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Settler Ignorance and the Canadian Truth and Reconciliation Commission

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Settler Ignorance and the Canadian Truth and Reconciliation Commission UNABLE TO HEAR: SETTLER IGNORANCE AND THE CANADIAN TRUTH AND RECONCILIATION COMMISSION by ANNA COOK A DISSERTATION Presented to the Department of Philosophy and the Graduate School of the University of Oregon in partial fulfillment of the requirements for the degree of Doctor of Philosophy September 2018 DISSERTATION APPROVAL PAGE Student: Anna Cook Title: Unable to Hear: Settler Ignorance and the Canadian Truth and Reconciliation Commission This dissertation has been accepted and approved in partial fulfillment of the requirements for the Doctor of Philosophy degree in the Department of Philosophy by: Scott L. Pratt Chair Rocío Zambrana Core Member Stephanie Teves Core Member Kirby Brown Institutional Representative and Janet Woodruff-Borden Vice Provost and Dean of the Graduate School Original approval signatures are on file with the University of Oregon Graduate School. Degree awarded September 2018. ii © 2018 Anna Cook This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs (United States) License. iii DISSERTATION ABSTRACT Anna Cook Doctor of Philosophy Department of Philosophy September 2018 Title: Unable to Hear: Settler Ignorance and the Canadian Truth and Reconciliation Commission My dissertation provides an epistemic evaluation of settler colonialism in terms of settlers’ disavowal of past and ongoing settler colonial violence. I seek to explain how settlers can fail to hear Indigenous testimonies in ways that disrupt structural inequality and challenge settler colonial legitimacy. This theoretical consideration of settler ignorance reveals how the elimination of Indigenous peoples requires the delegitimatization of Indigenous peoples as knowers. This insight is crucial in evaluating contemporary governmental apologies and truth commissions aimed at reconciliation. In particular, I focus on the epistemic assumptions that do not challenge what I call ‘settler ignorance’ and so do not transform settler nation-myths that disavow past and present settler colonialism. My epistemic evaluation of settler colonialism demonstrates how the exclusion of Indigenous peoples from the realm of reason, what I call their ‘epistemic elimination,’ is not accidental, but integral to the settler colonial project of eliminating Indigenous presence. Using this characterization of settler ignorance, I evaluate the Canadian Truth and Reconciliation Commission (TRC) in terms of its ability to accomplish its mandate of “establishing and maintaining respectful relationships” between Indigenous peoples and settler Canadians. I conclude that the TRC fails on its own terms because it does not iv challenge epistemic assumptions that prevent testimonies of residential school survivors to be heard as expressions of Indigenous refusal of settler authority. Without challenging these epistemic assumptions, testimonies cannot disrupt structural settler ignorance and so, cannot lead to meaningful reconciliation. Meaningful reconciliation requires of settlers a reparative transformation of epistemic assumptions that work to maintain a structural ignorance of past and ongoing settler colonial violence. The goal of what I call ‘reparative knowing’ is both a personal one and a critical intervention into how settlers can become epistemically responsible agents. In the context of ongoing settler colonial violence, reparative knowing involves a troubling of settler common sense, and so, a disruption of structural settler ignorance. Without such an understanding of settler ignorance and reparative knowing, an investigation into the aims and transformations of settler colonialism would remain incomplete. v CURRICULUM VITAE NAME OF AUTHOR: Anna Cook GRADUATE AND UNDERGRADUATE SCHOOLS ATTENDED: University of Oregon, Eugene, Oregon McGill University, Montreal, Quebec, Canada DEGREES AWARDED: Doctor of Philosophy in Philosophy, 2018, University of Oregon Certificate in Women’s, Gender, and Sexuality Studies, 2018, University of Oregon Master of Arts in Philosophy, 2015, University of Oregon Bachelor of Arts, 2011, Philosophy with Minor in Women’s Studies, McGill University AREAS OF INTEREST: AOS: Social and Political Philosophy, Feminist Philosophy, Indigenous Philosophy AOC: Social Epistemology, Early Modern Philosophy (Spinoza), 20th Century European Philosophy, Logic PROFESSIONAL EXPERIENCE: Graduate Employee, Department of Philosophy, University of Oregon, Eugene, 2013-2018 GRANTS, AWARDS, AND HONORS: Eric Englund Fellowship, University of Oregon, 2018-2019 (Declined) Oregon Humanities Center Dissertation Fellowship, University of Oregon, Fall 2018 (Declined) Margaret J. Wiese Graduate Research Award, Graduate School, University of Oregon ($1000), 2017 vi Oregon Humanities Center Graduate Support Fellow, University of Oregon ($1000), 2017 CSWS (Center for the Study of Women in Society) Graduate Student Research Grant, University of Oregon ($3000), 2017 FEAST (Feminist Ethics and Social Theory) Best Graduate Paper ($300), 2017 Philosophy Matters Graduate Essay Prize, University of Oregon ($250), 2016 Ila and John Mellow Prize, 43rd Annual SAAP (Society for the Advancement of American Philosophy) ($250), March 2016 Educational Grant, Fonds de Recherche du Québec, Société et culture (FRQSC), 2016-2018 First Class Honors with distinction, McGill University, 2011 PUBLICATIONS: Cook, Anna. “Recognizing Settler Ignorance.” Feminist Philosophy Quarterly Special Issue on Epistemic Injustice and Recognition Theory. Forthcoming 2019. Cook, Anna. “On the Existential Damage of School Shootings.” Feminist Phenomenology. Eds. Sara Cohen Shabot and Christinia Landry. Rowman & Littlefield. Forthcoming Spring 2018. Cook, Anna. “When listening isn’t enough: Settler Denial and Epistemic Injustice” APA Newsletter on Indigenous Philosophy. 17. 1 (Fall 2017). Cook, Anna. “A Politics of Indigenous Voice.” Canadian Journal for Native Studies. Vol. 36, No. 2, 2017. Cook, Anna. “Intra-American philosophy in practice: Indigenous Voice, Felt Knowledge, and Settler Denial.” The Pluralist. Vol. 12 .1 (Spring 2017). Cook, Anna. “Trusting your Gut: Concerns about panic attacks and racialized vision.” Revue horizon sociologique. Vol. 6 (Fall 2012). Cook, Anna. “Relational Ontology and the Rational State in Spinoza.” Pensées Canadiennes: Canadian undergraduate journal of philosophy. Vol. 9 (Spring 2011). vii Cook, Anna. “Vulnerability and Control of One’s Own Right: Spinoza on the exclusion of Servants and Women in a Democracy.” Philosophic Fragments: McGill University’s undergraduate journal of philosophy. Vol. 27 (Spring 2011). Cook, Anna. “Guilty Bodies: The Creation of the Feminine Subject in Assault Prevention Literature.” Intersections Journal: McGill University’s Women’s Studies Interdisciplinary Journal. Vol. 3 (Spring 2011). Cook, Anna. “Towards a Critical Teaching of Canadian History.” Intersections Journal: McGill University’s Women’s Studies Interdisciplinary Journal. Vol. 3 (Spring 2011). viii ACKNOWLEDGEMENTS It takes a village to write a dissertation and I am so thankful to have such a supportive and caring village at the University of Oregon. I am so grateful to my advisor, Scott Pratt, for seeing my diverse research interests as a strength and for being a model of responsible pluralism. His support and reminders that everything is going to be ok have meant so much to me. I thank the members of my committee Rocío Zambrana, Lani Teves and Kirby Brown for their generous support of my project. I feel incredibly honored and humbled to have the opportunity to learn from them. I am grateful for the Indigenous Philosophies Research Interest Group for providing an interdisciplinary community on campus, thanks to Lauren Eichler, Jon LaRochelle, April Anson, Briana Meier, Burke Hendrix and John O’Connor. My dissertation emerged from this place, from the relationships formed here and from the perspective that is gained by looking at one’s home from the outside. I am grateful for relationships with this land (the trees in the cemetery, the rhododendrons in Hendricks park, and the birds along Pre’s Trail in particular). I am not from this land (I am second- generation Canadian with family from Scotland and England), and yet I feel so grateful to have been a visitor here and beneficiary of this Kalapuya land, I can only hope that my presence here has been beneficial as well. I am grateful for the financial support and recognition provided by the University of Oregon Graduate School’s Margaret J. Wiese Graduate Research Award, the Oregon Humanities Center Graduate Support Fellow, and the Center for the Study of Women in Society’s Graduate Student Research Grant. I thank the members of the Department of Philosophy for the teaching opportunities and mentorship. I thank my students for teaching me so much about humility and courage, and for reminding me why philosophy is important. I could not have made it through without the support of my close friends who reminded me to breathe and taught me that different people are different. I could not have done this without you: Bonnie Sheehey, Shannon Hayes, Amie Zimmer, Sarah McLay, Rebekah Sinclair, Billy Dean Goehring, Jon LaRochelle, and many others. Our many talks about our monsters and radical self-care have sustained me. I also thank David- Alexandre Faber, Sophine Johnsson, Souad Martin-Saoudi, Glynn Rankin and Josée ix Young for our many Skype conversations. I never felt too far from home. Your belief in me has meant so much. I am also grateful to my Eugene dream care team: Hannah Shalice, Kim Donahey and Nicole Brule.
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