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The Erasure of Indigenous Peoples from Canada's History. By “Canada has no history of Colonialism.” Historical Amnesia: The Erasure of Indigenous Peoples from Canada’s History. by Rebecca Shrubb B.A., Brock University, 2010 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Sociology Rebecca Shrubb, 2014 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 “Canada has no history of Colonialism.” Historical Amnesia: The Erasure of Indigenous Peoples from Canada’s History. by Rebecca Shrubb B.A., Brock University, 2010 Supervisory Committee Dr. William K. Carroll (Department of Sociology) Supervisor Dr. Martha McMahon (Department of Sociology) Departmental Member iii Abstract Supervisory Committee Dr. William K. Carroll (Department of Sociology) Supervisor Dr. Martha McMahon (Department of Sociology Departmental Member Over the past decade, the Ontario Ministry of Education has committed to increase relevant teaching material for Indigenous students. While seemingly significant, a mere “increase” in “Indigenous content” is not enough to combat the racist and colonial mentality inherent within the Ontario history curriculum. Canadian history is steeped with idealistic, imperialist discourses organized around keywords such as peacekeeping and multiculturalism, as well as progress, development, identity, and nation building. The latter serve to not only erase, but also to legitimize the atrocities of Canada’s colonial past. At the 2009 G20 meeting, Prime Minister Stephen Harper stated, “Canada has no history of colonialism.” In keeping with scholars such as Smith and Alfred and Corntassel, I argue that not only does Canada have a history of colonialism, but the mainstream curriculum must be decolonized if Canada is to move towards an equal and just society. The theory guiding this research is decolonial theory. In addition, Fairclough’s conceptualization of Systematic Textual Analysis provides the methodological basis for this project. I analyse three textbooks approved by the Ontario Ministry of Education for the grade ten history curriculum, as well as supplementary curriculum documents. Considering two objectives, change and a colonial mentality, I find only modest change between 2000, 2006, and 2008 in Indigenous content in the curriculum. Further, a colonial mentality continued to be deeply entrenched within all three textbooks and the history curriculum itself. This research seeks to open up the questions and responsibilities pertaining to the wrongs of the past and contribute to the burgeoning field of decolonized knowledges and education. iv Table of Contents Supervisory Committee ...................................................................................................... ii Abstract..............................................................................................................................iii Table of Contents............................................................................................................... iv Acknowledgments.............................................................................................................. vi Dedication......................................................................................................................... vii Forward............................................................................................................................viii Introduction......................................................................................................................... 1 1. Situating My Voice......................................................................................................... 4 1.1 My Relationship to this Research ............................................................................. 4 1.2 Where I Stand ........................................................................................................... 5 2. Colonialism and Education............................................................................................. 8 2.1 Colonization and Nationhood ................................................................................... 8 2.1.1 A Brief History of Colonization ........................................................................ 8 2.1.2 Nationhood and Nationalism: ‘In the Way of Development’, ‘If You’re Not With Us, You’re Against Us’.................................................................................... 12 2.2 Colonialism and Racism ......................................................................................... 15 2.2.1 Racism in Canada in the 21st Century.............................................................. 15 2.2.2 Systems of Power: Intersections of Racism and Colonialism ......................... 17 2.3 Discourses of Multiculturalism............................................................................... 20 2.4 Canadian Education System: Problem and Solution?............................................. 24 2.4.1 Problem............................................................................................................ 24 2.4.2 Solutions .......................................................................................................... 26 3. Decolonial Theory ........................................................................................................ 29 3.1 Introduction/Historical Progression........................................................................ 29 3.1.1 Decolonial Thinking in the Sixteenth Century ................................................ 30 3.1.2 Anticolonial, Postcolonial, and Critical/Anti-Oppressive Theories ................ 31 3.1.3 Frantz Fanon and the Decolonial Turn ............................................................ 33 3.2 Decolonial Theory and Postcolonial Theory .......................................................... 34 3.3 The Decolonial Option............................................................................................ 37 4. Methodology: A Systematic Textual Analysis ............................................................. 43 4.1 Introduction............................................................................................................. 43 4.2 Methodological Basis.............................................................................................. 45 4.3 Method .................................................................................................................... 47 4.4 Method of Analysis................................................................................................. 52 5. Findings ........................................................................................................................ 56 5.1 Introduction............................................................................................................. 56 5.2 Quantitative Findings.............................................................................................. 56 5.3 “Non-Indigenous Passages”.................................................................................... 59 5.3.1 Change ............................................................................................................. 59 5.3.2 Colonial Mentality ........................................................................................... 66 5.4 “Indigenous Passages.............................................................................................. 74 5.4.1 Change ............................................................................................................. 74 v 5.4.2 Colonial Mentality ........................................................................................... 82 5.5 Supplementary Curriculum Documents.................................................................. 91 6. Discussion..................................................................................................................... 99 6.1 Introduction............................................................................................................. 99 6.2 In Absentia ............................................................................................................ 100 6.3 Implications of Findings ....................................................................................... 106 6.3.1 Change ........................................................................................................... 106 6.3.2 Colonial Mentality ......................................................................................... 110 7. Conclusions................................................................................................................. 114 7.1 Limitations ............................................................................................................ 116 7.2 Recommendations and Future Research............................................................... 119 Reflective Afterword ...................................................................................................... 122 Bibliography ................................................................................................................... 127 vi Acknowledgments Many people assisted in the completion of this thesis, and I am truly grateful for all of their guidance and support. I would like to thank my supervisor Professor Bill Carroll,
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