{"id":11,"date":"2015-06-30T14:14:40","date_gmt":"2015-06-30T21:14:40","guid":{"rendered":"https:\/\/blogs.ubc.ca\/conversationscanada\/?page_id=11"},"modified":"2015-08-14T18:17:09","modified_gmt":"2015-08-15T01:17:09","slug":"annotated-bibliography","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/conversationscanada\/annotated-bibliography\/","title":{"rendered":"Annotated Bibliography"},"content":{"rendered":"<h4>Davies, Scott and Neil Guppy. \u201cRace and Canadian Education\u201d. <i>Racism and Social Inequality in Canada.<\/i> Ed. Saizeqich, Vic. Thompson Educational Publishing. Toronto. 1998. Print.<\/h4>\n<p>Scott Davies and Neil Guppy collaborate on this article and are truly a powerful intellectual pairing. Neil Guppy is a Professor in the Department of Sociology at UBC Vancouver and Scott Davies is a Professor at McMaster University. Davies and\u00a0 Guppy offer a surprisingly contrasting view on racism in Canadian school systems in their article in <a href=\"https:\/\/books.google.ca\/books\/about\/Racism_and_Social_Inequality_in_Canada.html?id=S856QgAACAAJ&amp;redir_esc=y\"><em>Racism and Social Inequality in Canada<\/em><\/a>. While they recognize that \u201cany social group that faces disadvantages in our schools will likely also face problems in the labour market and in cultural spheres\u201d (Davies 131), ultimately they argue that our attempts at multiculturalism and \u201cthe continual preoccupation with race and ethnicity deflects attention from . . . far more enduring sources of educational inequality\u201d (153). First Davies and Guppy discuss many of the widely published academic work that they are working to disprove. These works argue that \u00a0\u201cour schools are said merely to offer the appearance of equal opportunity . . . Students who fail in school . . . are usually poor students, ethnic minorities and females\u201d (Cited in 132) and \u201cimplicitly promote the superiority of a culture that Canadians inherited from Europe\u201d (132). They continue to conclude that \u201cthis type of subtle racism, according to this argument, is not overt, nor is it expressed as hatred. Nevertheless, it is said to be potent. because it \u2018disables\u2019 minority students, socializes them into failure and condemns them to permanent marginality in the labour market\u201d (cited in 132-3), but ultimately Davies and Guppy\u2019s \u00a0\u201caim is to examine the evidence and reasoning that underpin claims of institutional racism in Canadian education . . . [through] quantitative evidence on equal opportunity in contemporary Canadian education\u201d(133). Afterwards they \u201cattempt to explain why education in Canada is becoming increasingly racialized\u201d (133). Despite recognizing that \u201cAboriginals received the smallest share of university degrees\u201d (138) and that they face a \u201cclear case of blocked attainment\u201d (140), they ultimately conclude there is no evidence of racial impediment in the education system. Although they presented much concrete evidence, I decided to research further. As you may see that in the <a href=\"http:\/\/www.ccl-cca.ca\/CCL\/Reports\/LessonsInLearning\/LinL20081030Immigrantsandlabourmarket.html\">first graph<\/a> their thesis is supported, but it is clear by the <a href=\"http:\/\/www.ccl-cca.ca\/CCL\/Reports\/LessonsInLearning\/LinL20081030Immigrantsandlabourmarket.html\">2nd graph<\/a> that there is clearly still a problem with racism in our country. Furthermore the<a href=\"http:\/\/www.ccl-cca.ca\/pdfs\/LessonsInLearning\/Sep-04-08-Improving-literacy-levels.pdf\"> third graph<\/a> shows that while immigrants and other minorities succeed in school, it is clear that the Aboriginal population is still discriminated against. Even Davies and Guppy agree with that fact, citing an abysmal average of 1.575% of the populous holding a university degree.<\/p>\n<p><a href=\"https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-5.50.32-PM.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-117\" src=\"https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-5.50.32-PM-261x300.png\" alt=\"Screen Shot 2015-07-24 at 5.50.32 PM\" width=\"362\" height=\"416\" srcset=\"https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-5.50.32-PM-261x300.png 261w, https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-5.50.32-PM-130x150.png 130w, https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-5.50.32-PM.png 582w\" sizes=\"auto, (max-width: 362px) 100vw, 362px\" \/><\/a> <a href=\"https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-6.11.06-PM.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone  wp-image-118\" src=\"https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-6.11.06-PM-300x191.png\" alt=\"Screen Shot 2015-07-24 at 6.11.06 PM\" width=\"437\" height=\"278\" srcset=\"https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-6.11.06-PM-300x191.png 300w, https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-6.11.06-PM-236x150.png 236w, https:\/\/blogs.ubc.ca\/conversationscanada\/files\/2015\/06\/Screen-Shot-2015-07-24-at-6.11.06-PM.png 521w\" sizes=\"auto, (max-width: 437px) 100vw, 437px\" \/><\/a><\/p>\n<h5>Works Cited<\/h5>\n<ul>\n<li>Davies, Scott and Neil Guppy. \u201cRace and Canadian Education\u201d. <em>Racism and Social Inequality in Canada<\/em>. Ed. Saizeqich, Vic. Thompson Educational Publishing. Toronto. 1998. Print.<\/li>\n<li><a href=\"http:\/\/www.ccl-cca.ca\/CCL\/Reports\/LessonsInLearning\/LinL20081030Immigrantsandlabourmarket.html\">Multiple Authors. \u201cMore education, less employment: Immigrants and the labour market\u201d. Visual. L<em>essons in Learning.<\/em> Canadian Council on Learning. Oct 2008. Accessed July 23rd. Web.<\/a><\/li>\n<li><a href=\"http:\/\/www.ccl-cca.ca\/pdfs\/LessonsInLearning\/Sep-04-08-Improving-literacy-levels.pdf\">Multiple Authors. \u201cImproving literacy levels among Aboriginal Canadians\u201d.\u00a0Visual. <em>Lessons in Learning.<\/em> Canadian Council on Learning. Sept 2008. Accessed July 23rd. PDF<\/a><\/li>\n<\/ul>\n<p><em>By James Long<\/em><\/p>\n<h4 class=\"p1\"><span class=\"s1\"><b>Dowell, Kristin L. &#8220;Aboriginal Diversity On-Screen.&#8221; <i>Sovereign Screens<\/i>. Lincoln: U of Nebraska, 2013. 76-105. <i>Project Muse<\/i>. Web. 19 July 2015.<\/b><\/span><\/h4>\n<p class=\"p1\"><span class=\"s1\">Anthropology scholar Dowell has done extensive research <a href=\"http:\/\/www.nebraskapress.unl.edu\/product\/Sovereign-Screens,675764.aspx\">on what she calls the &#8220;visual sovereignty&#8221; of Aboriginal culture in media<\/a>. In this chapter, Dowell &#8220;analyze[s] the ways in which Aboriginal media intervene in the Canadian national mediascape to impact on-screen representations of Aboriginal people&#8221; by &#8220;exploring the impact of APTN [<a href=\"http:\/\/aptn.ca\/corporate\/about.php\">the Aboriginal People&#8217;s Television Network<\/a>] on Aboriginal media production&#8221; (77). She also explores the representation of mixed-blood and two-spirit Aboriginals, and mentions the success of youth programming\u2014which pushes us to meditate on the effect of media like didactic cartoons on youth. It seems that a central tension Dowell has found in speaking with industry professionals such as Jeff Bear is a <i>crossroads<\/i> between assimilating to mainstream media culture (in order to create awareness for unique Aboriginal stories)\u2014or to create a separate Aboriginal space to speak in traditional ways not yet well-received by the mainstream industry. Aboriginal artists themselves seem divided on this crossroads.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">This chapter of her book first describes the frustrations Aboriginals often face when working in the media industry with mainstream colleagues. For example, when Kamala Todd interviewed chiefs for a news program, she did not cut their interviews because traditionally, elders should not be interrupted when telling their stories; but she had to fight against the non-Aboriginal producers in the room who wanted to edit the interviews to speed them along (Dowell 81-82).<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">APTN&#8217;s mandate is to share Aboriginal life with other Canadians (Dowell 84), and they seem to be doing this well, because most of the people who watch it are non-Aboriginal (Dowell 77). This was surprising for me, and has made me optimistic that people ARE interested in Aboriginal cultural expression; we just have to feed it to them right. Ironically, filmmakers and scholar Lorna Roth worry that rural Aboriginals have limited access to the channel on reserves, or that some city-dwellers cannot afford cable (Dowell 88).<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">A shortcoming of APTN is that, with its existence, many mainstream outlets reject Aboriginal content by telling its creators that it belongs on APTN instead of on their channels (Dowell 91-92). Producer Dorothy Christian describes her dream of having aboriginal content across all outlets, but filmmaker Odessa Shuquaya disagrees: &#8220;Why don&#8217;t we create our own mainstream, an Aboriginal-stream?&#8221; she says (qtd. in Dowell 92).<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Another shortcoming\u2014a &#8220;common refrain . . . from Vancouver filmmakers&#8221; (Dowell 89) is the lack of West Coast-related content on APTN, as most of the channel&#8217;s programming is focussed on the North, says filmmaker Barb Cranmer (90). This is unfortunate, because BC is perhaps the most exciting arena for Aboriginal current affairs right now because of its <a href=\"http:\/\/www.bctreaty.net\/files\/updates.php\">ongoing treaty negotiations<\/a>\u00a0and protest movements (90). Indeed, having only one Aboriginal-dedicated channel is problematic because it conglomerates Aboriginal culture as a whole, as opposed to representing it as a mosaic of many unique cultures (as it is). We tend to simplify Aboriginal culture as &#8220;Aboriginal Culture,&#8221; not Squamish culture or Cree culture.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Fortunately, APTN is a great place to represent mixed-blood and Metis experiences because individuals from these communities tend to feel alienated within the larger Aboriginal community (Dowell 94-95 footnotes?). The<a href=\"http:\/\/lgbtqhealth.ca\/community\/two-spirit.php\"> two-spirit community<\/a> has also found comfort in the media, as many filmmakers have moved into queer-(and film-) friendly Vancouver, claiming that the homophobia that exists in rural reserve communities is a leftover colonial effect (Dowell 100-101).<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Personally, I think APTN is a good first step&#8230;but perhaps an indicator of success is when we don&#8217;t need it anymore. &#8220;[V]isual sovereignty does not imply a separation form engagement with Canadian society[,]&#8221; Dowell reminds us, &#8220;but rather reflects the overlapping citizenship of Aboriginal people who hold citizenship in their Aboriginal nations as well as Canadian citizenship (104). A question for the future would be: how will APTN fit in to <a href=\"http:\/\/www.usatoday.com\/story\/tech\/personal\/2014\/11\/09\/cutting-the-cord-pay-tv-exodus\/18650243\/\">the changing landscape of film\/TV where\u00a0people selectively stream shows online<\/a> (through Netflix, for example), instead of committing to TV channel bundles? How can we ensure that our unique Canadian and Aboriginal voice will not be drowned out by popular media created by our (probably more well-funded) neighbours south of the border? Perhaps a good place to start is to encourage young artists to become future leaders in the industry. Or start introducing Aboriginal programming into the mainstream; the good news is, there is evidently a demand for it, and Canadians\u00a0<em>want<\/em>\u00a0to learn more about the Aboriginal heritage of this country.<\/span><\/p>\n<h5>Works cited<\/h5>\n<ul>\n<li>&#8220;About.&#8221; <i>Aboriginal People&#8217;s Television Network<\/i>. Aboriginal Peoples Television Network, n.d. Web. 30 July 2015.<\/li>\n<li>&#8220;Negotiation Update.&#8221; <i>BC Treaty Commission<\/i>. BCTreaty.ca, n.d. Web. 30 July 2015.<\/li>\n<li>Snider, Mike. &#8220;Cutting the Cord: The TV Times, They Are A-changing.&#8221; <i>USA Today<\/i>. Gannett Satellite Information Network, 9 Nov. 2014. Web. 3 Aug. 2015.<\/li>\n<li>&#8220;Sovereign Screens &#8211; University of Nebraska Press.&#8221; <i>University of Nebraska Press<\/i>. University of Nebraska: LIncoln, n.d. Web. 03 Aug. 2015.<\/li>\n<li>&#8220;Two-Spirit Community.&#8221; <i>Researching for LGBTQ Health<\/i>. University of Toronto and Centre for Addiction and Mental Health, n.d. Web. 03 Aug. 2015.<\/li>\n<\/ul>\n<p><em>By Charmaine Li<\/em><\/p>\n<h4 class=\"p1\"><span class=\"s1\"><b>Fitzgerald, Michael Ray. &#8220;&#8216;Evolutionary Stages of Minorities in the Mass Media&#8217;: An Application of Clark&#8217;s Model to American Indian Television Representations.&#8221; <i>The Howard Journal of Communications<\/i> 21.4 (2010): 367-84. <i>Taylor and Francis<\/i>. Web. 9 July 2015.<\/b><\/span><\/h4>\n<p class=\"p1\"><span class=\"s1\">In this paper, Dr. Michael Ray Fitzgerald from the University of Reading applies Cedric C. Clark&#8217;s four-stage model of minority media representation to a study on the representation of Native Americans in pop culture media. Although his research is focussed on American representation, I believe it is a useful introductory article to the subject of <a href=\"http:\/\/flavorwire.com\/507088\/are-this-seasons-diverse-shows-ushering-in-a-new-era-of-multicultural-television\/view-all\">minority media representation in general<\/a>. I also believe it is\u00a0applicable to Canadians as the border between American and Canadian popular media is quite porous. We in Canada consume as much (if not more) American entertainment as Canadian entertainment.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Fitzgerald begins by summarizing\u00a0the Clark model&#8217;s four stages:<\/span><\/p>\n<blockquote>\n<p class=\"p1\"><span class=\"s1\">1. Non-recognition: A given minority group is not acknowledged by the dominant media to even exist.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">2. Ridicule: Certain minority characters are portrayed as stupid, silly, lazy, irrational, or simply laughable.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">3. Regulation: Certain minority characters are presented as enforcers or administrators of the dominant group&#8217;s norms.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">4. Respect: The minority group in question is portrayed no differently than that any other group. Interracial relationships would also not appear extraordinary. <cite>(Fitzgerald 368)<\/cite><\/span><\/p>\n<\/blockquote>\n<p class=\"p1\"><span class=\"s1\">Fitzergerald acknowledges that this model has been found by other scholars as imperfect\u2014and it is worthy of note that it was originally used more for investigating the representation of African Americans in media (368). He also notes that &#8220;[a]n arguable weakness in Clark&#8217;s model is that it suggests a linear or chronological progression,&#8221; while Native American representation has, through his findings, &#8220;undergone more than one stage of Non-recognition&#8221; (380).<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">In his study of Native American representation throughout American media (the methodology of which he delves in considerable detail), Fitzgerald found that &#8220;most American Indian characters are set in a distant, &#8216;historic&#8217; past&#8221; and &#8220;[t]he more prominent the character and the more modern the setting, the more likely he (almost always a man) was to be a regulator&#8221; (376). When we think of Aboriginals, we don&#8217;t often think of them in Tshirt-and-jeans walking down a 21st-century street, do we?\u00a0Drawing on Thomas King&#8217;s <i>Green Grass Running Water<\/i>, we don&#8217;t see Lionels and Eli&#8217;s and Charlie&#8217;s and rarer still, women like Alberta. <em>We often don&#8217;t see complex people capable of fulfilling more than simple roles.<\/em><\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Personally, I find the Regulation stage most interesting. It&#8217;s as if media is trying to &#8220;over-correct&#8221; itself by shouting &#8220;Minorities can be responsible too! Look at them not just obeying the law, but enforcing it!&#8221; We see stage 3 portrayed (perhaps satirically) in <i>Green Grass Running Water<\/i>\u00a0by the characters of Eli and Charlie. They&#8217;re educated Aboriginal lawyers, but they&#8217;re not regarded highly by their Aboriginal peers. Fitzgerland cites additional scholars (Scotch and Jhally &amp; Lewis) that &#8220;simply &#8216;flipping&#8217; negative stereotypes to positive ones is not much of an improvement&#8221; (380). This brings to mind the age-old &#8220;noble savage&#8221; trope, like <\/span><span class=\"s2\"><a href=\"http:\/\/video.disney.com\/watch\/colors-of-the-wind-4bb39d4da4824a8833003b15\">this girl<\/a>:<\/span><\/p>\n<p><iframe loading=\"lazy\" src=\"http:\/\/video.disney.com\/embed\/4bb39d4da4824a8833003b15\" width=\"301\" height=\"169\" frameborder=\"0\" scrolling=\"no\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p class=\"p1\"><span class=\"s1\">Kids adore Disney&#8217;s Pocahontas, a tale from the past. And adults have their own Pocahontas too in <\/span><span class=\"s2\">Terrence Malick&#8217;s (<i>The Tree of Life, Days of Heaven<\/i>) <a href=\"http:\/\/www.personal.psu.edu\/sar191\/blogs\/sheila_rohrer\/2009\/11\/native-american-portrayal-in-the-new-world-pivotal-film.html\">impressionistic take on the tale<\/a>\u00a0(click for one viewer&#8217;s analysis of the Native portrayal in that one)<\/span><span class=\"s1\">. As a western audience, we see less things like this:<\/span><\/p>\n<p class=\"p1\"><iframe loading=\"lazy\" src=\"https:\/\/www.youtube.com\/embed\/D2eprgS-wmU\" width=\"300\" height=\"169\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\"><\/iframe><\/p>\n<p class=\"p1\"><span class=\"s1\">Digging Roots is a<a href=\"http:\/\/urbannativemag.com\/digging-roots-wins-a-juno\/\"> Ju<\/a><\/span><a href=\"http:\/\/urbannativemag.com\/digging-roots-wins-a-juno\/\"><span class=\"s2\">no award-winning Native Canadian music group<\/span><\/a><span class=\"s1\">\u00a0that uses western instruments (like guitars and drums)\u00a0to perform music\u00a0that fits mainstream, contemporary taste while honouring their traditions with cultural references throughout (great music, go have a listen!). The author of the article I linked to above (Lisa Charleyboy) writes: &#8220;I can\u2019t wait until the day that the Juno Awards begins presenting this award on it\u2019s televised portion of the show. I do feel that as the First Nations population and presence increases in Canada, that this will happen.&#8221; I&#8217;m not sure if this has changed in 2015.<\/span><\/p>\n<p class=\"p1\"><span class=\"s1\">Will we reach Stage 4 anytime soon? Digging Roots&#8217; Juno award exists in a separated &#8220;Aboriginal&#8221; category. While I understand the creation of a separate Aboriginal category is an initiative to create equal opportunity in a white-dominated industry,\u00a0it discomforts me that even in the arts, we\u00a0have the need to designate Aboriginals as the &#8220;other,&#8221; and I&#8217;d personally wish to see an arena where affirmative action\u00a0is unnecessary.<\/span><\/p>\n<h5>Works cited<\/h5>\n<ul>\n<li>APTN, &#8220;Spring to Come &#8211; by Digging Roots.&#8221; Online video clip.\u00a0<em>YouTube.\u00a0<\/em>YouTube, 28 Feb. 2011. Web. 26 July 2015.<\/li>\n<li>Charleyboy, Lisa. &#8220;Digging Roots Wins a Juno.&#8221; <i>Urban Native Magazine<\/i>. Urban Native Magazine, n.d. Web. 26 July 2015.<\/li>\n<li>&#8220;Colors of the Wind.&#8221; Online video clip. <em>Disney.\u00a0<\/em>Disney entertainment, n.d. Web. 26 July 2015.<\/li>\n<li>Rohrer, Sheila Ann. &#8220;Native American Portrayal in &#8220;The New World&#8221; (Pivotal Film).&#8221; <i>Sheila Rohrer<\/i>. Pennsylvania State U, 8 Nov. 2009. Web. 26 July 2015.<\/li>\n<li>Viruet, Pilot. &#8220;Are This Season&#8217;s Diverse Shows Ushering in a New Era of Multicultural Television?&#8221; <i>Flavorwire<\/i>. Flavorpill Media, 04 Mar. 2015. Web. 03 Aug. 2015.<\/li>\n<\/ul>\n<p><em>By Charmaine Li<\/em><\/p>\n<h4><strong>Fitzgerald, Michael Ray. <em>Native Americans on Network TV: StereoTypes, Myths, and The &#8220;Good Indian&#8221;<\/em> Lanham, MD: Rowman &amp; Littlefield, 2014. Print.<\/strong><\/h4>\n<p>In his book \u201cNative Americans on Network TV: Stereotypes, Myths, and the \u2018Good Indian\u2019\u201d, Fitzgerald explores the multiply ways in which Native Americans have been misrepresented in North American media throughout history. Fitzgerald explores the various stereotypes and myths of Native American culture and people that were manipulated to \u201cfit whatever political or cultural concepts that may [have been] useful for\u2026US society in any given era\u201d (Fitzgerald xii). In general, depictions of the Native American \u201cOther\u201d on the big screen have consistently fallen into one of two possible extreme characterizations: the \u201cevil, murderous enemy\u201d or the \u201cinnocent [Good Indian that is a]\u2026helpless child of nature\u201d (Fitzgerald 54).<\/p>\n<p>Characters like Disney\u2019s widely popular and adored <a href=\"https:\/\/www.youtube.com\/watch?v=1n0n4efK7JM\">Pocahontas<\/a> helped perpetuate this latter image of the \u201cGood Indian\u201d, a Native American that openly embraced \u201cEuro-American domination\u201d (Fitzgerald xii). Moreover, fictional figures from literature that found their way onto the television like <a href=\"https:\/\/www.youtube.com\/watch?v=mN7dx28Y1_o\">Robinson Crusoe\u2019s Friday<\/a>, continued this endorsement of a subordinate and subservient \u201cGood Indian\u201d that despite his broken English, \u201crecognize[d] the white man\u2019s natural superiority\u201d (Fitzgerald xiii). One of the most prominent examples of this \u201cGood Indian\u201d depiction is Lone Ranger\u2019s Native American sidekick, <a href=\"http:\/\/entertainment.time.com\/2013\/07\/03\/johnny-depp-as-tonto-is-the-lone-ranger-racist\/\">Tonto.<\/a> Tonto is the epitome of a desperate, helpless \u201cOther\u201d who \u201ceagerly welcomes the white man\u2019s superior law and order\u201d (Fitzgerald 43). Characters like Pocahontas, Friday, and Tonto all served to legitimize white man\u2019s \u201cpresence here\u2026[by] project[ing] onto Indian characters the uncertainty non-natives feel about\u2026[their] history and\u2026right to occupy the land\u201d (Fitzgerald xii). Fitzgerald\u2019s article reveals the ways in which the body of the \u201cAmerican Indian\u201d in television is \u201cother-ized [as a] foreign body to be looked at\u201d (Fitzgerald 63). Therefore, Native American people and culture are not represented as equals, but rather objects to be used, observed and manipulated to serve the needs of non-natives.<\/p>\n<p>Fitzgerald explores how these depictions and distortions of Native Americans to fit the dichotomy of the Good vs Bad Indian\u00a0can be traced back to televised programs and shows during WWII and the Cold War. Depictions of the savage and violent Indian disappeared and were replaced by a more sympathetic portrayal because of the \u201cgenocides of World War II\u201d (Fitzgerald xxx). These stereotypes of Native Americans being abused and exterminated \u201cby US forces\u2026became a severe liability on the international stage\u201d (Fitzgerald xxx). Representation of Native Americans on television were therefore politically charged and manipulated to serve the United States and their image as the \u201cleader of the Free World\u201d, rather than actually accurate representations \u201cconnected to the interests of Indians themselves\u201d (Fitzgerald xxx).<\/p>\n<p>Part of our intervention conference project needs to focus on the ways in which Native Americans, and their depictions in various forms of mass media, are used as a tool for non-native goals and ambitions. To attack the misrepresentation and distortion of Native Americans at the level of television and media is to attempt an intervention in one of the most pervasive and modern forms of literature and oral tradition in today\u2019s 21<sup>st<\/sup> century. Without it, we cannot have a fully productive discussion of how to change the landscape of Canadian Literature, and its inclusion of Native American people and culture, for future generations to come.<\/p>\n<h5>Works Cited<\/h5>\n<ul>\n<li>Canale di fancyfool10, \u201cPocahontas \u2013 At First Sight.\u201d Online video clip. <em>Youtube. <\/em>Youtube, 22 Aug. 2009. Web. 26 July 2015.<\/li>\n<li>Cory St. Croix, \u201cCrusoe- Friday God Debate.\u201d Online video clip. <em>Youtube. <\/em>Youtube, 11 Oct. 2012. Web. 26 July 2015.<\/li>\n<li>FitzGerald, Michael Ray. <em>Native Americans on Network TV: StereoTypes, Myths, and The &#8220;Good Indian&#8221;<\/em> Lanham, MD: Rowman &amp; Littlefield, 2014. Print.<\/li>\n<li>Rothman, Lily. \u201cJohnny Depp as Tonto: Is The Lone Ranger Racist?\u201d <em>TIME Magazine, <\/em>n.d. Web. 25 July 2015.<\/li>\n<\/ul>\n<p><em>By Freda Li<br \/>\n<\/em><\/p>\n<h4><strong>Gallagher-Mackay Kelly, Annie Kidder, and Suzanne Methot. <em>\u201c<\/em><\/strong><strong><em>FIRST NATIONS, M\u00c9TIS, AND INUIT EDUCATION: Overcoming gaps in provincially funded schools\u201d<\/em>. People For Education. Toronto. 2013. Web. August 2015.\u00a0<\/strong><\/h4>\n<p><strong>\u00a0<\/strong>This article\u2019s data and records are based off of research done in the province of Ontario, Canada. The subject matter touches upon the curriculums designed in the public school education systems of Ontario. It emphasizes on the fact that the majority of public schools lack adequate education about the \u201crich cultures and histories of First Nations, Metis, and Inuit peoples\u201d. The ministry of education claims that it is important that students should have greater knowledge on these subjects, and Ontario\u2019s Kindergarten to Grade 12 curriculums require mandatory education about First Nations studies and history of Canada. However, in a survey collecting data about education program in Ontario, it stated that 51% percent of elementary schools and 41% of secondary schools reported no education plans of FN studies and history. Many teachers admit that the curriculum already possesses so many subjects and learning objectives that many of the topics are spread thin. The principal of Waterloo Catholic DSB Elementary School stated that<\/p>\n<p>\u201cWe are honestly doing the best we can to ensure that our students understand and have opportunities to learn more about the cultures and histories of Aboriginal peoples. We probably do not give it the time it deserves, not because we don\u2019t care, but because there are too many priorities.\u201d<\/p>\n<p>Many schools fail to meet the ministry of education\u2019s objectives to teach First Nations studies and history ultimately because of common misconceptions, such as the assumptions that in order to teach these subject matters, there needs to be a large number of Aboriginal students. Despite this fact, 92% of pubic elementary schools and 96% of public high schools have First Nations students attending these institutions. Nevertheless, there are a number of schools (about 13% of elementary schools, and 30% of high schools) that do provide adequate frameworks for First Nations studies to their students, by promoting this type education in all grades and integrating the subjects over the school year.<\/p>\n<p>Researchers, advocates and professor\u2019s that evaluate the Toronto District School Board\u2019s Urban Aboriginal Education Pilot Program, state that there could be improvements within the curriculum if students (First Nation, or non First-Nations, status or no-status), had a thorough understanding of treaties and their roles, and how they affect both Aboriginal and non-Aboriginal peoples. Additionally, misconceptions and stereotypes that stigmatize and disadvantage First Nation\u2019s people should be challenged and questioned. If student\u2019s who were not exposed to reserves or areas in Canada where many First Nation peoples reside, it is suggested that students should have personal relationships with First Nations people themselves, which aid in deeper understanding, and a tactful approach to First Nations studies taught in schools. York Professor, Susan Dion, claims that students should develop a deeper understanding of First Nation\u2019s cultures, that there should be a larger exposure to <a href=\"http:\/\/curriculum.org\/storage\/30\/1278480166aboriginal.pdf\">Aboriginal authors,<\/a> and that students should learn from <a href=\"https:\/\/www.gallery.ca\/en\/about\/941.php\">Aboriginal artists.<\/a><\/p>\n<p>Personally, I agree with the tactics suggested by the researchers who evaluate the Pilot Programs in Toronto. These suggestions are hands-on approached for students to not only understand the theory aspects of First Nations studies, but to also integrate more knowledge through First Nations\u2019 art, First Nation authors and writers, and personal experiences through making relationships with communities of First Nations people. I do believe however that a more in depth First Nations education program could benefit from integrating forms of media into the curriculums. Today, the youth in our culture have constant exposure to forms of media, such as the internet, television, movies and advertisements. These mediums do not necessarily challenge the stigmatized ideas of how First Nation\u2019s peoples live, their history, and their involvement within current Canadian affairs. I believe the education systems may not be moving fast enough with the times\u2026if a message needs to be spread to the masses, media is the quickest and most impactful way of doing so. Children catch on fast, and exposing them to information through methods of media could drastically enhance their knowledge about First Nations\u2019 studies in Canada. Regardless, if media outreach was an educational tactic, forms of the media would have to develop to begin teaching the masses in the first place.<\/p>\n<h5>Works Cited<\/h5>\n<ul>\n<li>Aboriginal Art. The National Gallery of Canada. 2015. Web. August 2015.&lt;https:\/\/www.gallery.ca\/en\/about\/941.php&gt;<\/li>\n<\/ul>\n<ul>\n<li>Gallagher-Mackay Kelly, Annie Kidder, and Suzanne Methot. \u201cFIRST NATIONS, M\u00c9TIS, AND INUIT EDUCATION: Overcoming gaps in provincially funded schools\u201d. People For Education. Toronto. 2013. Web. August 2015. &lt;<a href=\"http:\/\/www.peopleforeducation.ca\/wp-content\/uploads\/2013\/10\/First-Nations-M%C3%A9tis-and-Inuit-Education-2013.pdf\">http:\/\/www.peopleforeducation.ca\/wp-content\/uploads\/2013\/10\/First-Nations-M%C3%A9tis-and-Inuit-Education-2013.pdf<\/a>&gt;<\/li>\n<\/ul>\n<ul>\n<li>Eigenbrod, Renate, Georgina Kakegamic and Josias Fiddler. \u201cAboriginal Literatures in Canada: A teacher\u2019s resource guide\u201d. The Curriculum Services Canada Foundation. CSC. 2003. Web. August 2015. &lt; http:\/\/curriculum.org\/storage\/30\/1278480166aboriginal.pdf&gt;<\/li>\n<\/ul>\n<p><em>By Arianne LaBoissonniere<\/em><\/p>\n<h4>Hackett, Robert. \u201cRemembering the Audience: Notes on Control, Ideology and Oppositional Strategies in the News Media\u201d. <i>Popular Cultures and Political Practices. <\/i>Ed. Gruneau, Richard B. Garamond Press. Kingston, Ontario. 1988. Print.<\/h4>\n<p>Robert Hackett, <a href=\"http:\/\/www.sfu.ca\/~hackett\/\">a Professor of Communication at SFU<\/a>,\u00a0 article in <em><a href=\"https:\/\/books.google.ca\/books\/about\/Popular_cultures_and_political_practices.html?id=A5vZAAAAMAAJ&amp;redir_esc=y\">Popular Cultures and Political Practices<\/a> <\/em>remains incredibly, and perhaps even more, relevant despite its age. Hacket along with several other \u201ccultural studies researchers \u2026 stress[\u2026] that cultural practices and meanings can be implicated in modifying, reproducing, resisting and\/or transforming social relations of power, domination and inequality\u201d (Hackett 83) through the manipulation of media. At the time of writing this article Hackett suggests that \u201cCanadians spend about seven hours a day with mass media\u2014more than any other activity except work and sleep\u201d (83) and likely this number has increased dramatically with the introduction of services such as Netflix, but through my quick survey of the research it seems to be a contested issue. Many critics argue what should be considered media and average hours consumed range from five to almost nine hours a day. Either way media is clearly a powerful force in shaping Canada. Hackett attempts to answer the questions, \u201cin what ways do the media play a hegemonic role in Canadian culture?\u201d and \u201cWhat political strategies should be pursued in relation into the existing media and what alternative policies should be proposed and fought for?\u201d (84). \u00a0Hackett analyzes the state of mass media in many ways, but the kernel of the problem that he identifies is that \u201cmembers of the media elite disproportionately came from a privileged upper-class background\u201d (84), and I would like to add that even today they lack a diversity of culture and social standing. Furthermore, he found that this history prompted them to \u201creinforce the existing political and economical systems\u201d of inequality. He then offers several modes of intervention, the most interesting of which include; \u201cAlternative Media\u201d (94), \u201cMedia Criticism\u201d, \u201cInternal Reform\u201d, and \u201cAudience Resistance\u201d (96). Hackett suggests \u201cit would be worth exploring and debating the potential for an opening for alternative journalism created by the emergence of new user-paid media services\u201d (95) and I think with the emergence of new media such as Youtube and others the opportunities for alternative media have expanded. The popularity of this media however struggles due to production quality and the \u201cprocess of audience fragmentation associated with the development of specialized services [\u2026] ghettoiz[ing] alternative electronic journalism\u201d (95). I have attached two examples of such media that both operate simultaneously as alternative media, media criticism, and audience resistance. Hackett\u2019s article predicts many of the modern day solutions that need support and to be expanded to include wider media outlets.<\/p>\n<p><iframe loading=\"lazy\" title=\"Fox Guest So Vile &amp; Sexist Even Hannity Cringes\" width=\"645\" height=\"363\" src=\"https:\/\/www.youtube.com\/embed\/2eB3OaN_izI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>https:\/\/www.youtube.com\/watch?v=svOxBkbOHXY<\/p>\n<h5>Works cited<\/h5>\n<ul>\n<li>The Young Turks. \u201cFox Guest So Vile &amp; Sexist Even Hannity Cringes\u201d. Youtube Video. Posted May 2015. Accessed 22nd July 2015. Web.<\/li>\n<li>Hackett, Robert. \u201cRemembering the Audience: Notes on Control, Ideology and Oppositional Strategies in the News Media\u201d. <i>Popular Cultures and Political Practices. <\/i>Ed. Gruneau, Richard B. Garamond Press. Kingston, Ontario. 1988. Print.<\/li>\n<li>Winnipeg Alternative Media. \u201cIs Winnipeg really the most racist city in Canada?\u201d. Youtube Video. Posted Jan 2015. Accessed 22nd July 2015. Web.<\/li>\n<\/ul>\n<p><em>By James Long<\/em><\/p>\n<h4><strong>Ottmann, Jacqueline, and Lori Pritchard. \u201c<em>Aboriginal Perspective and the Social t<\/em>2009. Web. August 2015. &lt;<a href=\"http:\/\/www.mfnerc.org\/wp-content\/uploads\/2012\/11\/5_OttmanPritchard.pdf\">http:\/\/www.mfnerc.org\/wp-content\/uploads\/2012\/11\/5_OttmanPritchard.pdf<\/a>&gt;<\/strong><\/h4>\n<p>&nbsp;<\/p>\n<p>Alberta Education implemented a program in 2009 called Alberta Social Studies Program of Studies, catered towards the education of Kindergarten to Grade 12 students The program aims at improving teaching Aboriginal studies subjects within school curriculum, while reflecting the nature of the 21<sup>st<\/sup> century learners. The program emphasizes the idea of \u201cmultiple perspectives\u201d, which draws upon three elements<\/p>\n<p>1 &#8211; Knowledge and understanding<br \/>\n2 &#8211; Values and attitudes<br \/>\n3 &#8211; Skills and Processes<\/p>\n<p>These \u201cmultiple perspectives\u201d include fostering concepts of our society that are democratic, bilingual, pluralistic, and respectful towards Canada\u2019s diverse ethnicities. It touches upon Canada\u2019s multiculturalism and reflects Aboriginal and Francophone perspectives.<\/p>\n<p>In order for the program to take effect and run smoothly, teachers are advised to be more aware of their own perspectives, and how they present them to the students in their classrooms. In other words, teaching with the basis of fundamental respect towards Aboriginal cultures is necessary, so that students can understand the concepts of respecting diversity in individuals, cultures, and society. This includes being aware of one\u2019s own perspective and considering others&#8217; perspectives, as well. By doing this, students can avoid stereotyping, and speak out against prejudices, racism and discrimination.<\/p>\n<p>Aboriginal people must be involved and present when developing the curriculum of \u201cmultiple perspectives\u201d, because their <a href=\"http:\/\/dragonflycanada.ca\/resources\/aboriginal-worldviews\/\">worldviews<\/a> must be incorporated into the subjects. Their input will help shape the program and navigate the vision so students can have more in depth education on Aboriginal Studies.<\/p>\n<p>Gregory Cajete elaborated on what education should consist of, and how effective it can be when applied through engagement.<\/p>\n<p>\u201cEducation is an art of process, participation, and making connections. Learning is growth and life process; and Life and Nature are always relationships in process. Learning is always a creative act.\u201d (Cajete, 1994)<\/p>\n<p>Materials studied in classrooms such as specific authors and books, should be considered as well, since they play a huge role in shaping course subjects. Teachers are advised to selectively pick materials such as readings, or audio-visuals that are approved by Aboriginal organizations, so that they are non-biased, and do not stereotype or generalize First Nation, Inuit or Metis cultures. Claims of incorporating <a href=\"http:\/\/www.edu.gov.mb.ca\/k12\/docs\/policy\/abpersp\/ab_persp.pdf\">oral history into formal education systems<\/a> to teach Aboriginal studies is also strongly considered, since story telling plays a major role in all Aboriginal cultures. In Antone and Cordoba \u2018s study, they interviewed many Aboriginal people, and one interview claimed<\/p>\n<p>\u201cThat\u2019s how we do the teachings through storytelling and legends, and that was our way our kids learned; that was teaching. The right way and the wrong way, you could learn through the legends for thousands of years, you didn\u2019t have to have degrees or anything. So we learned a whole lot about life through storytelling and it\u2019s important that we still continue that process because more so now kids are having tremendous difficulties in school\u201d (Antone, E., &amp; Cordoba, T. 2005, pp. 5-6).<\/p>\n<p>Story telling is engaging and aims at teaching students how to use critical thinking, and would benefit all students to help learn interactively. In Jagged Worldviews Colliding, Little Bear expresses that \u201cmaking Essential Connections When we don\u2019t know each other\u2019s stories, we substitute our own myth about who that person is. When we are operating with only a myth, none of that person\u2019s truth will ever be known to us, and we will injure them \u2013 mostly without ever meaning to. (Wherner &amp; Smith, 1992, p. 380)<\/p>\n<p>Statistic Canada released a report in 2005 stating that the Aboriginal population in Canada, which includes First Nations, M\u00e9tis and Inuit, reached the one-million mark at <a href=\"http:\/\/well-being.esdc.gc.ca\/misme-iowb\/.3ndic.1t.4r@-eng.jsp?iid=36\">1,172,790<\/a>. Recent data from 2011, from the National Household Survey (NHS), state that the population is now roughly around 1,400,685 (Aboriginal Peoples in Canada: First Nations People, Metis and Inuit. Statistics Canada). In 2001, studies showed that 42% of Aboriginal students from the ages 15 and above did not get high school diplomas, and 31% of non-Aboriginal students in the same age group did not receive diplomas, either (Human Resources and Skills Development Canada, 2009). These percentages demonstrate that teaching methods and practices need to change in order for a more successful graduation process. The \u201c<a href=\"http:\/\/www.readwritethink.org\/classroom-resources\/lesson-plans\/multiple-perspectives-building-critical-30629.html\">multiple perspective<\/a>\u201d approach is quite complex, and requires understanding from \u201cprogram directors, policy makers, school administration, and teachers if they are to make systemic, sustained difference for Aboriginal students in terms of educational and holistic well being\u201d (Ottmann, 2009). Improving learning for all students to achieve success in their education, and to learn in terms of the \u201cmultiple perspective\u201d is necessary to meet the requirements of the Alberta Education Program of Studies, and to positively impact the Alberta school curriculum, and learning processes for the students.<\/p>\n<p>Personally, I find that the Alberta Social Studies Program of Studies possesses great intentions to teach students with a more in depth approach to Aboriginal studies however I am skeptic that results will occur right away. An implemented educational plan such as re-designing curriculums, changing course materials, informing teachers for new methods of teaching requires a lot of time, and funding. A project that aims to create more perspectives should be observed through a number of decades to view results. I do admire the incorporation of oral traditions when teaching these subjects, and the approach of using audio-visuals, and readings that are approved by Aboriginal organization. By doing this, the materials in class are set up to cease stereotypes and preconceived notions students may possess in their psyches about Aboriginal people in Canada. Perhaps the audio-visual components used in classrooms could utilize sources from the media that are Aboriginal organization approved, as well. If this plan is well executed, \u201cmultiple perspectives\u201d in education could pave the way for new ideas, and approaches of how cultures in Canada will interact an engage in future generations.<\/p>\n<h5>Works Cited<\/h5>\n<p>Aboriginal Peoples in Canada: First Nations People, Metis and Inuit. Statistics Canada. Government of Canada. 28 March 2014. Web. August 2015.<br \/>\n&lt;<a href=\"http:\/\/www12.statcan.gc.ca\/nhs-enm\/2011\/as-sa\/99-011-x\/99-011-x2011001-eng.cfm\">http:\/\/www12.statcan.gc.ca\/nhs-enm\/2011\/as-sa\/99-011-x\/99-011-x2011001-eng.cfm&gt;<\/a><\/p>\n<p>Aboriginal Worldviews. Dragonfly Consulting Services Canada. 2012. Web. August 2015. &lt;http:\/\/dragonflycanada.ca\/resources\/aboriginal-worldviews\/&gt;<\/p>\n<p>Antone, E., &amp; Cordoba, T. (2005). Re-Storytelling Aboriginal Adult Literacy: A Wholistic Approach. Paper presented at the National Conference On-Line Proceedings. University of Western Ontario.<\/p>\n<p>Bradford, Shannon. Multiple Perspectives: Building Critical Thinking Skills. Read Write Think. International Literacy Association. Columbus, New Jersey. 2015. Web. August 2015. &lt; http:\/\/www.readwritethink.org\/classroom-resources\/lesson-plans\/multiple-perspectives-building-critical-30629.html&gt;<\/p>\n<p>Cajete, G. (1994). Look to the mountain: An ecology of indigenous education. Skyland, NC: Kivaki Press<\/p>\n<p>Canadians in Context \u2013 Aboriginal Population. Employment and social development Canada. 14 August 2015. Web. August 2015. &lt;http:\/\/well-being.esdc.gc.ca\/misme-iowb\/.3ndic.1t.4r@-eng.jsp?iid=36&gt;<\/p>\n<p>Human Resources and Skills Development Canada. (2009). Indicators of Well being in Canada: Learning, Educational Attainment. Retrieved May 25, 2009, from http:\/\/www4.hrsdc.gc.ca\/.3ndic.1t.4r@-eng.jsp?iid=29<\/p>\n<p>Integrating Aboriginal perspectives into curricula: A resource for curriculum Developers, Teachers, and Administrators. Manitoba Education and Youth. 2003. Web. August 2015. &lt;http:\/\/www.edu.gov.mb.ca\/k12\/docs\/policy\/abpersp\/ab_persp.pdf&gt;<\/p>\n<p>Ottmann, Jacqueline, and Lori Pritchard. \u201c<em>Aboriginal Perspective and the Social t<\/em>2009. Web. August 2015. &lt;<a href=\"http:\/\/www.mfnerc.org\/wp-content\/uploads\/2012\/11\/5_OttmanPritchard.pdf\">http:\/\/www.mfnerc.org\/wp-content\/uploads\/2012\/11\/5_OttmanPritchard.pdf<\/a>&gt;<\/p>\n<p>Little Bear, L. (2002). Jagged worldviews colliding. In M. Battiste (Ed.), Reclaiming indigenous voice and vision (pp. 78-85). Vancouver: UBC Press<\/p>\n<p>Wherner, E., &amp; Smith, R. (1992). Overcoming the Odds: High Risk Children from Birth to Adulthood. New York: Cornell University Press.<\/p>\n<p>Western Canadian Protocol for Collaboration in Basic Education. (2002). The Common Curriculum Framework for Social Studies: Kindergarten to Grade 9. Winnipeg: Manitoba Education, Training and Youth Cataloguing in Publication Data.<\/p>\n<p><em>By Arianne LaBoissonniere<\/em><\/p>\n<h4 class=\"p1\"><b><\/b><strong>Rollins, Peter.\u00a0<em>Hollywood&#8217;s Indian: The Portrayal of the Native American in Film.\u00a0<\/em>Lexington: The University Press of Kentucky, 2003.\u00a0<em>Project MUSE.\u00a0<\/em>Web. 22 Jul. 2015.\u00a0<\/strong><\/h4>\n<p>Peter Rollins starts off his article <a href=\"http:\/\/muse.jhu.edu.ezproxy.library.ubc.ca\/books\/9780813131658\/9780813131658-9.pdf\">\u201cThe White Man\u2019s Indian\u201d<\/a> by explaining why the portrayal of Native Americans in television and film is worth our time and concern. For Rollins, \u201cFilm [in and of itself] is a literary form\u2026[that just like novels, short stories, and other forms of literature, has the] purpose\u2026to tell a story\u201d (Rollins 30). In fact, the form of oral history that attempts communication through images, rather than words, takes on a more difficult task because of how media forms allow viewers to \u201ctak[e] in [a] message on a sensual and emotional level\u201d (Rollins 32). Unfortunately, the story that has been told of Native American people and culture in Euro-North American media is one that has been manipulated to serve the \u201ccurrent interests of the dominant culture\u201d (Rollins 28).<\/p>\n<p>Portrayals of Native Americans have failed to hold any authenticity and accuracy, but rather a representation of what Rollins dubs, the \u201cWhite Man\u2019s Indian\u201d. Therefore, even when Native Americans are portrayed as the moral and honourable <a href=\"http:\/\/topcat4.tripod.com\/module3.htm\">&#8220;Good Indian&#8221;<\/a> it is only to support goals of the white man and the subsequent \u201ctechnical and business related production decisions\u201d rather than a true concern for \u201ctheir affect[s] on the screen image\u201d (Rollins 30). This mainstream image has posed many concerns for the understanding and treatment of Native American culture and people by non-natives in our nation because \u201chistorians, anthropologists, and other professionals\u201d must work even harder to <a href=\"http:\/\/racerelations.about.com\/od\/hollywood\/a\/Five-Common-Native-American-Stereotypes-In-Film-And-Television.htm\">\u201cdispel these [inaccurate yet] popular concepts\u201d<\/a> and assumptions (Rollins 29).<\/p>\n<p>Part of our conference project concerns and goals involve finding ways to use education and media to provide a more accurate representation of Native American culture that moves away from these highly inaccurate &#8220;popular concepts&#8221;. \u00a0Many of the concerns with misappropriation and distortion of Native American culture and people is a result of the image of Native Americans on the big screen. \u00a0Their representation is often dictated by how &#8220;moviegoers expect Indians to be presented&#8230;in a characteristic way (Rollins 33). \u00a0Rollins explores various detrimental efforts to fulfill these &#8220;expectations&#8221;, like the hiring of non-native actors to fill roles meant for Native Americans merely because producers &#8220;felt they looked better&#8221; (Rollins 33). \u00a0This is an issue of disrespect and misrepresentation that continues to be perpetuated today, with the most recent example being the controversy surrounding <a href=\"http:\/\/www.mediaite.com\/online\/native-american-explains-why-he-walked-off-adam-sandler-set-was-a-total-disgrace\/\">Adam Sandler&#8217;s most recent film<\/a>. \u00a0Moreover, these Native American characters, even when portrayed more or less &#8220;accurately&#8221;, are often &#8220;flat characters [with]&#8230;little time&#8230;spent in developing the[ir] screen personalities&#8221; (Rollins 32). \u00a0Rollins disappointingly points out that often, they are more just &#8220;part of the setting [or background&#8230;more than&#8230;a character in [their] own right&#8221; (Rollins 32).<\/p>\n<h5>Works Cited<\/h5>\n<ul>\n<li>Nguyen, Tina. &#8220;Native American Explains Why He Walked Off Adam Sandler Set: &#8216;Was A Total Disgrace.'&#8221;\u00a0<em>MEDIATE. n.d,\u00a0<\/em>Web. 26 July, 2015.<\/li>\n<li>Nittle, Nadra. &#8220;Five Common Native American Stereotypes in Film and Television.&#8221; <em>AboutNews. n.d.,\u00a0<\/em>Web. 28 July 2015.<\/li>\n<li>Powelson, Rick.\u00a0<em>Good Indian\/Bad Indian.\u00a0<\/em>Comanche University of The 49. 20 Jan. 2005. Web. 25 Jul. 2015.<\/li>\n<li>Rollins, Peter.\u00a0<em>Hollywood&#8217;s Indian: The Portrayal of the Native American in Film.\u00a0<\/em>Lexington: The University Press of Kentucky, 2003.\u00a0<em>Project MUSE.\u00a0<\/em>Web. 22 Jul. 2015.<\/li>\n<\/ul>\n<p><em>By Freda Li<\/em><\/p>\n<h4><\/h4>\n<p>&#8212;&#8212;&#8211;<\/p>\n<h4>Addendum: static images used on this site<\/h4>\n<p>Background\u00a0image (cedar wood grain):\u00a0&#8220;Cedrus wood&#8221;. Licensed under CC BY-SA 3.0 via <a href=\"https:\/\/commons.wikimedia.org\/wiki\/File:Cedrus_wood.jpg#\/media\/File:Cedrus_wood.jpg\">Wikimedia Commons<\/a>. MLA citation:\u00a0Brodo. <i>Cedrus Wood<\/i>. Digital image. <i>Wikimedia Commons<\/i>. Wikimedia Foundation, 1 Feb. 2006. Web. 30 June 2015.<\/p>\n<p>Header image: own work, from Charmaine&#8217;s Instagram<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Davies, Scott and Neil Guppy. \u201cRace and Canadian Education\u201d. Racism and Social Inequality in Canada. Ed. Saizeqich, Vic. Thompson Educational Publishing. Toronto. 1998. Print. Scott Davies and Neil Guppy collaborate on this article and are truly a powerful intellectual pairing. Neil Guppy is a Professor in the Department of Sociology at UBC Vancouver and Scott [&hellip;]<\/p>\n","protected":false},"author":28445,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-11","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/conversationscanada\/wp-json\/wp\/v2\/pages\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/conversationscanada\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/conversationscanada\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/conversationscanada\/wp-json\/wp\/v2\/users\/28445"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/conversationscanada\/wp-json\/wp\/v2\/comments?post=11"}],"version-history":[{"count":40,"href":"https:\/\/blogs.ubc.ca\/conversationscanada\/wp-json\/wp\/v2\/pages\/11\/revisions"}],"predecessor-version":[{"id":139,"href":"https:\/\/blogs.ubc.ca\/conversationscanada\/wp-json\/wp\/v2\/pages\/11\/revisions\/139"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/conversationscanada\/wp-json\/wp\/v2\/media?parent=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}