For this portion of my Weblog, I want to look at sites connecting Module 2 with my stated research interest. The title of Module 2 was “Stereotypes and the Commodification of Indigenous Social Reality” and I’m looking at the current relationship between indigenous members of Treaty 7 here in Alberta, with the Catholic Church and specifically the Calgary Catholic School District.
- Neizen, David. 2005. “Digital Identity: The Construction of Virtual Selfhood in the Indigenous Peoples’ Movement” Comparative Studies in Society and History, Volume 47, Issue 3, July 2005 , pp. 532-551. Retrieved from: https://www-jstor-org.ezproxy.library.ubc.ca/stable/3879390?pq-origsite=summon&seq=1#metadata_info_tab_contents
The first link is directly from Dr. Marker (thank you!) and isn’t really a web link, but is a paper looking (partially) at how indigenous people with the skills to affirm their cultural identity online find themselves in an “uncomfortable situation, a condition sometimes awkwardly referred to as ‘bi-culturalism’” (Neizen, 2005). I was having trouble figuring out how the technology piece would fit in with my research and I think this paper will be very helpful.
- National Centre for Truth and Reconciliation – University of Manitoba – http://nctr.ca
After the Truth and Reconciliation Commission of Canada wrapped up its activities in 2015, its findings and recommendations came under the authority of the National Centre for Truth and Reconciliation at the University of Manitoba. This is a good site to get a feel for how the recommendations from the Truth and Reconciliation Commission are currently being used.
- Honouring the Truth, Reconciling for the Future – http://nctr.ca/assets/reports/Final%20Reports/Executive_Summary_English_Web.pdf
A summary of the final report of the Truth and Reconciliation Commission. The preface outlines the work of hearing from over 6000 individuals affected by residential schooling and discusses the physical and sexual abuse suffered by students, as well as the death rate in these institutions. There are sections on the history and legacy of residential schooling, as well as “The challenge of reconciliation” and Calls to Action.
- The original 1876 Indian Act – http://nctr.ca/assets/reports/Historical%20Reports/1876%20Indian%20Act.pdf
The 1876 Indian Act outlines the Canadian federal government’s role in managing reserve land, income and indigenous people themselves.
- Indian Act – The Canadian Encyclopedia – https://www.thecanadianencyclopedia.ca/en/article/indian-act
A good explanation of the original Indian Act in 1876 and subsequent amendments. It describes the Act as, “an evolving, paradoxical document that has enabled trauma, human rights violations and social and cultural disruption for generations of First Nations peoples.” Indeed, much of the legislation affecting the indigenous population of Canada was aimed at promoting assimilation into non-indigenous society. “Indian status was seen as a transitional state,” and “a First Nations person lost status if they graduated university, became a Christian minister, or achieved professional designation as a doctor or lawyer.”
The modern version of this act is also described on this website as it “still outlines the various rules around reserves, financial guardianship of minors and the mentally incompetent, management of band resources, elections, and other aspects of life on a reserve.”