Métis , when in reality being Métis has to do with ancestry and connections to the Métis culture.
- Being Métis has more to do with your relations to the culture as well as the kinship you have with not only your fellow Métis people but with the land and nations origin.
Little m argument
Throughout the years Métis people have had numerous names given to them such as; half-breeds, country-borns, mixed bloods, etc. These names given to the Métis fall under the Little m argument because it has to do with race, much like the question “which of your parents are Indian?”
Big M argument
The Big M argument pertains to the sociopolitcal aspect of the Métis people, although there are underlying themes of race and ones blood mixture in the Big M arguments, it is less of the focus opposed to kinship and bonds one has with the Métis nation
Vowels view
Vowel’s view - Vowel is content with the varying definitions of who is Métis, whether or not those claiming to be Métis actually are, had no affect on her or her community.
In many cases it was non-status Indigenous people that would claim to be Métis to place claim to their Indigenous ancestry opposed to non-Indigenous people claiming to be Métis for the supposed benefits that come with being a member of a provincial organization; such as a harvester card
What is the Daniels decision
The Daniels decision makes it clear that both non-status Indians and Métis people are to be included under section 91(24) of the Constitution Act, making them the federal government’s responsibility and not the provincial government - but it doesn’t end there
Colonialism:
How the settlers came into Canada (British and French). Coming into an area and exploiting the land and its people.Treaties are made from this.
Post-colonial theory:
To make people aware of what happened during colonialism in the hope to bring awareness and be able to move forward in a better way.
Nitisy:
navel; burying umbilical cord at place of birth.
Ethical space
Western–space (neutral, engagement)–Indigenous
White paper:
Pierre Elliott Trudeau: declare to eliminate Indian status
Red paper:
reverse that.
What did the Canadian gouvernement put in place to keep track of eskimos and Inuits
- Were not recognized that they existed, did not count as ‘treaty indians’.
- This was done to keep track of their movements.
- The system was so messy some had disks, some did not.
- Baby is not a person until given a soul name.
- Big mess with last names, everyone had a different one, they did not understand how is worked.
- 1941: agreed to have a disk system. Eskimos were protesting them.
Peacemaking:
negotiation to resolve disagreement
peace building:
can be done through treaty education.
Structural violence:
the societal systems that ensure the continued marginalization of Indigenous people.
Symbolic violence:
consequence of social hierarchy, some groups are dominant while some others are marginalized.
Treaty education
One such initiative, treaty education, has the potential to disturb dominant national narratives in classrooms, and to invite students to think differently about the history of Canada as it seeks to acknowledge and challenge epistemologies of ignorance that often shape relationships with Aboriginal peoples
Human rights structure in settling grievances:
Commissioner—Tribunals (8-15 regular people)(like jury duty)—Chair (legally trained): there is no way in determining bias
The Davin report:
recommendation to start residential schools to replace day school.
6 standard course of Ethics:
stuff like, cleanliness, respect right and wrong, proper appearance, industry, patriotism.
Retrogression:
Cultural backsliding by graduates of the residential schools. They wanted them to pass on what they learned in school to transform the future generation.
Intergenerational IRS trauma:
continues to undermine the well-being of today’s Aboriginal population, and having a familial history of IRS attendance has also been linked with more frequent contemporary stressor experiences and relatively greater effects of stressors on well-being
Intergenerational trauma:
grandparents trauma passed to grand kids.
historical trauma:
look at the past and asses how to fix them now.
collective trauma
the group
The six directions:
Education is dynamic like the seasons:
- East: beginnings, spring-children are the future, there is no one standard of education model
- South: Summer, pre-contact,
- West: autumn, west to colonize, europeans took everything like winter takes the grass, but it lives on.
- North: winter, survival, stereotyping, oppression, conflict, vitality.
- Earth: earth is sacred, and sustains us. Native community demands a place.
- Spirit: Centre of six directions, spirituality, identity, spiritual values and traditions, service.
Bill C-33
- First reading April 2014
- It was stalled because it was a white paper, no communication with first nations. They wanted their own determined process for change.
United nations declaration on the rights of indigenous people
-Resolution adopted by the General Assembly on 13 September 2007 [without reference to a Main Committee (A/61/L.67 and Add.1)]
61/295.
-United Nations Declaration on the Rights of Indigenous Peoples
-The General Assembly: Taking note of the recommendation of the Human Rights Council contained in its resolution 1/2 of 29 June 20061, by which the Council adopted the text of the United Nations Declaration on the Rights of Indigenous Peoples
What are the issues on child welfare?
Police attitude to and interpretation of neglect by Aboriginal parents of their children. Aboriginal memories of the scoop and residential schooling. Race and power. The constitutional rights of Aboriginal people.
We call upon the Government of Canada to repeal Section 43 of the Criminal Code of Canada. What are the issues here? Section 43 states that,
“Every School teacher, parent or person standing in place of a parent is justified in using force by way of correction toward a pupil or child, as the case may be, who is under his/her care, if force does not exceed what is reasonable”
Possible triggers of violence and trauma that are associated with residential schools.
Teaching Quality Standards
- Fostering Effective Relationships
- Engaging in Career-Long Learning
- Demonstrating a Professional Body of Knowledge
- Establishing Inclusive Learning Environments
- Applying Foundational Knowledge about First Nations, Métis and Inuit
- Adhering to Legal Frameworks and Policies
