The Failure of Federal Indigenous Healthcare Policy in Canada
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Treaties in Canada, Education Guide
TREATIES IN CANADA EDUCATION GUIDE A project of Cover: Map showing treaties in Ontario, c. 1931 (courtesy of Archives of Ontario/I0022329/J.L. Morris Fonds/F 1060-1-0-51, Folder 1, Map 14, 13356 [63/5]). Chiefs of the Six Nations reading Wampum belts, 1871 (courtesy of Library and Archives Canada/Electric Studio/C-085137). “The words ‘as long as the sun shines, as long as the waters flow Message to teachers Activities and discussions related to Indigenous peoples’ Key Terms and Definitions downhill, and as long as the grass grows green’ can be found in many history in Canada may evoke an emotional response from treaties after the 1613 treaty. It set a relationship of equity and peace.” some students. The subject of treaties can bring out strong Aboriginal Title: the inherent right of Indigenous peoples — Oren Lyons, Faithkeeper of the Onondaga Nation’s Turtle Clan opinions and feelings, as it includes two worldviews. It is to land or territory; the Canadian legal system recognizes title as a collective right to the use of and jurisdiction over critical to acknowledge that Indigenous worldviews and a group’s ancestral lands Table of Contents Introduction: understandings of relationships have continually been marginalized. This does not make them less valid, and Assimilation: the process by which a person or persons Introduction: Treaties between Treaties between Canada and Indigenous peoples acquire the social and psychological characteristics of another Canada and Indigenous peoples 2 students need to understand why different peoples in Canada group; to cause a person or group to become part of a Beginning in the early 1600s, the British Crown (later the Government of Canada) entered into might have different outlooks and interpretations of treaties. -
Indigenous Temporal Priority and the (De)Legitimization of the Canadian State: a Book Review of on Being Here to Stay
Decolonization: Indigeneity, Education & Society Vol. 4, No. 2, 2015, pp. 134-144 Indigenous temporal priority and the (de)legitimization of the Canadian state: A book review of On Being Here to Stay Scott Kouri1 Child and Youth Care, University of Victoria Michael Asch. (2014). On being here to stay: Treaty and Aboriginal rights in Canada. Toronto: University of Toronto Press. 217 pp. $24.95 Keywords: settler colonialism; Indigenous-settler relationships; treaty and Aboriginal rights; Indigenous sovereignty; Canadian politics; incommensurablility Introduction In the 1997 Delgamuukw decision, Chief Justice Antonio Lamer stated, “We are all here to stay” (Delgamuukw v. British Columbia, para. 186). Michael Asch, in On Being Here to Stay: Treaty and Aboriginal Rights in Canada, devotes over 200 pages to the question of “what, beyond the fact that we have the numbers and the power to insist on it, authorizes our being here to stay” (p. 3)? Throughout the book, the ‘we’ of Asch’s question toggles almost imperceptibly. At times it refers to the Canadian state and at other times to the settler population. In the end, Asch 1 I would like to thank the reviewers and editors at Decolonization: Indigeneity, Education & Society for their insightful commentary, which significantly helped the development of this review. 2015 S. Kouri This is an Open Access article distributed under the terms of the Creative Commons Attribution Noncommercial 3.0 Unported License (http://creativecommons.org/licenses/by-nc/3.0), permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited. On Being Here to Stay: A Review 135 dismisses the legitimacy of the former to preserve the future of the latter. -
Appendix D: Research Studies Prepared for the Commission
VOLUME 5 Renewal: A Twenty-Year Commitment Appendix D: Research Studies Prepared for the Commission Studies are listed alphabetically by author, followed by the author's affiliation (in parentheses) where applicable and the title or subject of the research study. Where there is more than one study by an author or authors, entries are separated by a semi-colon. Where there is more than one author, the other authors' names are cross-referenced to the main entry. Studies marked with an asterisk may have been quoted or cited in other volumes of this report under another title. Titles listed here are for authors' final versions, after peer review and editing; titles cited earlier in the report may have been for previous drafts. Abel, Alizette, see Lutra Associates Ltd. Absolon, Kathleen E., and Anthony R. Winchester, Urban Perspectives/Cultural Identity Project/Victoria Report/Case Studies of 'Sonny' and 'Emma'; Cultural Identity For Urban Aboriginal Peoples, Learning Circles Synthesis Report Ahenakew, Freda, et al. (Cree Language Consulting), Aboriginal Language Policy and Planning inCanada Alfred, Gerald R., A Review and Analysis of the Major Challenges and Concerns of AboriginalYouth in Canada Alfred, Gerald R., and Nadine S. Huggins, Learning from the International Experience: AComparative Review of State Policies for Indigenous Youth Alfred, Gerald R. (Mohawk Council of Kahnawake), The Meaning of Self-Government in Kahnawake Allard, Yvon, Georg Lithman, John O'Neil and Moneca Sinclaire, Winnipeg Case Study of Health and Social Services: Final Report Anaquod, Del C., Aboriginal Economic, Training, Education and Employment; Urban Institutional Development — Case Study, Regina Anaquod, Del C., and Vikas Khaladkar, Case Study — The First Nations Economy in the City of Regina Anaya, S. -
Towards a Treaty-Based Practice of Relationality by Gina Starblanket
Beyond Rights and Wrongs: Towards a Treaty-Based Practice of Relationality by Gina Starblanket M.A., University of Victoria, 2012 B.A. Hons., University of Regina, 2008 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the Indigenous Governance Program ã Gina Starblanket, 2017 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Beyond Rights and Wrongs: Towards a Treaty-Based Practice of Relationality by Gina Starblanket M.A., University of Victoria, 2012 B.A. Hons., University of Regina, 2008 Supervisory Committee Dr. Heidi Kiiwetinepinesiik Stark, Department of Political Science Co-Supervisor Dr. Taiaiake Alfred, Indigenous Governance Program Co-Supervisor Dr. Jeff Corntassel, Indigenous Governance Program Departmental Member iii Abstract Supervisory Committee Dr. Heidi Kiiwetinepinesiik Stark, Department of Political Science Co-Supervisor Dr. Taiaiake Alfred, Indigenous Governance Program Co-Supervisor Dr. Jeff Corntassel, Indigenous Governance Program Departmental Member This research explores the implications of the distinction between transactional and relational understandings of the Numbered Treaties, negotiated by Indigenous peoples and the Dominion of Canada from 1871-1921. It deconstructs representations of the Numbered Treaties as “land transactions” and challenges the associated forms of oppression that emerge from this interpretation. Drawing on oral histories of the Numbered Treaties, it argues instead that they established a framework for relationship that expressly affirmed the continuity of Indigenous legal and political orders. Further, this dissertation positions treaties as a longstanding Indigenous political institution, arguing for the resurgence of a treaty-based ethic of relationality that has multiple applications in the contemporary context. -
References Cited
This is an excerpt from Aboriginal Policy Research Volume 7, published by Thompson Educational Publishing. Not to be sold or redistributed without permission. References Cited Abbas, Rana F. Windspeaker: We’ve heard it all before� Edmonton: Issue 3, Volume 21, June 2003. Allard, Jean. “The Rebirth of Big Bear’s People: The Treaties: A New Foundation for Status Indian Rights in the 21st Century.” Unpublished manuscript, c. 2000. Allard, Jean. “Big Bear’s Treaty: The Road to Freedom.” Inroads, Issue 11, 2002. Allen, Robert C. “The British Indian Department and the Frontier in North America, 1755–1830.” Canadian Historic Sites: Occasional Papers in Archaeology and History 14. Ottawa: Thorne Press Limited, 1975. Allen, Robert S. His Majesty’s Indian Allies: British Indian Policy in the Defence of Canada, 1774– 1815. Toronto: Dundurn Press, 1992. Allen, Robert (Aber Dole Associates). The Council at Chenail Ecarté. Prepared for the Treaty Policy and Review Directorate, Department of Indian Affairs and Northern Development, 1995. Archives of Ontario. F 1027-1-3 North-West Angle Treaty #3. RG 4-32, File 1904, No. 680. Assembly of First Nations. “AFN Press Release.” May 19, 2009 <www.afn.ca/article.asp?id=4518> Backhouse, Constance. “Race Definition Run Amok: ‘Slaying the Dragon of Eskimo Status’ in Re Eskimo, 1939.” Colour Coded: A Legal History of Racism in Canada, 1900–1950. Toronto: UTP, 1999: 18–55. Bankes, N. D. “Forty Years of Canadian Sovereignty Assertion in the Arctic 1947–87.” Arctic 40, 4 (December 1987) 285–291. Barnsley, Paul. Windspeaker: Governance Act dead, for now-Nault. Edmonton: Issue 8, Volume 21, November 2003. -
The Reproduction of Undrinkable Water for First Nations in Canada
water Article “We Don’t Drink the Water Here”: The Reproduction of Undrinkable Water for First Nations in Canada Warrick Baijius and Robert J. Patrick * Department of Geography and Planning, University of Saskatchewan, Saskatoon, SK S7N 5C8, Canada; [email protected] * Correspondence: [email protected]; Tel.: +1-306-966-6653 Received: 1 November 2018; Accepted: 20 May 2019; Published: 23 May 2019 Abstract: First Nation communities in Canada are disproportionately plagued by undrinkable water and insufficient household sanitation. In addition, water resource management in First Nation communities has long been a technocratic and scientific mission controlled by state-led authorities. There has been limited engagement of First Nations in decision-making around water management and water governance. As such, problems associated with access to drinkable water and household sanitation are commonly positioned as hydrological or environmental problems (flood or drought) to be fixed by technical and engineering solutions. This apolitical reading has been criticized for not addressing the root cause of the First Nation water problem, but instead, of reproducing it. In this paper, an approach using political ecology will tease out key factors contributing to the current water problem in many First Nation communities. Using case study research set in source water protection planning, this paper explains how persistent colonial practices of the state continue to reproduce undrinkable water and insufficient household sanitation. Solutions to this ‘water problem’ require greater attention to First Nations water governance capacity and structures. Keywords: first nations; Canada; political ecology; colonization; water politics 1. Introduction “We are not the country we thought we were”—Gord Downie [1] Whether you have drinkable household water in Canada depends largely on who you are. -
Racism and FNMI Peoples
Racism and FNMI Peoples In considering the changing nature of contemporary Canadian society, we must also consider and respond to the impact of racism on FNMI peoples. Historical accounts of FNMI people about community life, governance, beliefs, and customs have lacked accuracy. Sadly, what has been written historically has often been based on stereotypes or misconceptions that reinforced the definitions and descriptions of “Indians” in legislation and the Indian Act. The original version of the Indian Act defined “Indians” as “non-persons under the law.” The treatment of FNMI people historically and to this day reflects the dominant cultural beliefs of “European superiority.” This resulted in policies and practices that dealt with the “Indian problem” in very destructive ways. For example, residential schools were used to “get rid of the Indian in the Indian child” by forbidding the use of Indigenous languages, traditions, spirituality, customs, and ways of knowing held by the generations of Indigenous peoples of Turtle Island. This experience was cultural genocide and has resulted in intergenerational physical, mental, spiritual, sexual, and emotional trauma. The information about this destructive and oppressive period in Canada’s history has not been a part of the educational system and curricula until recently. Generations of Canadians do not understand why Indigenous people are not “just getting over it.” This statement is very commonly heard and made by many Canadians, which is why teaching and learning about the true causes that lie behind many of the social and family issues of FNMI peoples becomes imperative. It is important that all Canadians understand how and why racism experienced by FNMI people is both similar and different from the racism experienced by Canadians whose ancestors were from other countries and that came and settled here long ago. -
Colonialism, Capitalism, and the Rise of State Schooling in British Columbia, 1849-1900 Trent University
COLONIALISM, CAPITALISM, AND THE RISE OF STATE SCHOOLING IN BRITISH COLUMBIA, 1849-1900 A Thesis Submitted to the Committee on Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Faculty of Arts and Science TRENT UNIVERSITY Peterborough, Ontario, Canada, Anishinaabe Territory © Copyright by Sean Carleton 2016 Canadian Studies Ph.D Graduate Program May 2016 ABSTRACT Colonialism, Capitalism, and the Rise of State Schooling in British Columbia, 1849-1900 Sean Carleton This dissertation examines the historical relationship between settler colonialism, capitalism, and the rise of state schooling in what is now known as British Columbia between 1849 and 1900. It aims to “unsettle” conventional views of Canadian schooling history by bringing accounts of Indigenous and non-Indigenous education into one analytical frame, and it shows how the state used different forms of schooling for both Indigenous and non-Indigenous children—company, common, public, mission, day, boarding, and industrial schools—to assist colonial-capitalist social formation in the Pacific Northwest. In combining interdisciplinary insights from Indigenous studies, historical materialism, political economy, and critical pedagogy, the dissertation highlights the ways in which state-supported schooling facilitated capitalist accumulation by colonial dispossession. The central argument of the dissertation is that between 1849 and 1900, colonial, provincial, and federal governments strategically took on greater responsibility for schooling as a way of legitimizing the state and supporting the emergence of a capitalist settler society. KEYWORDS: Settler Colonialism; Capitalism; Education; Indigenous Peoples; Violence; Indian Residential Schools; History; Political Economy; British Columbia; Canada. ii ACKNOWLEDGEMENTS I gratefully acknowledge the funding I received from the Social Sciences and Humanities Research Council of Canada (SSHRC) to complete this dissertation. -
A History of Treaty-Making in Canada the Impact of Treaty Making in Canada Has Been Wide-Ranging and Long Standing
A History of Treaty-Making in Canada The impact of treaty making in Canada has been wide-ranging and long standing. The treaties the Crown has signed with Aboriginal peoples since the 18th century have permitted the evolution of Canada as we know it. In fact, much of Canada’s land mass is covered by treaties. This treaty-making process, which has evolved over more than 300 years between Aboriginal and non-Aboriginal people in Canada, has its origins in the early diplomatic relationship developed between European settlers and Aboriginal people.. As the two parties made economic and military alliances, Canada began to take form. These diplomatic proceedings were the first steps in a long process that has led to today’s comprehensive claims agreements between the Crown and Aboriginal groups. 2 Colonial Conflict: British and French Era 1534-1763 Treaty of Albany 1701 The Iroquois Confederacy had long been one of the dominant peoples in the Great Lakes region. Because of France’s alliance with the Huron, Algonquins, Montagnais and Abenaki, and the inability of the Iroquois to access French trade, the Iroquois initiated trade and alliances with Dutch merchants, and later with the British along the Hudson River. Through agreements such as the Covenant Chain, the Iroquois and the British formed a military alliance that would last well into the 19th century. This alliance greatly assisted Great Britain’s colonial wars against the French, and helped the Iroquois to control much of the fur trade. With new weapons, the Iroquois set out to disrupt Huron control of the fur trade. -
Understanding Spirit and Intent
Author: Karine Duhamel Understanding Spirit and Intent Grade Level: 7–12 The Lesson Activity Magazine Article: “Gakina Gidagwi’igoomin Activating: How will students be prepared for learning? Anishinaabewiyang: We Are All Treaty • As a personal reflection, have students reflect on a time they People” by Karine Duhamel made an agreement or came to an understanding with a friend or peer. Theme(s): • Have them consider: the nature of the agreement/compromise, • First Nations, Inuit, & Metis how they got to that point, and if it unfolded in good way. • Treaty Knowledge • Invite students to share their reflections with the class. Subject Area(s): • Lead an all-class discussion centred on the following questions: What promises were made, kept? If there was misunderstanding, • Social Studies why? What makes an agreement successful or unsuccessful? • History • Ask: How can promises can be recorded/remembered? (written, • Geography oral, handshake, etc.) Lesson Overview: In this lesson Acquiring: What strategies facilitate learning for groups and individuals? students explore the concept of spirit and intent by investigating the • Access and play the radio show: “Let’s Talk Treaty: Episode 2” differing views held by the Crown and (15:09). First Nation peoples at the time of • Check for understanding after the audio clip has played: Treaty-Making. They analyze spirit and – What does Elder Bone mean when he says, “Treaties are intent as the basis of renewing the more than written understanding?” Treaty relationship. – Treaty Commissioner Loretta Ross mentions that “They view Time Required: 1 class period Treaties more like contracts.” Who is “they”? – What Treaty partner views Treaty promises as more than the Historical Thinking Concept(s): simple written text? • Identify continuity and change – What does “spirit and intent” mean regarding Treaty-Making? • Take historical perspectives • Devise a definition of “spirit and intent” based on class input and discussion. -
Mediating the Numbered Treaties: Eyewitness Accounts of Treaties
Mediating the Numbered Treaties: Eyewitness Accounts of Treaties Between the Crown and Indigenous Peoples, 1871-1876 A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfilment of the Requirements For the Degree of Special Case Doctor of Philosophy in History University of Regina by Sheldon Kirk Krasowski Regina, Saskatchewan June 2011 Copyright 2011: Sheldon Krasowski Abstract This thesis looks at the historical period of treaty-making in Western Canada when six numbered treaties were negotiated between Canada and the Anishnabeg, Cree, Saulteaux, and Assiniboine Nations between 1871 and 1876. The main interpretation of treaty-making during this period is that the treaty commissioners and Indigenous leadership experienced “cultural misunderstandings” and that Euro-Canadian witnesses to treaty did not understand the treaty relationship. As a result, most of the eyewitness accounts by Euro-Canadian fur traders, missionaries, journalists, settlers and government representatives have been ignored by historians. This thesis argues against cultural misunderstandings and shows that Euro-Canadian negotiators and eyewitnesses clearly understood the roles and responsibilities in the treaty relationship. Violations of treaty did occur as new settlers moved into treaty territory and government representatives became more concerned about financial restrictions than the promises made during the negotiations. However, during the treaty-making period, Euro-Canadians understood their obligations under the treaty relationship. This thesis analyzes previously under- utilized primary documents and re-evaluates standard sources on the numbered treaties to show that during the treaty-making period, Euro-Canadians understood the expectations of Indigenous peoples in the treaty relationship. i Acknowledgements First and foremost I would like to thank my supervisor and committee members. -
Indian Act and Numbered Treaties
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