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Inquiry question: How can I foster a more inclusive, culturally responsive, and holistic approach to education that honors Indigenous perspectives and promotes a deeper understanding of Indigenous cultures, histories, and ways of knowing?
The Doctrine of Discovery
In Module-3, I learnt about The Doctrine of Discovery that is centered around the theme of the historical and legal concept that allowed European powers to claim dominion over lands they "discovered" and to assert control over Indigenous peoples and their lands. This concept, which originated in 15th century Europe, justified colonization, conquest, and exploitation of Indigenous peoples by framing them as inferior and land as unoccupied until claimed by Europeans.
The Doctrine of Discovery perpetuated and justified the displacement, oppression, and marginalization of Indigenous peoples and their cultures. It laid the groundwork for ongoing patterns of land dispossession, cultural suppression, and systemic inequalities that continue to impact Indigenous communities today.
The theme of the Doctrine of Discovery underscores the need for recognition, reconciliation, and justice for Indigenous peoples and for challenging the ongoing legacies of colonialism and oppression. It calls for a reexamination of history, laws, and policies that continue to perpetuate harm and perpetuate injustice towards Indigenous peoples.
Before I start teaching about Doctrine of Discovery in my classroom, I need to do some more research on this topic, which could be reading more academic articles, books, resources that provide a historical and legal perspective on The Doctrine of Discovery. Moreover, I can teach my students about this topic by inviting Indigenous guest speakers or educators to share their perspectives and experiences related to the Doctrine of Discovery. This can provide students with a more nuanced and personal understanding of the issues at hand.
Finally, I can consider incorporating activities and assignments into my lessons that allow students to critically engage with the concept of the Doctrine of Discovery and its impact on Indigenous communities in Canada. This could include analyzing primary source documents, engaging in discussions and debates, or even creating their own presentations or projects on the topic.
References: 1) The Doctrine of Discovery
2) Video: The Doctrine of Discovery
Indian Act
I had some knowledge about Indian Act previously, but in this module I learnt about the double marginalization that women had to face for being Indigenous. Women were marginalized because of the Indian Act in Canada in the following ways:
Loss of status: Under the Indian Act, women who married non-Indigenous men would lose their status as First Nations individuals. This meant they would no longer be considered members of their band and would lose access to benefits and services provided to status Indians, such as healthcare, education, and social services.
Discrimination in status registration: Even when a First Nations woman married another status Indian, she would often face difficulties in registering her children as status Indians. This was particularly true if the father was not registered or if the couple lived off-reserve. As a result, their children would not be eligible for status under the Indian Act.
Lack of control over land and resources: The Indian Act gave male band members control over land tenure and resources, excluding women from decision-making processes related to their community's traditional territories. This further marginalized women, as they were unable to participate in important discussions and negotiations that impacted their livelihoods and well-being.
Gender inequality: The Indian Act reinforced traditional gender roles within First Nations communities, emphasizing the patriarchal structure of power and leadership. This limited women's opportunities for leadership and decision-making within their communities and perpetuated gender inequality.
References: 1) 21 Things you May Not Have Known About Indian Act
2) https://www.cbc.ca/news/indigenous/dark-history-canada-s-pass-system-1.3454022
Sixties Scoop
I did not know anything about The Sixties Scoop. In this module I learnt about the devastating impacts of The Sixties Scoop on thousands of Indigenous children who were forcibly removed from their families and communities and placed into the child welfare system, often ending up in non-Indigenous foster and adoptive homes. This dark phase of Canadian history marks the period from 1960's to 1980's . This traumatic experience had a profound and lasting impact on the lives of those affected, and continues to affect Canadian Indigenous generations today in a number of ways. It has made a disastrous impact on their lives, leading to intergenerational trauma, loss of cultural identity, difficulties in family relationships, and challenges in education and employment. The survivors have since advocated for recognition and reconciliation, leading to government acknowledgements, apologies, and initiatives to support healing and reconciliation.
The Canadian Encyclopedia Says, "The long-lasting effects of the Sixties Scoop on adult adoptees are considerable, ranging from a loss of cultural identity to low self-esteem and feelings of shame, loneliness and confusion. Since birth records could not be opened unless both the child and parent consented, many adoptees learned about their true heritage late in life, causing frustration and emotional distress. While some adoptees were placed in homes with loving and supportive people, they could not provide culturally specific education and experiences essential to the creation of healthy, Indigenous identities. Some adoptees also reported sexual, physical and other abuse. These varied experiences and feelings led to long-term challenges with the health and livelihood of the adoptees. As a result, beginning in the 1990s, class action lawsuits against provincial governments have been pursued in Ontario, Alberta, Saskatchewan and Manitoba, and are still before the courts. "(1)
References:
2) Separating children from parents: The Sixties Scoop in Canada
Reflection
This module has been an eye opener in many ways as there was a lot to learn for me that I did not know about. Though some of the videos of The Doctrine of Discovery and The Residential Schools were shown through the Western lens, as they presented a picture that these steps were taken for the betterment of the Indigenous communities but it was the opposite. It is sad to know about the dark realities behind the decisions that were taken for the Indigenous Peoples. How they had to take permission to go out of their own spaces where their ancestors lived with freedom, How women were excluded from the community participation and the way their children were scooped, traumatized, and alienated from their own culture, home and family. Though, apologies and compensations will not help them recover from the damage that has been caused, but yes, we need to reflect, reconnect and restructure.
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