The first few weeks of FNIS100 began with the study of Aboriginal identities and terminologies with intensive discussion of colonial history and power dynamics. The most significant difference between terminologies used to identify Aboriginal peoples versus other non-Indigenous populations is that the term is not selected by the population themselves. The term was imposed by colonizers with the intent to categorize them in a systematic way. Therefore, terminologies referring to Aboriginal peoples often have legal and political implications which can operate in surprising ways. It is possible for individuals to sound offensive without having the appropriate knowledge and there are cases where it is possible for a group of people to sound discriminative for using the same term used by an Indigenous group.
The highly context-specific terminologies as well as the history of relationships between the Canadian government and the Aboriginal peoples, which has oftentimes been paternalistic and damaging, distinguishes this field of study from conventional Canadian history class. It can be said that this field of study is labour intensive and demanding in a way that is unlike traditional scientific research. Issues being discussed are contemporary and requires a constant reassessment and re-evaluation of one’s notions, presumptions, and their position as the oppressed/oppressing group as well as an empathetic viewpoint towards reconciliation. There is a need for continuous questioning on one’s standpoint regarding delicate subject matters, such as the residential school system. Perhaps the most challenging aspect of this study is that it exposes the academic’s character and attitude towards the subject.