Comparative Analysis of the 1969 White Paper and 1970 Red Paper
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Note Abstract
DOCUMENT RESUME ED 382 427 RC 020 085 RUTH(:.: Candline, Mary TITLE Stages of Learning: Building a Native Curriculum. Teachers' Guide, Student Activities--Part I, Research Unit--Part II. INSTITUTION Manitoba Dept. of Education and Training, Winnipeg. Literacy Office. PUB DATE [92] NOTE I38p. PUB TYPE Guides - Classroom Use - Instructional Materials (For Learner) (051) -- Guides - Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *American Indian Education; Biographies; *Canada Natives; Canadian Studies; *Civics; Curriculum; Elementary Secondary Education; Federal Indian Relationship; Foreign Countries; Instructional Materials; Interviews; Language Arts; Learning Activities; *Library Skills; Politics; Public Officials; Reading Materials; Research Papers (Students); *Research Skills; Research Tools; Sculpture; Student Research; Teaching Guides; Vocabulary Development; Writing Assignments IDENTIFIERS Crazy Horse; *Manitoba ABSTRACT This language arts curriculum developed for Native American students in Manitoba (Canada) consists of a teachers' guide, a student guide, and a research unit. The curriculum includes reading selections and learning activities appropriate for the different reading levels of both upper elementary and secondary students. The purpose of the unit is for students to develop skills in brainstorming, biography writing, letter writing, note taking, researching, interviewing, spelling, and vocabulary. Reading selections focus on Elijah Harper, an Ojibway Cree Indian who helped defeat the Meech Lake Accord, an amendment to Canada's Constitution proposed in 1987. The Meech Lake Accord would have transferred power from the federal government to provincial governments and would have failed to take into account the interests of Natives, women, and minorities. The curriculum also includes reading selections on the creation of the Aboriginal Justice Inquiry and on Crazy Horse. -
A Tapestry of Peoples
HIGH SCHOOL LEVEL TEACHING RESOURCE FOR THE PROMISE OF CANADA, BY CHARLOTTE GRAY Author’s Note Greetings, educators! While I was in my twenties I spent a year teaching in a high school in England; it was the hardest job I’ve ever done. So first, I want to thank you for doing one of the most important and challenging jobs in our society. And I particularly want to thank you for introducing your students to Canadian history, as they embark on their own futures, because it will help them understand how our past is what makes this country unique. When I sat down to write The Promise of Canada, I knew I wanted to engage my readers in the personalities and dramas of the past 150 years. Most of us find it much easier to learn about ideas and values through the stories of the individuals that promoted them. Most of us enjoy history more if we are given the tools to understand what it was like back then—back when women didn’t have the vote, or back when Indigenous children were dragged off to residential schools, or back when Quebecers felt so excluded that some of them wanted their own independent country. I wanted my readers to feel the texture of history—the sounds, sights and smells of our predecessors’ lives. If your students have looked at my book, I hope they will begin to understand how the past is not dead: it has shaped the Canada we live in today. I hope they will be excited to meet vivid personalities who, in their own day, contributed to a country that has never stopped evolving. -
A BRIEF HISTORY of OUR RIGHT to SELF-GOVERNANCE Pre-Contact to Present
A BRIEF HISTORY of OUR RIGHT to SELF-GOVERNANCE Pre-Contact to Present A BRIEF HISTORY of OUR RIGHT to SELF-GOVERNANCE Pre-Contact to Present The first nine chapters for this publication were prepared for the National Centre for First Nations Governance (NCFNG) by Professor Kent McNeil in March, 2007. Kent McNeil has taught at Osgoode Hall Law School in Toronto since 1987. He specializes in Indigenous rights, especially in Canada, Australia, and the United States. The Duty to Consult Aboriginal People was prepared by NCFNG research staff. NCFNG supports First Nations as they seek to implement effective, independent governance. The Centre delivers nation rebuilding services to First Nation communities across Canada. NCFNG is an independent service and research organization that is governed and staffed by experienced First Nation professionals. 4 Introduction For thousands of years, the aboriginal people of what is now Canada organized themselves as sovereign nations, with what was essentially gov - ernmental jurisdiction over their lands, including property rights.Those rights — of governance and property — were trampled in the stampede of European settlement, colonization and commercial interests. But they were never lost or extinguished. Read this brief historic account of the rights inherited by citizens of today’s First Nations, Learn about the erosion of property and governance rights through the dark periods of colonization and marginalization, and ultimately, their affirmation in Canada’s constitution and recognition in Canadian -
Knowing the Past, Facing the Future
Edited by Sheila Carr-Stewart Knowing the Past, Facing the Future INDIGENOUS EDUCATION IN CANADA UBC PRESS © SAMPLE MATERIAL CONTENTS Introduction / 3 Sheila Carr-Stewart Part 1: First Promises and Colonial Practices 1 “One School for Every Reserve”: Chief Thunderchild’s Defence of Treaty Rights and Resistance to Separate Schools, 1880–1925 / 25 Sheila Carr-Stewart 2 Placing a School at the Tail of a Plough: The European Roots of Indian Industrial Schools in Canada / 53 Larry Prochner 3 The Heavy Debt of Our Missions: Failed Treaty Promises and Anglican Schools in Blackfoot Territory, 1892–1902 / 85 Sheila Carr-Stewart Part 2: Racism, Trauma, and Survivance 4 If You Say I Am Indian, What Will You Do? History and Self-Identification at Humanity’s Intersection / 107 Jonathan Anuik UBC PRESS © SAMPLE MATERIAL 5 Laying the Foundations for Success: Recognizing Manifestations of Racism in First Nations Education / 119 Noella Steinhauer 6 Iskotew and Crow: (Re)igniting Narratives of Indigenous Survivance and Honouring Trauma Wisdom in the Classroom / 143 Karlee D. Fellner Part 3: Truth, Reconciliation, and Decolonization 7 Curriculum after the ruthT and Reconciliation Commission: A Conversation between Two Educators on the Future of Indigenous Education / 173 Harry Lafond and Darryl Hunter 8 Indigenous and Western Worldviews: Fostering Ethical Space in the Classroom / 204 Jane P. Preston 9 Supporting Equitable Learning Outcomes for Indigenous Students: Lessons from Saskatchewan / 220 Michael Cottrell and Rosalind Hardie 10 Hybrid Encounters: First Peoples Principles of Learning and Teachers’ Constructions of Indigenous Education and Educators / 242 Brooke Madden 11 The Alberta Métis Education Council: Realizing Self- Determination in Education / 265 Yvonne Poitras Pratt and Solange Lalonde Contributors / 288 Index / 292 viii Contents UBC PRESS © SAMPLE MATERIAL INTRODUCTION Sheila Carr-Stewart The future of our people looks truly bleak. -
Will the Federal Government Get It Right This Time? Will the Federal Government Get It Right This Time?
INDIGENOUS EDUCATION: WILL THE FEDERAL GOVERNMENT GET IT RIGHT THIS TIME? WILL THE FEDERAL GOVERNMENT GET IT RIGHT THIS TIME? MORE OPTIMISTIC ABOUT THE POTENTIAL FOR POSITIVE CHANGE SIGNIFICANT NEW INVESTMENTS IN K-12 AND PSE BUDGETS OVER LAST TWO FISCAL CYCLES COMMITMENT TO ENGAGEMENT AND PARTNERSHIP BUT, … STILL A LONG WAY TO GO…AND A LEGACY OF GETTING IT WRONG THREE THINGS: SOME HISTORY ON FEDERAL INDIGENOUS EDUCATION POLICY SHARING SOME LESSONS FROM THE B.C. EXPERIENCE THOUGHTS ON THE “WHERE TO FROM HERE?” SOME PRELIMINARY THOUGHTS THE TRANSFORMATIVE POWER OF EDUCATION “CLOSING GAPS” IN EDUCATIONAL OUTCOMES FOR FIRST NATIONS, METIS AMD INUIT STUDENTS REMAINS A PRESSING AND SUBSTANTIAL ISSUE OF NATIONAL IMPORTANCE PROGRESS ACROSS THE COUNTRY HAS BEEN UNEVEN DANGER OF THE “RACE TO THE MIDDLE” AND “ONE SIZE FITS ALL” SOLUTIONS COMPLEX JURISDICTIONAL ENVIRONMENT PROVINCES HAVE “EXCLUSIVE JURISDICTION” OVER EDUCATION - SEC. 93 OF THE CONSTITUTION ACT SCHOOL BOARDS WITH AUTHORITY UNDER PROVINCIAL ENABLING LEGISLATION FEDERAL GOVERNMENT WITH JURISDICTION OVER “INDIANS AND LANDS RESERVED FOR THE INDIANS” - SEC. 91 (27) OF THE CONSTITUTION ACT - EDUCATION OBLIGATIONS IN SOME OF THE NUMBERED TREATIES FIRST NATIONS OPERATING BAND SCHOOLS UNDER AUTHORITY OF THE INDIAN ACT OR PURSUANT TO NEGOTIATED AGREEMENTS LOOKING BACK THE LEGACY OF THE RESIDENTIAL SCHOOLS EXPERIENCE DIAND’S 1969 “WHITE PAPER” ON EDUCATION THE NATIVE INDIAN BROTHERHOOD’S 1972 PAPER ON “INDIAN CONTROL OVER INDIAN EDUCATION” - LATER REVISED AS THE A.F.N.’S “FIRST NATIONS CONTROL OVER FIRST NATIONS EDUCATION” YEARS OF “CONTROL” OVER AN UNDERFUNDED SYSTEM CALLS FOR CHANGE: And Some Lost Opportunities 1988 - IN B.C. -
Come Walk Awhile in Our Shoes: a Journey of Ordinary – & Some Not-So-Ordinary – Canadians, 1945-1999
Come Walk Awhile in Our Shoes: A Journey of Ordinary – & Some Not-So-Ordinary – Canadians, 1945-1999 Post-1945 Dynamic Situations (Part 2: 1968-1999) Luzhniki Ice Palace, Moscow, Game #8, Sept. 28, 1972. … 101 diverse, intriguing, & engaging 1945-99 dynamic situations ! Ottawa, May 1945 1968 Dynamic Situation: the “Just Society,” “Trudeaumania,” & “deux nations” federal election of 25th June … 1968 Dynamic Situation: ‘giving voice’ via a letter to the federal Royal Commission on the Status of Women … 1968 Dynamic Situation: René Lévesque, ‘sovereignty- association,’ & the founding of the Parti Québécois … 1969 Dynamic Situation: working on-tour with the Canadian rock band from Winnipeg, The Guess Who ... 1969 Dynamic Situation: confronting racist Canadian society from an Indigenous perspective … First Nations author & activist, Harold Cardinal 1970 Dynamic Situation: home-grown terrorism & the “October Crisis” … 1970 Dynamic Situation: responding to the report, & recommendations of the federal Royal Commission on the Status of Women … 1971 Dynamic Situation: a ‘teach-in’ on the Americanization of Canada, & formation of the Committee for an Independent Canada … 1972 Dynamic Situation: the post-1967 immigration “point system,” & a changing Canadian social fabric … 1972 Dynamic Situation: hockey as a dimension of the Cold War: the Canada/USSR Hockey Summit Series … Luzhniki Ice Palace, Moscow, Game #8, Sept. 28, 1972. 1973 Dynamic Situation: Canada’s new policy of “multiculturalism within a bilingual framework” … 1974 Dynamic Situation: Canadian -
Native Courtworker and Counselling Association of BC
NATIVE COURTWORKER TM AND COUNSELLING ASSOCIATION OF BRITISH COLUMBIA A HELPING HAND TO JUSTICE #Final NCCA.indd 2 2017-11-10 4:55 PM CELEBRATING NCCABC HISTORY Native Courtworker programs have been in ganization with over 40 years of history existence in Canada in some form for over providing services to Indigenous people 50 years. In the late 1960s, the Depart- who finds themselves in conflict with the ment of Indian Affairs, Health and Welfare, law. Native Courtworkers cover over 70% Employment and Immigration and Secretary of the courthouses throughout the province. of State funded the Native Courtworker pilot project. In 1973, responsibility for the pro- Over the years our Association has grown gram at the federal level was assigned to the significantly to support our clients and their Department of Justice and was established on families as well as our communities that will an ongoing basis. provide culturally appropriate justice and health-related services. Our understand- YEARS In British Columbia, the Vancouver Indian ing of justice is based on a holistic view SERVING AND CARING Friendship Centre, Indian Homemakers’ of people – psychological, physical, social FOR OUR COMMUNITY Association, Union of BC Indian Chiefs, BC and spiritual. We believe every Indigenous Association of Non-Status Indians, North person’s story is linked to our people’s his- American Indian Brotherhood and the John tory and culture. Our goal is to help our cli- The Native Courtworker Howard Society decided then to start a ents find a solution to their particular need Courtworker program. Under the manage- from that perspective. As we work together and Counselling Association ment of the John Howard Society, a Court- with them, we treat them with dignity and of British Columbia has worker pilot project was initiated in 1970. -
The Wealth of First Nations
The Wealth of First Nations Tom Flanagan Fraser Institute 2019 Copyright ©2019 by the Fraser Institute. All rights reserved. No part of this book may be reproduced in any manner whatsoever without written permission except in the case of brief passages quoted in critical articles and reviews. The author of this book has worked independently and opinions expressed by him are, there- fore, his own and and do not necessarily reflect those of the Institute, its Board of Directors, its donors and supporters, or its staff. This publication in no way implies that the Fraser Institute, its directors, or staff are in favour of, or oppose the passage of, any bill; or that they support or oppose any particular political party or candidate. Printed and bound in Canada National Library of Canada Cataloguing in Publication Data The Wealth of First Nations / by Tom Flanagan Includes bibliographical references. ISBN 978-0-88975-533-8. Fraser Institute ◆ fraserinstitute.org Contents Preface / v introduction —Making and Taking / 3 Part ONE—making chapter one —The Community Well-Being Index / 9 chapter two —Governance / 19 chapter three —Property / 29 chapter four —Economics / 37 chapter five —Wrapping It Up / 45 chapter six —A Case Study—The Fort McKay First Nation / 57 Part two—taking chapter seven —Government Spending / 75 chapter eight —Specific Claims—Money / 93 chapter nine —Treaty Land Entitlement / 107 chapter ten —The Duty to Consult / 117 chapter eleven —Resource Revenue Sharing / 131 conclusion —Transfers and Off Ramps / 139 References / 143 about the author / 161 acknowledgments / 162 Publishing information / 163 Purpose, funding, & independence / 164 About the Fraser Institute / 165 Peer review / 166 Editorial Advisory Board / 167 fraserinstitute.org ◆ Fraser Institute Preface The Liberal government of Justin Trudeau elected in 2015 is attempting massive policy innovations in Indigenous affairs. -
Interview with Phil Fontaine *
Interview with Phil Fontaine * BRYAN P. SCHWARTZ I. INTRODUCTION Bryan Paul Schwartz (BPS): You grew up in Sagkeeng,1 and you were one of nineteen children? Phil Fontaine (PF): No, I was one of twelve. BPS: Twelve, yeah. PF: Ten boys, two girls. I was the youngest boy, number ten, and then there were my two younger sisters. There are four of us left; an older brother, obviously, and myself, and my sisters Thelma and Audrey. BPS: We don’t need to discuss this if you don’t want to relive it, but you are a survivor of the residential school system. PF: Yes, I attended two residential schools. All of my siblings were residential school students, except for the two that died before they reached * Interview conducted by Bryan P. Schwartz. Phil Fontaine is an Indigenous leader and advocate. Throughout his life, Phil served as Chief of the Sagkeeng First Nation, as the Manitoba Regional Chief for the Assembly of First Nations and the Grand Chief of the Assembly of Manitoba Chiefs. In 1997, he became the National Chief of the Assembly of First Nations. Then, Phil became Chief Commissioner of the Indian Claims Commission (ICC) in 2001. After this, Phil was re-elected as the National Chief of the Assembly of First Nations in 2003 and 2006, becoming the first person to serve as National Chief for three terms. Phil has received a multitude of awards including the National Aboriginal Achievement Award, numerous honorary doctorates, the Order of Manitoba, and the Order of Canada. After completing his terms as National Chief, Phil has continued to advocate for Indigenous peoples through initiatives such as the Recognition2Action Campaign. -
Interview with Jack London*
Interview with Jack London* BRYAN P. SCHWARTZ I. INTRODUCTION Jack London (JL): My opening words are that: what you’re about to hear and what I’m about to say will be true — but not necessarily accurate. Bryan Paul Schwartz (BPS): Wow, that could take years to assimilate! JL: It could, it could, I’m not speaking from notes. BPS: That’s fine! JL: Maybe it’s because I never take notes. BPS: So, you grew up in a little town in Manitoba; you wouldn’t have grown up in an environment where you would have encountered First Nations people, would you? JL: Well, I grew up in Winnipeg and there were Aboriginal People in Winnipeg. Mostly, I was aware only of those people I saw on the streets in the downtown areas. But I also grew up in Winnipeg Beach1 in the Interlake, and there was more of an encounter with Indigenous People in that area than in the city. But the encounters were minimal and unremarkable, which is probably the way to describe how society operated in those days — it was unremarkable because we were unconscious. * Interview conducted by Bryan P. Schwartz. Jack London graduated from the University of Manitoba, Faculty of Law in 1966 and completed his LLM at Harvard Law in 1971. He is currently Senior Counsel at Pitblado Law, in Winnipeg, Manitoba. 1 Winnipeg Beach is a town of roughly 1000 people located in the Interlake region of Manitoba, 56 kilometers north of Winnipeg. 172 MANITOBA LAW JOURNAL | VOLUME 41 ISSUE 2 BPS: When you practiced you became very interested in tax; you did your Masters in Tax at Harvard. -
Self-Governance in Arctic Societies: Dynamics and Trends
International Ph.D. School for Studies of Arctic Societies (IPSSAS) Self-Governance in Arctic Societies: Dynamics and Trends Proceedings of the Fourth IPSSAS Seminar Kuujjuaq, Nunavik, Canada May 22 to June 2, 2006 François Trudel (Ed.) CIÉRA (Centre interuniversitaire d’études et de recherche autochtones) Faculté des sciences sociales Université Laval, Québec, Canada The IPSSAS Steering Committee wishes to thank the following institutions and departments for various contributions to the Fourth IPSSAS Seminar in Kuujjuaq, Nunavik, Canada, in 2006: - Indian and Northern Affairs Canada / Inuit Relations Secretariat - Foreign Affairs and International Trade Canada - Social Sciences and Humanities Research Council of Canada - CIÉRA (Centre interuniversitaire d’études et de recherches autochtones), Faculté des sciences sociales, Université Laval, Québec, Canada - CCI (Canadian Circumpolar Institute) and H.M. Tory Chair (Department of Anthropology), University of Alberta, Edmonton, Alberta, Canada - Greenland’s Home Rule, Department of Culture, Education, Research and Ecclesiastical Affairs - Ilisimatusarfik / University of Greenland - The Commission for Scientific Research in Greenland (KVUG) - Makivik Corporation - National Science Foundation of the United States of America - Alaska Native Languages Centre, University of Alaska Fairbanks - Department of Cross Cultural and Regional Studies, University of Copenhagen, Denmark - Institut National des Langues et Civilisations Orientales (INALCO), Paris, France Cover photo: Inukshuit in the outskirts of Kuujjuaq, Nunavik. An inushuk (inukshuit in the plural form) is an arrangement of stones or cairn resembling the shape of a human. The Inuit have used inukshuit for generations for many of their activities, such as a navigational aid, a lure or a marker. Inukshuit also embody spiritual and ancestral connections and have a great symbolic meaning. -
Resources Pertaining to First Nations, Inuit, and Metis. Fifth Edition. INSTITUTION Manitoba Dept
DOCUMENT RESUME ED 400 143 RC 020 735 AUTHOR Bagworth, Ruth, Comp. TITLE Native Peoples: Resources Pertaining to First Nations, Inuit, and Metis. Fifth Edition. INSTITUTION Manitoba Dept. of Education and Training, Winnipeg. REPORT NO ISBN-0-7711-1305-6 PUB DATE 95 NOTE 261p.; Supersedes fourth edition, ED 350 116. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MFO1 /PC11 Plus Postage. DESCRIPTORS American Indian Culture; American Indian Education; American Indian History; American Indian Languages; American Indian Literature; American Indian Studies; Annotated Bibliographies; Audiovisual Aids; *Canada Natives; Elementary Secondary Education; *Eskimos; Foreign Countries; Instructional Material Evaluation; *Instructional Materials; *Library Collections; *Metis (People); *Resource Materials; Tribes IDENTIFIERS *Canada; Native Americans ABSTRACT This bibliography lists materials on Native peoples available through the library at the Manitoba Department of Education and Training (Canada). All materials are loanable except the periodicals collection, which is available for in-house use only. Materials are categorized under the headings of First Nations, Inuit, and Metis and include both print and audiovisual resources. Print materials include books, research studies, essays, theses, bibliographies, and journals; audiovisual materials include kits, pictures, jackdaws, phonodiscs, phonotapes, compact discs, videorecordings, and films. The approximately 2,000 listings include author, title, publisher, a brief description, library