<p>S T A N D&nbsp;C A N A D A </p><p><strong>Olaide Bankole Diana Anton </strong></p><p>01 </p><p><strong>3. </strong><br><strong>4. 5. 6. 8. </strong><br><strong>11. 12. 14. </strong><br><strong>15. </strong></p><p></p><ul style="display: flex;"><li style="flex:1">02 </li><li style="flex:1">03 </li></ul><p></p><p>"Indigenous peoples have the right to determine &amp; develop priorities &amp; strategies for exercising their right to development. In particular, Indigenous peoples have the right to be actively involved in developing &amp; determining health, housing &amp; other economic <br>&amp; social programmes affecting them &amp;, as far as possible, to administer such programmes through their own institutions." </p><p><a href="/goto?url=https://www.un.org/development/desa/indigenouspeoples/wp-content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf" target="_blank">Article 23 of the United Nations Declaration on the Rights of Indigenous Peoples </a></p><p><a href="/goto?url=https://impactethics.ca/2019/06/13/nothing-about-us-without-us-an-inuk-reply-to-exploitive-research/" target="_blank"><strong>Nothing about us without us. </strong></a><strong>Distinctions matter Consent is key. </strong></p><p><a href="/goto?url=https://www.afn.ca/uploads/files/fn_ethics_guide_on_research_and_atk.pdf" target="_blank"><em>formal consent </em></a></p><p>03 </p><p><strong>Recognize Colonial Impacts. Avoid a Deficit Discourse. </strong></p><p>04 </p><p><strong>“There is a space for non-indigenous scholars but I think it has to be on the terms of the community and indigenous peoples more broadly” </strong></p><p><a href="/goto?url=https://www.youtube.com/watch?v=rqYiCrZKm0M&amp;feature=emb_imp_woyt" target="_blank">Dr. Monica Mulrennan</a>; Department of Geography, Planning and Environment, <br>Concordia University. </p><p><strong>Start Early Engagement needs to be authentic relationship building. Community and Respect. </strong></p><p><strong>Truth and Reconciliation. Avoid a Deficit Discourse. </strong></p><p>05 </p><p><strong>“There were dire warnings that The Rock belonged to everyone and fears that it would be taken away by Aboriginal people. As you can see, the rock is still here, people got their land rights and the sky hasn't fallen down” </strong></p><p><strong>Australia New Zealand </strong></p><p>06 </p><p><strong>Norway. Greenland </strong></p><p>07 </p><p><strong>“If we want to promote real change, I think we need to recognize our own subjectivity and work with it. So I always say that if research doesn’t change you as a person, then you’re not doing it right.” </strong><br><a href="/goto?url=https://www.youtube.com/watch?v=rqYiCrZKm0M&amp;feature=emb_imp_woyt" target="_blank"><strong>Dr. Shawn Wilson</strong></a><strong>, Gnibi College Indigenous Australian Peoples, Southern Cross </strong><br><strong>University. </strong></p><p><em>Important Note: Until the recent past, any research that occurred in Canada regarding FNMI people was devised and </em><a href="/goto?url=https://ethics.gc.ca/eng/tcps2-eptc2_chapter9-chapitre9.html" target="_blank"><em>conducted by largely non-indigenous people</em></a><em>. The research, as a result, overlooked indigenous ways of knowing, and was often done to the detriment of indigenous communities. Thus, it is important to recognize this context to better understand the reticence of FNMI communities to engage in research that was conceived outside of their communities. This mistrust is deep-rooted in generations in longstanding colonial treatment. </em></p><p><strong>Fact-checking. Watch out for Biases. Respect and understand data sovereignty. </strong></p><p>08 </p><p><strong>Partnership. Academic Integrity and Disclosure. Equity and Benefit Sharing. </strong></p><p><a href="/goto?url=https://www.youtube.com/watch?v=-9HuUDAYqvY&amp;t=88s" target="_blank"><strong>Decolonizing Research</strong></a><strong>. </strong></p><p>09 </p><p><a href="/goto?url=https://dspace.library.uvic.ca/bitstream/handle/1828/2396/J%20Ball%20%20P%20Janyst%20Ethics%20JERHRE%2008.pdf?sequence=1&amp;isAllowed=y" target="_blank"><strong>Community-Campus Partnership Research</strong></a><strong>. </strong><a href="/goto?url=https://dspace.library.uvic.ca/bitstream/handle/1828/2396/J%20Ball%20%20P%20Janyst%20Ethics%20JERHRE%2008.pdf?sequence=1&amp;isAllowed=y" target="_blank"><strong>Research Protocols</strong></a><strong>. </strong></p><p></p><ul style="display: flex;"><li style="flex:1">10 </li><li style="flex:1">11 </li><li style="flex:1">12 </li><li style="flex:1">13 </li><li style="flex:1">14 </li></ul><p></p><p><strong>Aboriginal Peoples: Band: Elder(s): Ethnohistory: First Nation(s): </strong></p><p><strong>First Peoples: </strong><br><strong>.</strong></p><p><strong>Indigenous Peoples: </strong></p><p>15 </p><p><a href="/goto?url=https://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/Documents/Terminology%20Guide%20%20Aboriginal%20Heritage.pdf" target="_blank"><strong>Inuit </strong></a><a href="/goto?url=https://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/Documents/Terminology%20Guide%20%20Aboriginal%20Heritage.pdf" target="_blank"><strong>Métis </strong></a><a href="/goto?url=https://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/Documents/Terminology%20Guide%20%20Aboriginal%20Heritage.pdf" target="_blank"><strong>Reserves </strong></a><strong>Scrip: Self-determination: Self-government: </strong></p><p>16 </p>