Category Archives: General

Harper’s Apology – Weblog 3 – 3

Harper’s Apology

http://www.aadnc-aandc.gc.ca/eng/1100100015644/1100100015649

This site, from Aboriginal Affairs and Northern Development Canada, contains a transcript of the apology Prime Minister Stephen Harper gave for residential schools on June 11, 2008.

The apology was issued, on behalf of the Government of Canada, to all people impacted by residential schools, particular those whose had survived the horrific treatment at the aforementioned schools.  The apology admits over 150,000 children were separated from their families during this tumultuous time.  He states the schools were started, partly, to meet the educational needs of Aboriginal children in the 1800s.  The need to assimilate children was based on the belief Aboriginal culture was inferior to European culture.  132 schools were funded nationwide with every province containing them, with the exception of Newfoundland, New Brunswick, and Prince Edward Island.  The government recognizes these schools were a tragedy and should have never occurred.

The government also recognizes the fallout to residential schools and the impact it has had on people and communities.  Although, Harper states, some enjoyed their time at school, these positives are overshadowed by the tragic stories of survivors.  He also recognized the absence of an apology has slowed down the healing process.  The onus should fall on the government and country for not issuing an apology earlier and they must shoulder the burden.  He apologizes to all survivors and families impacted by residential schools.  He also recognized the steps that need to be taken moving forward, including the formation of the Truth and Reconciliation Commission.

This apology will be used in my project because it is the first time the government truly recognized what an atrocity occurred on Canadian soil.  It also began the formation of the Truth and Reconciliation Commission, which will a small focus of the project.  I also remember watching the apology on television and wondering the sincerity of it.  Given what occurred, I can’t help but wonder if healing will ever happen.

TM

The Residential School System

The Residential School System

http://indigenousfoundations.arts.ubc.ca/home/government-policy/the-residential-school-system.html

This website, through the University of British Columbia (shout out!), is an excellent look at the residential system in BC and Canada. It discusses the purpose of the residential school which was to assimilate and destroy culture.  As the site points out it was to, “kill the Indian in the child.” It stated in the 1880s, with the church assuming the role of educator and forcing theological beliefs on children who were uprooted from their homes.  The site discusses the torment these children faced on a daily basis: abuse, which was physical, psychological, and sexual .  It also outlines the inferior education the children received, often only to grade 5 and preparing the children for a life in agriculture or wood working. It was not until the 1990s that churches began to recognize their part in this destructive ploy.

The site is a great source because it also outlines the ‘need’ for residential schools.  The government of the time believed in order to settle Canada, the Aboriginal population needed to be reformed and the best way to do that was indoctrination at an early age.  They went as far as to make it illegal for First Nations to attend schools which were not residential.  The conditions at the residential school also highlighted the capabilities the government thought Aboriginal children possessed. Work was geared toward practical ability: sewing, carpentry and farming.  Ironically, for a school, it was so unfocused on education that many students only reached grade 5 by 18 years of age.  Many children died to the unsanitary conditions faced at residential schools, yet  the value placed on Aboriginal life was so low the schools continued for a century.

In the late 1950s the government finally began to treat these institutions more like a school and began to hire qualified staff, and the 80 years of mistreatment was swept under the rug.  The worthlessness created by these schools is still in communities today.  As an aside, when St. Joseph’s finally shut down many non-Native peoples had no idea what when on because that implied worthlessness still lingered in 1981.

This site will be very valuable to my project because it outlines why the government felt the need to create residential schools and always demonstrates how the schools created a sense of despair and worthlessness in many Aboriginal communities.  Many Aboriginal people are still reluctant to attend schools and are distrustful of schools due to the horrifying repercussions these schools caused.  I hope to glean from this site some of the overt means of making students ashamed of their culture and some of the not-so-overt means of destroying self worth.

TM

 

Indian Residential School Resources – Weblog 3 – 1

Indian Residential School Resources

http://irsr.ca/lesson-plan-2/

This is not a website I intend to use for my project.  It is one I intend to use in school.  Even though, over the last few years, residential schools have come up in the media, most people are completely unaware of the truth behind residential schools or the impact residential schools had on community, families, and individuals.

One of the nice things about the website is its disclaimer, which recognizes the sensitive nature of the subject matter.  It also provides a list of guidelines to follow when teaching about residential schools, which include: don’t overgeneralize or simplify, respect the differences people in the class will have, encourage empathy, among many others.

The website also has links to 8 individual lesson plans. The first four deal with learning about sensitive issues and how to investigate and research a paper/project on residential schools.  These four lessons are great in the fact that they can be tailored to suit almost any grade level and interest group.

The second four deal with reconciliation and recovery.  There is a superb , albeit brief, summary of Aboriginal education going forward for the teacher.  The first lesson: Roots deals with the idea of institutionalized racism.  The second: Removal or Relocation deals with the horror of removing children from their homes. The third: Reconcilliation deals with the idea of what Canada needs to do to reconcile with survivors of residential schools.  It also introduces learners on ways of using newspapers as research tools. The fourth plan: Rights and responsibilities deals with the Charter and the UN Human Rights. This lesson forces students to reflect on times they felt violated and also makes students look to the future for things they can do to make this world a better place.

The lesson plan page on Indian Residential School Resources may not be used for my project, but will be ideally suited for social studies teachers and this is a link I plan to share with colleagues.

TM

Module 3 Post 3: Orality of the Northern Cree Indigenous Worlds, C. Weber-Pillwax.

Weber-Pillwax, C. (2001) Orality of northern Cree indigenous worlds. Canadian journal of native education (25)2. 149-165

I turned to this article to explore the concept of orality and orality consciousness that I struggled with in the Friedel (2011) referenced in post one for this module.  E-mail discussion with Heather McGregor and Dr. Marker helped clarify, and post to was a recommendation by Dr. Marker, but I wanted to deepen my understanding further; this article was selected for that purpose.

Weber-Pillwax’s article connects well to the early modules of ETEC 540 where orality is explored, particularly through Ong’s (1982) work on orality as a (very) complex state of being, or consciousness, including thought patterns, ceremonies, story-telling, dancing and singing.  Weber-Pillwax builds on this definition and concurrently critiques Havelock’s (1986) analysis of the transition from primary orality to literacy to build an understanding of the northern Cree world-view and sense of identity rooted in orality, especially the understanding of and participation in traditional society and spiritual events–even if the language is not understood!

A significant portion of this article is dedicated to the English translation of “wihkotowin” and “macisimowin,” which are different ceremonies but both typically translated as “tea dance.”  The discussion of the translations is centred around “tea dance” for wihkotowin as an oral translation, because those requiring a translation could not fully understand the meaning held within the word and participation in the ceremony as outsiders, and “tea dance” for macisimowin as a literate translation, because it adequately describes what happens at the ceremony celebrating a special event such a as a birthday. A (better?) literate translation of wihkotowin would be “dance of the ancestors.”  This ceremony includes the opening of a bundle to signify the bringing into consciousness and the community, the spirits of those who have gone before, grandmothers, grandfather and ancestral spirits.

Off topic of my immediate reason for reviewing this article, but more directly aligned with my research paper, is the notable absence of a place-based identity, as so eloquently described in Basso’s work (see Module 3 Post 2).  Presumably, this is for two reasons.  The first is that the intention of the article was to elucidate orality, though I am not satisfied with this as my understanding is that place-based identity is so central to most Indigenous world views that it could not casually be omitted from any sense of identity.  The second reason, and one that I am more likely to believe, is hidden in the brief history of the northern Cree with which Weber-Pillwax prefaces the article.  In this history, she describes the elders’ fascination with a small turtle that she brought back from the city.  Though not native to the area, the turtle is an important part of the collective memory.  How did it get there?  The northern Cree people are part of a group of Cree that originated in Ontario and Quebec (turtles’ natural habitat) and moved west to Alberta, possibly with the fur trade, to displace the Blackfoot and Dene who inhabited the area first.  Because the northern Cree have not inhabited their current region for the 5000+ years that other Indigenous groups have lived in their traditional territories, their oral histories do not reference the land around them in the ways that others do.

Havelock, E. (1986) The muse learns to write: Reflections on orality and literacy from antiquity to the present. New York: Yale University Press

Ong, W. (1982) Orality and literacy. London: Routledge

Some books…

Module 3, Post 4

I’ve found a couple of online e-books (accessible through the UBC library) that deal with photography and representation with an emphasis on Aboriginal people.

The first is titled Reservation X… from the brief glance I had it’s more about photography and art through contemporary Aboriginal eyes. Here’s a website that goes along with the book:

http://nmai.si.edu/exhibitions/reservation_x/intro.htm

The other book I found is Photography’s Other Histories. This one is a bit more broad in its intent, and the essays tend to focus more on social-activist issues in photography within a post-colonial framework. I’ll have to comb through the essays to see if there are any nuggets in there.

[update]

There are indeed some golden nuggets in the latter book. One fascinating essay is Poignant’s “The Making of Professional Savages”. What a tragic tale for those australian aboriginals, specially Tembo whose body was eventually displayed in a museum, and ended up in almost being forgotten in the basement of a funeral home. Who would’ve guessed the circus had such a strong influence on Native American objectification.

Pinney, C., & Poignant, R. (2003). The Making of Professional “Savages” From P.T. Barnum (1883) To the Sunday Times (1998). Photography’s other histories (pp. 55-84). Durham: Duke University Press.

 

The power to name and photograph

Module 3, Post 3

Theresa Harlan’s essay “Adjusting the Focus for an Indigenous Presence” has really helped to focus (no pun intended) many of my thoughts. I really enjoyed the way she ends it:

“While frontier photographers believed they were photographing our demise, anthropologists and historians were elegizing us and tourists were buying images of us at the “end of the trail”–we, as indigenous people, were just beginning to focus the camera for an indigenous presence.

Hot damn! (sorry, I know that’s rather uncouth for a graduate level course) but she really nailed it here. They’ve always been here, but the way they have been portrayed by the dominant society has led them to what she earlier discusses as the “absence of our presence”…in a nutshell they have been here, but have had no platform to share and represent their culture, besides what was given to them by the dominant society.

The camera is a powerful technology because the photographs it can produce have the power, like so much art, to really affect the emotional response of its viewer.

After looking at some modern work, one thing that has struck me by a number of contemporary photographers is there seems to be a passive aggressive stance as to why they photograph. Larry McNeil’s work “Fly by Night Mythology” contains passages that are at times uncomfortable and a turn-off. Rather than represent his culture, he brings up the past and throws it at his viewers expecting them to make sense of it without much context. This is so different from the work of someone like Nadya Kwandibens or Lee Marmon, who represent first-nations in a more positive light, and in a context that shows their character and strengths.

Squiers, C., & Harlan, T. (1999). Adjusting the Focus for an Indigenous Presence. Over exposed: essays on contemporary photography (p. 134152). New York: New Press.

Ginsberg’s Faustian Contract

Module 3, Post 2

Much of what Ginsberg has to state about the faustian nature of using media for self-representation is fascinating. It’s something that other philosophers have alluded to, though not in quite such devilish language.

http://onlinelibrary.wiley.com/doi/10.1525/can.1991.6.1.02a00040/abstract

If you get a chance to read this article, and then try to understand Flusser’s “Technical image” and the science behind it and Van Gerwen’s “Abstract Image” in light of this “Faustian” contract, you’ll see how tricky photography can be when it comes to self-representation.

Here’s a little discussion on Flusser:

http://mandptheory.wordpress.com/2009/03/01/vilem-flusser-the-technical-image/

I think this is where living out cultural obligations can help to fend off the reinterpretation of images. I say this because an image is an object, and like any object, it can be reinterpreted if it’s not lived out/used. I think this goes back to the notion that just because modern society deconstructs everything, doesn’t mean we need to stop living out our moral/ethical and social responsibilities to our communities/beliefs.

 

Module 3, Post 1

I’ve been reading the book “Our People, Our Land, Our Images” and something that Hulleah J. Tsinhhnahjinnie said is where I think I’ll be developing my thesis…”The very same medium that exacerbated colonial tensions is now used as a tool for Indigenous empowerment and sovereignty by exerting an authority over how, when, and why Indigenous peoples choose to be imaged.” This little statement can be further examined in terms of technological intent of the camera, which is something that philosopher Willem Flusser discusses…because it’s a Western technology, does that necessarily change the empowerment and the sovereignty Indigenous people have recovered? What I mean by this is the self-representation afforded to them adulterated in some way so that it’s almost a facade, a shadow of the true representation? I suppose this could be said of all photographs. In the long run Aboriginal self-representation, will, I believe move into the realm of art, which is something that Ursula Johnson alludes to in her TED talk:

https://www.youtube.com/watch?v=-HHvaZKFgRA

My fear is once in the realm of art it becomes again an object to be placed inside a museum or a gallery. This is where a fine line between living out cultural obligations/aspirations becomes important to self-representation. The photograph itself is merely a representation, and that must never be forgotten or supersede what goes on in the real world.

Tsinhnahjinnie, H., & Passalacqua, V. (2006). Our people, our land, our images: international indigenous photographers. Davis, Calif.: C.N. Gorman Museum, University of California, Davis

Weblog 3 Post 5 Moving Forward TREMBLAY

The real danger in moving into a post  modern and neoliberal ized economy is that as a community, the general public is facing a repeat of taxation without representation problem faced by the founding fathers in our larger neighbor to the south during the independence war of 1775.

http://en.wikipedia.org/wiki/American_Revolutionary_War

However, instead of facing a political situation where taxes are funding foreign powers to the detriment of American colonial interests, ours are instead funding neoliberal aspirations to the detriment of local constituents. This situation isn’t localized to Canada, but our accepting and apathetic nature with regards to political involvement combined with the problems inherent within our political system has made us an especially juicy target for neo-liberal economic interests. The marketing behind the success of the tar sands, now rebranded the “oil sands”  are an excellent example of this exploitive attitude where industry and jobs take precedent over long term goals and community development.

Greenpeace report on Tar Sands (Admittedly biased but still useful)

http://www.greenpeace.org/canada/Global/canada/report/2012/07/GP-ShellReport-WEB.pdf

With the way that first nations communities have faced adversity, owned their problems and attempted to move forward within the limited framework they have been subjected to, the real inspiration that we should be looking to are their adaptations and just how they have managed to adapt to the exploitative system. The entire colonial system, and the vestiges of left over policy, was designed from the ground up to create a discrepancy of power to the disadvantage of first nations communities. This is where the real danger and power of effective marketing needs to be addressed because the public complacency with regards to the development is at least partly due to piles of money that corporate and neo-liberal interests have poured into it.

https://www.youtube.com/watch?v=D1mZMOP-wbY

The real strength and potential existing in first nations communities across Canada comes from the cohesiveness of the people living in them and the horrid conditions that the colonial conversion process subjected upon them. Despite all the horrid conditions that still need to addressed within Canadian first nations communities, the parallels between the colonial and neoliberal situations dictate that the successes (however few and far between) should be examined and applied directly to both first nations reserves facing difficulty and conflicts concerned with neo-liberal privitization.

http://web.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?sid=a939c80c-71bd-422d-830c-fed42dc5db7f%40sessionmgr114&vid=1&hid=127

Benjamin Franklin once said: “Those who can give up essential liberty to obtain a little temporary safety deserve neither liberty nor safety.” Although social change and class upheaval typically only personifies in the face of great suffering, the Canadian working public’s vigilance becomes more necessary every day. In the face of declining liberty, it would be preferable that the public becomes socially involved before they become victims of the process or lack of therein.

Weblog 3 Post 4 Austerity and Disparity TREMBLAY

Weblog 3 post 4

The anticipation for things to get better can really be disheartening for the most bold and forward thinking among us. Forget the cynics, the narcissists and the egotists, they don’t matter, especially with regards to this issue. The real people looking to the world and seeing the chaos, the disparity and suffering are waiting for that miracle where people will start caring again. Right now the lack of interest in the fellow citizen is the weakest link in our societal functions and has allowed unfettered exploitation by neoliberal interests.

Slovenian protests against Neo-liberal Austerity

http://www.globalresearch.ca/social-uprising-in-slovenia-against-neoliberal-austerity-measures/5324218

How collaboration can battle apathy in a classroom

http://tzmeducation.org/content/collaboration-and-altruism-vs-competition-and-apathy

The problem with finding community in cyberspace:
http://books.google.ca/books?hl=en&lr=&id=av59b6DhKtkC&oi=fnd&pg=PA385&dq=internet+apathy+and+the+death+of+the+middle+class&ots=V3DhJA_Qic&sig=H0tAkSDuh1HaK9LsQEUQ2VyRkBI#v=onepage&q&f=false

Resistance in Italy to Neo-Liberal dismantling of social support structure. (Unfortunately not peer edited)

http://www.anthropology.utoronto.ca/people/faculty-1/faculty-profiles/muehlebach/Muehlebach%20-%20Complexio%20Oppositorum.pdf

The feedback loop created by the combination of apathy and individualism has been more destructive to the forward progression of the middle class than any movement, politician or natural disaster could hope to be. However there is hope and it lies in one of the most logical, but still unexpected places. In the same way that the neoliberals have borrowed and adapted exploitation techniques from the colonial forefathers, we too must look at the people’s most affected by it and their successes and failures with regards to the hopeful recovery. Of course I speak of indigenous populations and more specific to Canada, First nations peoples.

http://www.winnipegfreepress.com/canada/top-first-nations-success-to-be-studied-102047333.html