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Learning for More Just Relationships: Narratives

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Learning for More Just Relationships: Narratives LEARNING FOR MORE JUST RELATIONSHIPS: NARRATIVES OF TRANSFORMATION IN WHITE SETTLERS A Thesis Submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirements For the Degree of Doctor of Philosophy In the Department of Educational Foundations University of Saskatchewan Saskatoon By NANCY PETERS © Copyright Nancy Peters, March, 2015. All rights reserved. PERMISSION TO USE In presenting this dissertation in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of this dissertation in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my dissertation work or, in their absence, by the Head of the Department or the Dean of the College in which my dissertation work was done. It is understood that any copying or publication or use of this dissertation or parts thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my dissertation. Requests for permission to copy or to make other uses of materials in this dissertation in whole or part should be addressed to: Head of the Department of Educational Foundations University of Saskatchewan Saskatoon, Saskatchewan S7N 0X1 Canada OR Dean College of Graduate Studies and Research University of Saskatchewan 107 Administration Place Saskatoon, Saskatchewan S7N 5A2 Canada i ABSTRACT In Canada, progress towards reconciliation with Aboriginal Peoples has been slow, in part because of a lack of emphasis on interpersonal reconciliation—changes in the beliefs, attitudes, and behaviours of non-Aboriginal Canadians. Physical distance, prejudicial public discourses, and insufficient, ineffective education for the public pose barriers to renewed relationships between settlers and Aboriginal Peoples. Drawing from transformative learning theory and pedagogy for the privileged, this narrative inquiry examines critical events in the lives of eight white settlers living in Mi’kmaw territory in Nova Scotia. The study uncovers factors which have prompted some Euro-Canadians to take up their responsibility for reconciliation and enabled them to stand as allies with the Mi’kmaq. The transformation process in settler allies was catalyzed by a combination of personal, intrinsic, and extrinsic events. New relationships between settlers and the Mi’kmaq were founded around shared interests or goals, and friendships provided an important foundation for learning. Hearing the personal stories of Mi’kmaw people challenged stereotypes and misinformation about Aboriginal Peoples. Settlers’ learning was further supported by immersion in Mi’kmaw communities or contexts, time spent on the land, and mentoring by Mi’kmaw people. Allies reported that the satisfaction they derived from relationships with Mi’kmaw people as well as a desire to do good and see justice done sustained these relationships over the longer term. The study suggests that a lengthy period of awareness raising and confidence building followed by opportunities for informal, experiential learning and face-to-face interactions are key elements in settler decolonization. ii ACKNOWLEDGEMENTS Thanks to the Social Sciences and Humanities Research Council and to the University of Saskatchewan for funding my learning journey. I would like to acknowledge critical questions and the vote of confidence from external reader Jennifer Tupper, University of Regina. I owe a huge debt of gratitude to my co-supervisors, Maggie Kovach and Sheila Carr-Stewart who kept me on track, insisted on scholarly attention to detail, and assured me “This is important work.” Committee members Marcia McKenzie, Cecilia Reynolds, and Alex Wilson provided role models of allies for social justice. My thanks also to committee chairs Ronald Regnier, Verna St. Denis, and Dianne Miller who moved my doctoral application forward. Marie Battiste opened windows to Aboriginal worldviews and helped me recognize how far white settlers still need to travel along the road to decolonization. Wela’lin! I am deeply appreciative for support from: friends on the Keppoch; colleagues in the town of Antigonish — Joanne Tompkins, Jane Moseley, Laura-Lee Kearns, Catherine Irving, and Cathy Sears; and people from Paqtnkek Mi’kmaw Nation who’ve shared tea and stories. My parents never stopped praying for me and helped in so many ways. Sue Adams, my best friend in the world, was always there with an attentive eye, astute questions, and encouragement that enabled me to keep going. This study is offered with respect to the people of Mi’kma’ki, to the Mi’kmaq and white settler allies working together for peace and friendship, the fulfillment of treaties, and the protection of land and water. iii TABLE OF CONTENTS PERMISSION TO USE ................................................................................................................... i ABSTRACT .................................................................................................................................... ii ACKNOWLEDGEMENTS ............................................................................................................ ii TABLE OF CONTENTS ............................................................................................................... iv LIST OF TABLES ........................................................................................................................ vii LIST OF FIGURES ..................................................................................................................... viii 1. IN SEARCH OF TRUTH AND RECONCILIATION ............................................................. 1 1.1 Purpose of the Study .......................................................................................................... 3 1.2 Background to the Study .................................................................................................... 6 1.3 Significance of the Study ................................................................................................. 10 1.4 Conceptual Framework for the Study .............................................................................. 16 1.4.1 Narrative Inquiry as Method ................................................................................. 20 1.5 Limitations of the Study................................................................................................... 21 1.6 Organization of the Study ................................................................................................ 25 1.7 Definition of Terms.......................................................................................................... 29 2. CONTEXT FOR THE STUDY: A PLACE CALLED MI’KMA’KI .................................... 36 2.1 Colonial Relationships on Mi’kma’ki .............................................................................. 37 2.1.1 The Indian Act, Indian Residential Schools, and Centralization .......................... 40 2.1.2 Contemporary Exclusions ..................................................................................... 42 2.1.2.1 Failures of justice. .................................................................................... 44 2.1.2.2 Disregard for the treaties and Aboriginal rights ...................................... 46 2.1.2.3 Social exclusion and marginalization ...................................................... 47 2.2 A Shift in the Tides .......................................................................................................... 50 2.2.1 Recognition of Rights ............................................................................................ 50 2.2.2 Taking Control of the Financial Future ................................................................. 51 2.2.3 Alliances for Social Justice ................................................................................... 52 3. LITERATURE REVIEW: RECONCILIATION AND SETTLER TRANSFORMATION .. 56 3.1 Platforms for Reconciliation ............................................................................................ 58 3.1.1 Political Reconciliation: Treaty Negotiations ....................................................... 60 3.1.2 Social Reconciliation: Healing and Inclusion. ...................................................... 61 3.1.3 Interpersonal Reconciliation: Renewed Relationships .......................................... 63 3.1.4 Unfulfilled Promises .............................................................................................. 69 3.2 Barriers to Reconciliation ................................................................................................ 70 3.2.1 Barriers Posed by Distance .................................................................................... 71 3.2.2 Barriers Created by Discourses ............................................................................. 73 3.2.3 Insufficient, Ineffective Public Education ............................................................. 78 iv 3.3 Learning for Reconciliation ............................................................................................. 83 3.3.1 Intercultural Approaches ......................................................................................
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