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Telling our Twisted Histories - CBC Podcast

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Telling our Twisted Histories - CBC Podcast

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Words connect us. Words hurt us. Indigenous histories have been twisted by centuries of colonization. Host Kaniehti:io Horn brings us together to decolonize our minds– one word, one concept, one story at a time.

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Words connect us. Words hurt us. Indigenous histories have been twisted by centuries of colonization. Host Kaniehti:io Horn brings us together to decolonize our minds- one word, one concept, one story at a time.

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Telling Our Twisted Histories | CBC Podcasts | CBC Listen

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Words connect us. Words hurt us. Indigenous histories have been twisted by centuries of colonization. Host Kaniehti:io Horn brings us together to decolonize our minds- one word, one concept, one story at a time.

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In this essay, Lindsay Gibson offers a history educator’s perspective on how we might think historically about commemoration controversies. Building upon Yale University’s Witt Committee’s “Principles of Renaming, this essay draws from Peter Seixas’ historical thinking framework to propose a series of questions designed to support teachers, students, and members of the public in making reasoned judgments about how best to respond to these controversies.

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Over the past year, Canada's history has been centre stage. Controversy about commemoration of the past has fuelled public discussion and debate. In addition to #Canada150, the sesquicentennial anniversary of Canadian Confederation, there were impassioned arguments over the legacy of historical figures such as Hector Langevin, Egerton Ryerson, Joseph Trutch, Nicholas Flood Davin, Mathew Baillie Begbie, Edward Cornwallis, and Sir John A. Macdonald.

Rather than weigh in on these specific controversies, in this essay I offer a history educator's perspective on how we might think historically about commemoration controversies. Building upon Yale University's Witt Committee's "Principles of Renaming, this essay draws from Peter Seixas' historical thinking framework to propose a series of questions designed to support teachers, students, and members of the public in making reasoned judgments about how best to respond to these controversies.
The Witt Committee's Principles of Renaming
Many commentators on these issues point to Yale University's Report of the Committee to Establish Principles of Renaming as a useful set of criteria for assessing whether commemorations of historical actors and events should be revisited. The twelve-person committee chaired by history and law professor John Fabian Witt was struck after decades of protests about Calhoun College, one of twelve undergraduate residential colleges at Yale. John C. Calhoun, for whom the college was named in 1931, graduated from Yale in 1804, served as U.S. congressman for South Carolina, secretary of war, vice president, secretary of state, and senator, and was known for strongly defending slavery and white Southern interests.

One of the guiding presumptions of the Witt Committee was that renaming a building should be an exceptional event especially when named for someone who made major contributions to Yale. In outlining the principles of renaming the Witt Committee considered the present, the era of the namesake's life and work, the context of the original naming decision, and the nature of the building under consideration. The committee determined four guiding questions:

1. Is a principal legacy of the namesake fundamentally at odds with the mission of the University?

2. Was the relevant principal legacy significantly contested in the time and place in which the namesake lived?

3. Did the University, at the time of a naming, honor a namesake for reasons that are fundamentally at odds with the mission of the University?

4. Does a building whose namesake has a principal legacy fundamentally at odds with the University's mission, or which was named for reasons fundamentally at odds with the University's mission, play a substantial role in forming community at the University?

In its final report the Witt Committee explained that the decision to rename a building includes obligations to ensure that the name is not erased from history and continues to be displayed on campus markers such as museum exhibits, public art, plaques, or signs where the legacy of the individual is contextualized. They also recommended that community input and scholarly expertise is essential when considering whether to change a building name. As such, three historical advisers appointed by the President of Yale to apply the Witt Committee's principles to the naming of Calhoun College unanimously recommended that the name should be changed. In September 2017 Calhoun College was renamed Hopper College in honour of Grace Murray Hopper, a trailblazing computer scientist, mathematician, teacher, and naval officer.

Although several other American universities have employed the Witt Committee's renaming principles to resolve controversies on their campuses, these principles cannot be directly applied to public commemoration controversies in Canada.

The set of principles are unique to the context of renaming debates at historic American universities like Yale University. The Witt Committee presumed that renaming historical commemorations should be an exceptional event, where - in the Canadian context - there might be circumstances where renaming should be a necessary and commonplace event. Elliot Worsfold contends, for example, that historical figures do not have a single "principal legacy," but rather that their legacy is shaped by multiple and often diverse perspectives, beliefs, and values within Canadian society.

Despite these critiques of the Witt Committee's renaming principles, the principles serve as an instructive starting point for developing a set of questions for helping teachers, students, and the general public think historically about commemoration controversies.
A Historical Thinking Approach to Commemoration Controversies
Peter Seixas's historical thinking framework has been tremendously influential over the past decade. The six historical thinking concepts that comprise the framework are central to provincial and territorial social studies and history curricula throughout Canada, numerous textbooks, books, and classroom resources include an explicit focus on the concepts. Since its inception, thousands of K-12 teachers, museum professionals, historians, and others have attended Historical Thinking Summer Institutes and professional learning opportunities.

This work builds upon British, German, and American theories of history education and were conceptualized to be intelligible and communicable to teachers and students, yet generative enough to guide explorations of fundamental epistemological and ontological problems of history.

The six historical thinking concepts are similar to Lee and Ashby's notion of second order concepts in that they are procedural, focus on how to do history, and shape our understanding of the discipline as a form of knowledge. The six second order concepts included in Seixas' framework are taught alongside first order substantive concepts such as revolution, president, and nation that centre on what history is about. Seixas suggests that the six historical thinking concepts resemble concepts, but also function as problems, tensions, or difficulties in doing history that require students to comprehend and negotiate productive solutions to present-day problems. Thus, historical thinking focuses on deepening students' understanding of historical content, while also developing increasingly sophisticated understandings of how historical knowledge is produced.

In the section below I have used Seixas' model of historical thinking to develop a framework of questions that can be utilized by teachers, students, and the general public to think historically about commemoration controversies.

Primary Source Evidence focuses on helping students make plausible inferences about the content and context of primary source traces and accounts in order to respond to historical questions and inquiries. Monuments, statues, and other structures that commemorate historical events, people, or groups have their own history distinct from the historical event, person, or group being commemorated.

Sourcing: What type of commemoration is being investigated? When and where was the commemoration created? Who created the commemoration and who provided support and permission to create the commemoration? Why was the commemoration created?

Contextualizing: What was happening at the time the commemoration was created? What conditions, worldviews, beliefs, and attitudes were prevalent at the time the commemoration was created?

Close reading: What claims about the event, people, or groups being commemorated are being made? What symbols, artefacts, images, structures, or words are used to communicate these claims? What does the commemoration reveal about the values, beliefs, and attitudes of the people or groups who created the commemoration?

Corroboration: What primary and secondary sources can be used to support or refute the interpretation of the event, person, or group being commemorated? What do other primary and secondary sources say about the event, person, or group being commemorated? What are the main points of agreement and disagreement among the different sources?

Historical Significance invites students to assess of what events, people, or groups from the past are important to learn, write, and talk about.

Assess the historical significance of the event, person, or group being commemorated:

Was the event, person, or group being commemorated recognized as being important when the event occurred, or when the people or groups were alive?

Did the event, person, or group being commemorated cause change and have deep consequences for many people over a long period of time?

Does the event, person, or group being commemorated highlight enduring or emerging issues in history or contemporary life?

What groups are the event, person, or group being commemorated historically significant to? How does the historical significance of the event, person, or group being commemorated vary from group to group?

What larger historical narrative(s) is the event, person, or group being commemorated a part of?

Continuity and Change invites students to examine what has changed and what has stayed the same over time.

How have views and interpretations of the event, person, or group being commemorated changed or stayed the same?

How have views and interpretations of the historical significance of the event, person, or group being commemorated changed and stayed the same?

How have views and interpretations of the commemoration and its importance to the community it is located in stayed the same and changed?

Were the changes that resulted from the event, person, or group being commemorated positive or negative? For which groups were the changes positive, and for which groups were they negative?

Cause and Consequence focuses on the relationship between the actions of historical actors and the conditions and circumstances that influenced historical events.

What were the intended and unintended consequences of the event, person, or group being commemorated? To what degree could the negative consequences have been anticipated and avoided or positive consequences foreseen and enhanced?

Historical Perspectives focuses on helping students better understand the social, cultural, intellectual, and emotional beliefs, values, worldviews, and practices that shaped people's lives and actions.

Were the beliefs, attitudes, values, and worldviews held by the person or group being commemorated commonly held or considered normal at the time?

What diverse historical perspectives existed about the event, person, or group being commemorated?

The Ethical Dimension invites students to make ethical judgments about whether the actions of historical actors in the past were justified, decisions about assigning blame or credit to individuals or groups for their actions, and conclusions about what obligations those in the present owe to victims, heroes, and others who made sacrifices in the past that benefit people in the present. Controversies about what should be done about commemorations are central to the Ethical Dimension and the previous five historical thinking concepts can be seen as important building blocks for making reasoned and plausible judgments about commemorations.

Were the actions taken by the person or group acceptable given the values, attitudes, and beliefs that existed in society at the time? Would the actions taken by the person or group be acceptable given the values, attitudes, and beliefs that exist in contemporary society today?

To what degree was the person or group being commemorated responsible for the historical events that took place?

Should the event, person, or group be commemorated and memorialized given its historical legacy? Is the event, person, or group's historical legacy aligned with the values, beliefs, and values of the community where the commemoration is located?

Does the commemoration of the event, person, or group negatively affect individuals or groups in the community where the commemoration is located?

Should the commemoration of the event, person, or group be kept as is, revised, or removed?

Given that each historical thinking concept includes important questions for thinking historically about commemorations, it appears that commemorations could have the potential to be a powerful topic or issue for teaching multiple historical thinking concepts and strengthening the development of students' historical thinking. It is not expected that students and teachers will address all nineteen questions when thinking about commemorations; rather they will select the questions most relevant to their purposes and the context of the commemoration. The nineteen questions are neither definitive nor comprehensive in terms of addressing all the questions that need to be asked when assessing commemorations. I hope that colleagues will offer revisions and additional questions that will improve this framework and offer support for those who are interested in thinking historically about commemorations.
Lindsay Gibson is an assistant professor of elementary education at the University of Alberta.
Further Reading

Lee, P., & Ashby, R. (2000). Progression in historical understanding among students ages 7-14. Knowing, teaching, and learning history (pp. 199-222). New York: New York University Press.

Seixas, P. (1996). Conceptualizing the growth of historical understanding. In D. R. Olson, & N. Torrance (Eds.), The handbook of education and human development (pp. 765-783). Oxford: Blackwell Publishers.

Seixas, P. (2009). A modest proposal for change in Canadian history education. Teaching History, 137, 26-30.

Seixas, P., & Morton, T. (2013). The big six historical thinking concepts. Toronto: Nelson Education.

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Over the past year, Canada's history has been centre stage. Controversy about commemoration of the past has fuelled public discussion and debate. In addition to #Canada150, the sesquicentennial anniversary of Canadian Confederation, there were impassioned arguments over the legacy of historical figures such as Hector Langevin, Egerton Ryerson, Joseph Trutch, Nicholas Flood Davin, Mathew Baillie Begbie, Edward Cornwallis, and Sir John A.

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Reconciliation reality check with Murray Sinclair

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Reconciliation reality check with Murray Sinclair

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Join Rosanna Deerchild for a revealing, poignant and emotional conversation with Murray Sinclair, former Senator and Lead Commissioner of the Truth and Reconciliation Commission. In this intimate, hour-long interview ⁠— recorded in his backyard gazebo ⁠— they discuss reconciliation: how far we’ve come, how far we have left to go and who is responsible for taking the journey.

Find out what kept him going during the TRC and what reconciliation looks like to him.

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Unreserved with Rosanna Deerchild

Reconciliation reality check with Murray Sinclair

Join Rosanna Deerchild for a revealing, poignant and emotional conversation with Murray Sinclair, former Senator and Lead Commissioner of the Truth and Reconciliation Commission. In this intimate, hour-long interview ⁠- recorded in his backyard gazebo ⁠- they discuss reconciliation: how far we've come, how far we have left to go and who is responsible for taking the journey. Find out what kept him going during the TRC and what reconciliation looks like to him.

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Reconciliation reality check with Murray Sinclair | Unreserved with Rosanna Deerchild | Live Radio | CBC Listen

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Join Rosanna Deerchild for a revealing, poignant and emotional conversation with Murray Sinclair, former Senator and Lead Commissioner of the Truth and Reconciliation Commission. In this intimate, hour-long interview ⁠- recorded in his backyard gazebo ⁠- they discuss reconciliation: how far we've come, how far we have left to go and who is responsible for taking the journey.

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Interactive Map: National Centre for Truth and Reconciliation (University of Manitoba)

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Interactive Map: National Centre for Truth and Reconciliation (University of Manitoba)

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Learn about residential schools, hearings and events in your area with this interactive map.

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NCTR is located on the original lands of Anishinaabeg, Cree, Oji-Cree, Dakota, and Dene peoples, and on the homeland of the Métis Nation.

The National Centre for Truth and Reconciliation sits in the heart of Turtle Island and as a national organization we strive to represent and serve all of Turtle Island's people.

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Use our Interactive Archival Map to search for public archive material by specific residential schools, events or hearings.

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Scholastic Canada: Sharing the Message of Truth and Reconciliation

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Scholastic Canada: Sharing the Message of Truth and Reconciliation

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In response to the Calls to Action from the Truth and Reconciliation Commission of Canada’s report in 2015, Scholastic Canada partnered with Indigenous educators including 10 key advisors to create Take Action for Reconciliation for grades 3–8.  (This can be adapted for lower levels.)

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Indigenous Peoples and Canada by Dianna Jeffries 

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Indigenous Peoples and Canada by Dianna Jeffries 

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Dianna acknowledges the stories and work that some academics, researchers, and Indigenous people have shared with her so that this resource can be used "in solidarity with the Indigenous community." their work and stories so that EAL instructors can use this resource effectively and in solidarity with the Indigenous community".
"The objective of this resource is to help teachers in CLB 5+ classes to facilitate better understanding of the ongoing complex relationship between Indigenous people and Canada."

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Open Source

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Indigenous Initiatives and Partnerships is pleased to offer BCIT faculty, staff, students and external participants our Indigenous Awareness course. The course contains the following three modules:
Module 1: Indigenous Peoples Module 2: Colonization Module 3: Decolonization
Login instructions

BCIT Employees

All current and new employees automatically have access to the Indigenous Awareness course through the BCIT Employee Learning Hub:

1. Go to bcit.ca/pd

2. Log in with:

1. Your BCIT A# as your ID

2. For your first login, use your BCIT A# as your password as well. Then change your password - Click your name (upper right), Account Settings

BCIT Students

Students have free access to the Indigenous Awareness course through the BCIT Learning Hub:

1. Go to learn.bcit.ca

2. Log in with your BCIT ID and PW

3. Go to My Tools / Self Registration

4. Find the Indigenous Awareness course in the list and click the link

5. Follow the instructions to self-register and the course will appear in your My Courses list

External Participants

Those who are not part of the BCIT community may get access to the Indigenous Awareness course for free by registering at https://www.bcit.ca/free-online-learning/mooc-0200-indigenous-awareness/

Thank you to BCIT faculty, staff, students and external partners for your participation and continued support.

After completing these modules, please make your way through the other resources offered at BCIT:

Please contact indigenous@bcit.ca with any further questions about our resources.

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Indigenous Initiatives and Partnerships is pleased to offer BCIT faculty, staff, students and external participants our Indigenous Awareness course. The course contains the following three modules: Module 1: Indigenous Peoples Module 2: Colonization Module 3: Decolonization All current and new employees automatically have access to the Indigenous Awareness course through the BCIT Employee Learning Hub: Go to bcit.ca/pd Log in with: Your BCIT A# as your ID For your first login, use your BCIT A# as your password as well.

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A Mind Spread Out on the Ground by Alicia Elliott

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A Mind Spread Out on the Ground by Alicia Elliott

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In an urgent and visceral work that asks essential questions about the treatment of Native people in North America while drawing on intimate details of her own life and experience with intergenerational trauma, Alicia Elliott offers indispensable insight into the ongoing legacy of colonialism.

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Has great sections on the history of colonialism

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The Path to Healing and Reconciliation by David Robertson

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The Path to Healing and Reconciliation by David Robertson

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Indigenous Cities Vancouver - An NAC Indigenous Theatre and Savage Society co-presentation

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Indigenous Cities Vancouver - An NAC Indigenous Theatre and Savage Society co-presentation

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This collection of stories evokes connection and invites interaction with the traditional landscapes of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish) Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh), Qiqéyt (Qayqayt), kʷikʷəƛ̓əm (Kwikwetlem), Katzie, Kwantlen, sq̓əc̓iy̓aɁɬ təməxʷ (Katzie) Nations.

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The stories here | Te squélquel ikwe'elo

From the shores of skwtsa7s (Island of Dead Men), to the banks of the Sto:lo (Fraser River), Indigenous Cities Vancouver is a collection of stories revealing the land they are from. These stories hold the wisdom of sχʷəy̓em̓ (ancient stories), historical knowledge, and personal experience long since obscured by the city landscape.

An NAC Indigenous Theatre and Savage Society co-presentation

Through music, sound, and storytelling, each unique offering, curated by Indigenous artists and memory holders, evokes connection and invites interaction with the traditional landscapes of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish) Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh), Qiqéyt (Qayqayt), kʷikʷəƛ̓əm (Kwikwetlem), Katzie, Kwantlen, sq̓əc̓iy̓aɁɬ təməxʷ (Katzie) Nations.

sasqets at sx̌ʷéyəməł © Ronnie Dean Harris, Stō:lo/St'át'imc/Lil'wat/N'laka'pamux

Walk around the areas highlighted on the map to listen to the stories on location. All you need is a device with you that can run the link in a browser (Internet connection required).

The creation and development of Indigenous Cities adhered to the health and safety guidelines of the regions in which it has been developed. We encourage our audiences to adhere to the COVID-19 restrictions in their own region as they engage in this experience.

skwtsa7s (Deadman's Island) Deadman's Island, 1200 Stanley Park Dr, Vancouver, BC

The purpose of this story is to share knowledge of Squamish history of the surrounding lands of Vancouver and specifically what is now called Stanley Park, that is rich with legends, history and mysticism. In addition to sharing his cultural knowledge, Kwakwee hopes to further develop the story into a play and motion picture.

Məθkʷəy̓ Camosun Bog, Vancouver, BC

Quelemia Sparrow

On the territory of the Məθkʷəy̓, cousins Quelemia and Chrystal Sparrow share the teachings of the legend of the sʔiɬqey̓ (double-headed serpent), while having a conversation on what it means to be contemporary Musqueam artists.

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The stories here | Te squélquel ikwe'elo From the shores of skwtsa7s (Island of Dead Men), to the banks of the Sto:lo (Fraser River), Indigenous Cities Vancouver is a collection of stories revealing the land they are from. These stories hold the wisdom of sχʷəy̓em̓ (ancient stories), historical knowledge, and personal experience long since obscured by the city landscape.

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My Conversations With Canadians by Lee Maracle

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My Conversations With Canadians by Lee Maracle

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Audiobook Sample:
Shortlisted for the First Nation Communities READ 2018-19 Award (Y/A/Adult Category)
Shortlisted for the 2018 Toronto Book Award Recipient of the $10,000 Harbourfront Festival Prize
On her first book tour at the age of 26, Lee Maracle was asked a question from the audience, one she couldn't possibly answer at that moment. But she has been thinking about it ever since. As time has passed, she has been asked countless similar questions, all of them too big to answer, but not too large to contemplate. These questions, which touch upon subjects such as citizenship, segregation, labour, law, prejudice and reconciliation (to name a few), are the heart of My Conversations with Canadians.

In prose essays that are both conversational and direct, Maracle seeks not to provide any answers to these questions she has lived with for so long. Rather, she thinks through each one using a multitude of experiences she's had as a First Nations leader, a woman, a mother, and grandmother over the course of her life. Lee Maracle's My Conversations with Canadians presents a tour de force exploration into the writer's own history and a reimagining of the future of our nation.
Watch the Book Launch and Reading: Read an excerpt from My Conversations with Canadians:

Lee Maracle Conversation 10: 'On Appropriation', an excerpt from My Conversations with Canadians: -Lemon Hound

'Meeting the Public': an excerpt from My Conversations with Canadians by Lee Maracle -The Rusty Toque
Toronto Book Awards Jury Citation:
"In My Conversations with Canadians, groundbreaking Sto:Lo storyteller Lee Maracle brings her decades of experience in writing and performing to bear on this essential series of essays. Maracle speaks plainly and powerfully throughout, and her words demand our attention and consideration. At a crucial time when the realities of Canadian life and the trappings of Canadian Literature are being rightly re-examined, Maracle explores our most pressing cultural and societal problems - those that are starkly visible, and those that may seem subterranean to some readers. The concerns of this book are concerns that will resonate with Torontonians, and those who live in different communities all over this continent, and they are laid out with precision and passion in every line."
Press Coverage for My Conversations with Canadians:
Most Anticipated: Our Fall 2017 Non-Fiction Preview - 49th Shelf

Fall Preview 2017: Non-fiction -Quill and Quire

Fall Book Preview: 20 works of Canadian Nonfiction to watch for this fall - CBC Books

Twenty-Five must-read books this fall -Toronto Star

"My Conversations With Canadians... offer[s] strength and solidarity to Indigenous readers, and a generous guide to allyship for non-Indigenous readers. For the latter, these books will unsettle, but to engage in allyship is to commit to being unsettled - all the time." -Carleigh Baker, The Globe and Mail

"Maracle sets the record straight on a few of our beloved myths, including Canada's current narrative as a model multicultural society." -Kamal Al-Solaylee, Quill and Quire

"A very timely work in the era of the botched Canada 150 celebrations and the Missing and Murdered Indigenous Women inquiry... a powerful and thought provoking read. Highly recommended." -Tom Sandborn, Vancouver Sun

"By inviting us into her home, Maracle reminds us that we inhabit someone else's space. We come to see that maybe we are the problem and that reconciliation is not a solution - not without restitution." -Julie McGonegal, The UC Observer

"In these pages, Maracle develops a relationship with her audience that feels intuitive and intimate, yet weaves together something far more comprehensive than any interview or conversation could provide." -Thomas Molander, Maisonneuve

"As challenging as these "conversations" may be for some Canadians, the harshness pales in comparison to the abuses endured at residential schools. Readers will not be stripped naked, deloused, and then shaved bald on their first day of school. Only the readers' false notions will be stripped away." -Darrell Doxtdator, Hamilton Review of Books

"Maracle, never one to hold back, is an unblinking observer of First Nations experience and seizes the moment - specifically the occasion of Canada's 150th birthday - to release this collection of essays... A unique voice worth heeding." -Susan G. Cole, NOW Magazine

CanLit at a crossroads: Four writers on the state of our country's literature -Toronto Star

Activist Lee Maracle On Why Every Question Is Worth Answering (Even If It's Racist) -Chatelaine

Lee Maracle & others head to Kingston Writers' Festival -Queen's University Journal

A life of questions answered in new book: An Interview with Lee Maracle -Pique Magazine

Lee Maracle stormed CanLit stages to make sure her story was heard - CBC Radio: Unreserved

"I loved this book. I love the way that Maracle peppers her work with allusions to so many incredible Indigenous writers in Canada who are changing the world, sentence by sentence, how My Conversations With Canadians is also the most terrific bibliography. I love how she writes about Indigenous identity, and how Canadian identity is never questioned, or at least not in a non-superficial way." -Kerry Clare, Pickle Me This

2017 Books of the Year -Pickle Me This

A Reading List for National Indigenous Peoples Day - All Lit Up

Hilary Atleo of Iron Dog Books for "My Conversations with Canadians by Lee Maracle is a book I wish everyone in Canada would read, even though it is specifically about Indigenous experiences in Canada, I really think it speaks to the way we make assumptions and treat others." -The Globe and Mail

Lee Maracle was the author of a number of critically acclaimed works, including Ravensong; Bobbi Lee, Indian Rebel; Daughters Are Forever; Celia's Song; I Am Woman; First Wives Club; Talking to the Diaspora, Memory Serves: Oratories; and My Conversations with Canadians, which was a finalist for the 2018 Toronto Book Award and the First Nation Communities READ 2018-19 Award. Hope Matters, a poetry collection co-authored with her daughters Columpa Bobb and Tania Carter, was published in 2019. Maracle was also the co-editor of My Home as I Remember and served as Distinguished Visiting Scholar at the University of Toronto, the University of Waterloo, and the University of Western Washington. Maracle received the J.T. Stewart Award, the Premier's Award for Excellence in the Arts, the Blue Metropolis Festival First Peoples Prize, the Harbourfront Festival Prize, and the Anne Green Award. Maracle received an Honorary Doctor of Letters from St. Thomas University, was a recipient of the Queen's Diamond Jubilee Medal, and was an Officer of the Order of Canada. In July 2019, she was announced as a finalist of the prestigious Neustadt Prize, popularly known as the American Nobel. A member of the Sto:lo Nation, Maracle passed away on November 11, 2021, in Surrey, British Columbia. She was 71.

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My Conversations With Canadians by Lee Maracle

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Essais Series No. 4 Nonfiction / Essays Publication Date: September 1, 2017 168 pages 5.25 x 8 inches Paperback ISBN 9781771663588 Preview Now - Look Inside!

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Story by Story, Canada’s News Media Built Indigenous Oppression by Katłįà (Catherine) Lafferty

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Story by Story, Canada’s News Media Built Indigenous Oppression by Katłįà (Catherine) Lafferty

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How relentlessly racist framing helped ‘write’ the Indian Act — and persists today.

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On July 6, 1885, Sir John A. Macdonald rose in Parliament to reaffirm the by then well-established colonial portrait of Indigenous peoples as a danger to society and spreaders of illness. "I have not hesitated to tell this House, again and again, that we could not always hope to maintain peace with the Indians; that the savage was still a savage, and that until he ceased to be savage, we were always in danger of a collision, in danger of war, in danger of an outbreak," he said.

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The quote is included in Bob Joseph's book 21 Things You May Not Know About the Indian Act, an excellent primer on the cruel and racist legislation that continues to oppress First Nations.

If Joseph had wanted to make it 22 things, he could have added that the Indian Act was the result of words not just by politicians but also Canada's press, each feeding the other in a vicious circle of denigrating stereotypes and justifications for genocidal policies.

The Indian Act, created in 1876, didn't just appear out of nowhere. Like most legislation, it had to have been the product of research, documentation, consultation and public support. The news media of the day, therefore, played an instrumental role in rallying the citizenry and providing politicians their talking points.

Shocking headlines portraying First Nations as savage threats regularly appeared in journals and missionary newspapers at the time. These also proved useful for creating, in 1877, the Dominion Police, also known as the North-West Mounted Police. They became the RCMP, who today claim they were formed to guard Parliament and protect First Nations peoples.

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But scholars say the force was created mainly to enforce the Indian Act. The purpose of the Mounties "effectively, was to clear the plains, the Prairies, of Indigenous people," says Steve Hewitt, who teaches at the University of Birmingham and has written three books about the RCMP's history. "Ultimately, they were there to displace Indigenous people, to move them onto reserves whether they were willing to go or not."

In the years leading up to the making of the Indian Act and the Dominion Police, publications in Canada, too many to count, were publishing stories promising tales of " Indian Atrocities" and white settlers held " Indian Captive." The effect was to scare white readership into believing that Indigenous peoples were a mortal threat. And sow the need for a law that would govern and control Indigenous peoples.

Mark Cronlund Anderson, author of Seeing Red: A History of Natives in Canadian Newspapers, explains that Canadians were taught by their media that Indigenous people were lesser humans. "In this way," he writes, "the press has both reflected naturally and regurgitated spontaneously and necessarily the culture from which it emerged at the same time as reinforcing and teaching prevailing social norms to youth and newcomer."

Anderson talks about the rule of three. The news portrayed Indigenous peoples as having a trio of all-encompassing negative qualities: depravity, innate inferiority and a stubborn resistance to progress. The rule of three is "the reasoning that engendered the creation of the treaty system and residential schools."

And once the residential schools existed, the news media assisted in downplaying their harsh realities. Take, for example, a news article with the headline "Indian Boy Frozen on Bush Trail" published by the Regina Leader Post newspaper in 1938 and cited in the Truth and Reconciliation Commission's report "Canada's Residential Schools: Missing Children and Unmarked Burials." The reader is told that an 11-year-old boy named Andrew Gordon "left the school Saturday afternoon to visit his parents and had trudged, thinly-clad, more than four miles through dense woods and snow from three to five feet deep." The article implies that the boy had simply gone out for a walk and left no indication that he may have fled the school out of misery or fear for his life.

The story stated that Gordon was the grandson of the "oldest Indian chief in Canada." Which leaves hanging the question: Would this child's untimely death have made the news if he hadn't been the grandson of a prominent Chief? Most likely not, as we have been reminded by the recent discovery of bodies of children on the grounds of a residential school in Kamloops. The deaths of all 215 children apparently went undocumented by the media in a timespan of 128 years since the school opened in 1893.

Candis Callison is a member of the Tahltan Nation and an associate professor at the University of British Columbia in the Institute for Critical Indigenous Studies and the School of Journalism, Writing and Media. An expert in the power and role of media, Callison notes that Canada's settler society was complacent about the harms caused by the residential school system for nearly a century. "Why weren't media of the day asking questions about the welfare and well-being of children?" she says. "Why weren't media asking why the church was still in control of these schools well into the 20th century and towards the end of it? It is not that long ago that many of these incidents happened."

Dominant society continues to portray Indigenous peoples as dangerous, though nowadays the risk is more commonly framed by mainstream media using what Callison calls a "deficit model." That framing assumes that it's OK to control Indigenous peoples by deeming them unable to take care of themselves, their land and their children, explains Callison. Such mythology about Indigenous inferiority is deeply rooted in national identity. Callison calls it "part of the founding of Canada."

Canada's founding leaders and their supportive news media shared the goal of achieving assimilation - ensuring that Indigenous peoples were incorporated into the dominant group's way of life. Residential schools were key tools for attempting to erase Indigenous cultural and spiritual beliefs and have Indigenous peoples fall in line with more organized religious belief systems.

A century and a half after the Indian Act was made law, as deadly truths about the Kamloops residential school became impossible to ignore, those institutions who had a part in hiding the truth - the church, the police, the government and the news media - had no part in helping to uncover the grave sites. The need to do so certainly had been made known. The Truth and Reconciliation Commission had concluded there were thousands of undocumented graves of children on residential school grounds and sought a mere $1.5 million to find them - a request rejected by the administrator of the Indian Act, Canada's federal government.

And so members of the Tk'emlúps te Secwépemc Nation were the ones who had to do the work of finding their kin and putting out a press release. Only then did dozens of reporters flood the area to get their big breaking story without pausing to first consider the grief that was felt in the community. Most of the news media moved on quickly to their next big headlines in a blink of an eye, while reporters like Kelsie Kilawna with IndigiNews Kelowna stay with this story, stepping up to tell reporters to be sensitive when reporting on issues that are too close to home for many.

By the time Canada's "founding father" delivered his views on Indigenous "savages" quoted at the top of this piece, the Indian Act was nine years in place. But key steps leading up to it had been officially laid 55 years earlier.

Launched in 1830, the Indian Civilization program was based on three philosophical principles, states historian John F. Leslie in testimony given to Parliament in 2002. These were: Indian protection, based on the Royal Proclamation; improvement of Indian living conditions; and Indian assimilation into the dominant society.

"Between 1830 and 1858, there were six government investigations of Indian policy and the new administrative arrangements," writes Leslie. "The cumulative investigations sanctioned the Indian civilization program and, in essence, created an institutional memory for Indian Affairs policy-makers that, in subsequent decades, informed their attitudes towards Indian people and Indian issues." These so-called investigations sought virtually no Indigenous participation and were fictional scenarios written by those with the power to publish.

When discussing Indigenous issues in the late 19th century, writes University of the Fraser Valley professor Robert Harding in a 2006 journal article, "a wide range of oppositions were employed in news texts, beginning with the most basic ones, such as us vs. them and civilized vs. savage." To this day much reporting situates Indigenous people as problematic and not credible, pitting the voices of Indigenous peoples against those of government experts and offices. The government response is taken as the patriarchal final say invested with the power to make decisions for Indigenous peoples.

It's a very old assumption, long reinforced by the media. Harding notes that as a white settler Canada came into being, journalists transmitting the most negative stereotypes about Indigenous peoples generally believed they were helping to save rather than destroy the subjects of their articles. He offers an example newspaper of the Metlakahtlan, which in the late 1800s extolled the heroic qualities of white men and demonized the customs, practices and beliefs of Indigenous people. Concludes Harding: "The idea that Canadians of Aboriginal ancestry epitomize moral depravity is as old as the press in Canada."

Callison points to skewed coverage of the 2019 release of the Missing and Murdered Indigenous Women and Girls report to illustrate how powerful mainstream media is still implying Indigenous inferiority. The lengthy report well documents the genocidal nature of Canada's policies toward Indigenous peoples, providing much expert analysis. Yet as Callison explains, every major newspaper in Canada issued editorials that challenged the authors' use of the word genocide. The result was to undercut the credibility of the report instead of actually drawing from it as a tool for accountability.

One reason Canada's news media remains condescending towards Indigenous persons is that newsrooms include so few of them, notes Callison, who dissects such structural inequalities as co-author of the book Reckoning: Journalism's Limits and Possibilities. She says, "When in a hierarchical society you end up with a certain kind of coverage. When you have newsrooms with dominant members of society you have stories that reflect that."

And those newsrooms, decade after decade, told the same stories John A. Macdonald told Parliament. Back in the 1860s, writes Harding, "while Aboriginal people definitely took an interest in what was being written about them and frequently attempted to set the record straight, their voices were virtually excluded from news discourse. Aboriginal sources were not quoted and news stories were exclusively targeted to non-aboriginal audiences." Even nowadays, as veteran CBC journalist and professor of journalism Duncan McCue, who is Anishinaabe, puts it, for an Indigenous person to make the news they either need to be "drunk, drumming, dancing or dead."

McCue and Callison are part of an important movement in education to create awareness of how Canada's press historically has served to help build and support institutions that degrade, denigrate and marginalize Indigenous peoples. The aim of such teaching is to change the way Canada's news media operates. "Journalism provides us with a set of tools and how we use those tools can move us towards justice, can move us away from suffering," notes Callison.

If Canada's news media helped to bring to life the Indian Act, it can also help to dismantle it by shining a light on the truth behind the veil of colonialism.

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inquiry into missing and murdered indigenous women and girls

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reckoning: journalism's limits and possibilities

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Story by Story, Canada's News Media Built Indigenous Oppression | The Tyee

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On July 6, 1885, Sir John A. Macdonald rose in Parliament to reaffirm the by then well-established colonial portrait of Indigenous peoples as a danger to society and spreaders of illness.

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This Place podcast, hosted by Rosanna Deerchild, explores 150 years of Indigenous resistance and resilience

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This Place podcast, hosted by Rosanna Deerchild, explores 150 years of Indigenous resistance and resilience

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This Place is now available to follow on CBC Listen and wherever you get your podcasts. It will also be broadcast this summer on Sirius XM on Mondays at 4 p.m., Tuesdays on CBC Radio at 7:30 p.m. and Fridays at 1 p.m. on CBC Radio.
Rosanna Deerchild on creating This Place

When I was first approached with the idea of turning a comic book into a podcast, I was curious to say the least.

How do you turn a visual medium into an audio one? More specifically, how do you turn a graphic anthology about Canadian history into a podcast? And not just history, but stories about Indigenous resistance and resilience that many Canadians had not heard of before.

The source material is certainly intriguing. This Place: 150 Years Retold is a young adult graphic anthology, published in 2019 by Highwater Press. This award-winning collection paired Indigenous authors with illustrators to create 10 stories spanning 150 years of our shared history.

Writers including Chelsea Vowel, Katherena Vermette and David A. Robertson created stunning depictions of heroes - like Métis matriarch Annie Bannatyne and war vet Francis Pegamahgabow - and gave us a peek into our future.

Well, who could turn that opportunity down?

Produced by an all-Indigenous team, Eva Grant, Jacquie Black and me, Rosanna Deerchild, is an original 10-part adaptation revealing Indigenous heroes, battles, triumphs and traditions which live outside and beyond the national story we have been taught.

From the dusty streets of Red River Settlement to the trenches of war to the Pines of Oka and 150 years into our future, will take you on an audio journey with me, Rosanna Deerchild, your time-guide storyteller.

This Place is not just a retelling of Canadian history, it is a reclamation of Indigenous history. - Rosanna Deerchild

A mix of dramatization and author interviews, this podcast brings a new historical perspective of "this place" we call Canada to life.

is not just a retelling of Canadian history, it is a reclamation of Indigenous history.

These are our stories. Our stories tell us where we come from. They tell us how far we've come. And how far we still need to go.

We hope you take this journey with us.

Annie Bannatyne was a formidable Métis business owner and important civic figure in Winnipeg who played an instrumental role in fundraising and founding the Winnipeg General Hospital. She also inspired a young Louis Riel with a public act of resistance - highlighted in this story.

The comic was written by Katherena Vermette and illustrated by Scott B. Henderson, with colour by Donovan Yaciuk. The story was adapted by Rosanna Deerchild.

Author Sonny Assu explores the journey of his great-great-grandfather, Chief Billy Assu, who was one of the most respected and influential potlatch chiefs in Ligwilda'xw history.

The comic was written by Sonny Assu and illustrated by Kyle Charles, with colour by Scott A. Ford. The story was adapted by Rosanna Deerchild.

The story of Wahsakapeequay, a woman who was believed to have been possessed by windigo and the spiritual leader and his brother who were charged with her murder. Inspired by the 1907 arrest of Jack Fiddler, also known as Zhauwuno-geezhigo-gaubow, and his brother Joseph for the alleged murder of a windigo. The story is told by Wahsakapeequay and the windigo.

The comic was written by Jen Storm and illustrated and coloured by Natasha Donovan. The story was adapted by Jacquie Black.

An Ojibwa from the Parry Island Band, Francis "Peggy" Pegahmagabow is one of the most decorated Indigenous soldiers in Canadian history. This story follows Peggy as he demonstrates bravery and skill on the battlefields of the First World War, only to return home and be denied fair treatment.

The comic was written by David A. Robertson and illustrated and coloured by Natasha Donovan. The story was adapted by Rosanna Deerchild.

Set in the early 1940s in Foxe Basin, Nunavut, "Rosie" is a nod to shamanism - a secret history of Inuit. A young Inuk girl is aided by her Watcher, a spirit protector, in claiming her place in the world through the many names given to her.

The comic was written by Rachel & Sean Qitsualik-Tinsley and illustrated and coloured by GMB Chomichuk. The story was adapted by Eva Grant.

It's 1990 on the Wabaseemoong Reserve, and a group has just blocked the Children's Aid Society from entering their community and taking any more of their children. After the confrontation, Sixties Scoop survivor Nimkii shares with her daughter the story of her life, and the promise she made to a little boy.

The comic was written by Kateri Akiwenzie-Damm and illustrated by Ryan Howe and Jen Storm, with colour by Donovan Yaciuk. The story was adapted by Rosanna Deerchild.

It's 1975 in Fort Good Hope, Northwest Territories, and a young Dene Chief named Frank T'Seleie is about to change the course of history. Follow Frank's fight to stop the Mackenzie Valley Pipeline - from his youth, to his days as a band administrator, to his celebrated speech at the Berger Inquiry, which is remembered as an integral part of the efforts to protect and defend the lands within the Northwest Territories.

The comic was written by Richard Van Camp and illustrated by Scott B. Henderson, with colour by Scott A. Ford. The story was adapted by Eva Grant.

It's the early 1980s in Listuguj, Que., a Mi'kmaw community nestled between the Appalachian Mountains and the mighty Restigouche River. The Mi'kmaq have been fishing these waters since time immemorial, following the natural cycle of the salmon. The government seeks to disrupt that cycle, but the Mi'kmaq push back to defend their way of life.

The comic was written by Brandon Mitchell and illustrated by Tara Audibert, with colour by Donovan Yaciuk. The story was adapted by Rosanna Deerchild.

This isn't your average coming-of-age story. It's the summer of 1990 and apathetic Anishinaabe teen Washashk is on a road trip with his mom Raven. She wants to support the land defenders at Kanesatake. Washashk wants to go to the movies, but it's in The Pines that he'll find his place in the world.

The comic was written by Niigaanwewidam James Sinclair and illustrated and coloured by Andrew Lodwick. The story was adapted by Eva Grant.

The year is 2350 and the future is Indigenous. 15-year-old Wâpanacâhkos, a knowledge-keeper in training, is sent back in time by the Council of Elders to the 21st century. Her journey will shape Indigenous-settler relations on kitaskînaw - our Earth - for generations to come.

This story was written by Chelsea Vowel and illustrated by Tara Audibert, with colour by Donovan Yaciuk. The story was adapted by Eva Grant.

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This Place podcast, hosted by Rosanna Deerchild, explores 150 years of Indigenous resistance and resilience | CBC Books

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This Place is now available to follow on CBC Listen and wherever you get your podcasts. It will also be broadcast this summer on Sirius XM on Mondays at 4 p.m., Tuesdays on CBC Radio at 7:30 p.m. and Fridays at 1 p.m. on CBC Radio.

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Indigenous community, culture and conversation with @FalenJohnson

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Indigenous community, culture and conversation with @FalenJohnson

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Unreserved is the radio space for Indigenous community, culture, and conversation. Host Falen Johnson takes you straight into Indigenous Canada, from Halifax to Haida Gwaii, from Shamattawa to Ottawa, introducing listeners to the storytellers, culture makers and community shakers from across the country.

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On Demand

Unreserved is the radio space for Indigenous voices - our cousins, our aunties, our elders, our heroes. Rosanna Deerchild guides us on the path to better understand our shared story. Together, we learn and unlearn, laugh and become gentler in all our relations.

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Unreserved with Rosanna Deerchild | Live Radio | CBC Listen

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Unreserved is the radio space for Indigenous voices - our cousins, our aunties, our elders, our heroes. Rosanna Deerchild guides us on the path to better understand our shared story. Together, we learn and unlearn, laugh and become gentler in all our relations.

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Anishinaabe Kwe. VP Indigenous Ed @ OCDSB. Advocate 4 Indigenous students. Give me knowledge, so I may have Respect for all. Unceded Algonquin Territory.

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Anishnaabe Kwe, Mother, Coach, Lifelong Learner, Soul Coach

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Storyteller, writer, filmmaker. http://makwacreative.ca Books: Seven Fallen Feathers and All Our Relations Columnist:

@globeandmail  Podcast: #SevenTruths

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The Caring Society stands with First Nations children, youth, and families for equal opportunities to succeed.   fncaringsociety.com

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Mom to teenage twins. Cree, Lakota & Scottish woman.  Award winning & best selling author. International speaker who believes love is medicine.
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Content and research by Dakota Swiftwolfe Layout and design by Leilani Shaw

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Indigenous Canada Offered by University of Alberta

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Indigenous Canada Offered by University of Alberta

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Indigenous Canada is a 12-lesson Massive Open Online Course (MOOC) from the Faculty of Native Studies that explores Indigenous histories and contemporary issues in Canada. From an Indigenous perspective, this course explores key issues facing Indigenous peoples today from a historical and critical perspective highlighting national and local Indigenous-settler relations.

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Offered by University of Alberta. Indigenous Canada is a 12-lesson Massive Open Online Course (MOOC) from the Faculty of Native Studies that ... Enroll for free.

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Author of national bestseller 21 Things You May Not Know About The Indian Act. Provides training on all aspects of Working Effectively with Indigenous Peoples®.

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Saul Indian Horse is a child when his family retreats into the woods. Among the lakes and the cedars, they attempt to reconnect with half-forgotten traditions and hide from the authorities who have been kidnapping Ojibway youth. But when winter approaches, Saul loses everything: his brother, his parents, his beloved grandmother—and then his home itself.

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" Indian Horse distills much of what Wagamese has been writing about for his whole career into a clearer and sharper liquor, both more bitter and more moving than he has managed in the past. He is such a master of empathy-of delineating the experience of time passing, of lessons being learned, of tragedies being endured-that what Saul discovers becomes something the reader learns, as well, shocking and alien, valuable and true."

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Alone in the world and placed in a horrific boarding school, Saul Indian Horse is surrounded by violence and cruelty. At the urging of a priest, he finds a tentative salvation in hockey. Yet as Saul's victories mount, so do the racism and the hatred-the harshness of a world that will never welcome him, tied inexorably to the sport he loves.

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A tour-de-force debut novel about a Two-Spirit Indigiqueer young man and proud NDN glitter princess who must reckon with his past when he returns home to his reserve.

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2021 CANADA READS WINNER WINNER, Lambda Literary Award; Georges Bugnet Award for Fiction Finalist, Governor General's Literary Award for Fiction; Amazon Canada First Novel Award; Indigenous Voices Award; Carol Shields Winnipeg Book Award; Firecracker Award for Fiction Longlisted for the Scotiabank Giller Prize A Globe and Mail Best Book of the Year A tour-de-force debut novel about a Two-Spirit Indigiqueer young man and proud NDN glitter princess who must reckon with his past when he returns home to his reserve.

"You're gonna need a rock and a whole lotta medicine" is a mantra that Jonny Appleseed, a young Two-Spirit/Indigiqueer, repeats to himself in this vivid and utterly compelling debut novel by poet Joshua Whitehead.

Off the reserve and trying to find ways to live and love in the big city, Jonny becomes a cybersex worker who fetishizes himself in order to make a living. Self-ordained as an NDN glitter princess, Jonny has one week before he must return to the "rez"--and his former life--to attend the funeral of his stepfather. The seven days that follow are like a fevered dream: stories of love, trauma, sex, kinship, ambition, and the heartbreaking recollection of his beloved kokum (grandmother). Jonny's life is a series of breakages, appendages, and linkages--and as he goes through the motions of preparing to return home, he learns how to put together the pieces of his life.

Jonny Appleseed is a unique, shattering vision of First Nations life, full of grit, glitter, and dreams.

Long-listed, Scotiank Giller Prize 2018

Short-listed, Governor General's Literary Award 2018

Short-listed, Amazon Canada First Novel Award 2019

Short-listed, Carol Shields Winnipeg Book Award 2019

Short-listed, Indigenous Voices Award 2019

Winner, Georges Bugnet Award for Fiction (Alberta Literary Awards) 2019

Winner, Lambda Literary Award 2019

Short-listed, Firecracker Award for Fiction 2019

Winner, Canada Reads 2021

Jonny Appleseed is a miraculous achievement of a debut novel. - Canadian Art

Jonny Appleseed breaks rocks and crafts them into good medicine for folks like Jonny, who might be looking to see themselves reflected somewhere, and for whom this visibility might even mean survival. As Whitehead weaves Jonny's resonant experiences and complex identity into a compelling journey, we might also consider why stories such as his are so rare when Jonny is so willing to bring us along for the ride. - Winnipeg Free Press

Joshua Whitehead redefines what queer Indigenous writing can be in his powerful debut novel. Jonny Appleseed transcends genres of writing to blend the sacred and the sexual into a vital expression of Indigenous desire and love. Reading it is a coming home to bodies, stories, and experiences of queer Indigenous life that has never been so richly and honestly shown before. This book is an honour song to every queer NDN body who has ever lived and it will transform the universe with its beauty and magic. -Gwen Benaway, author of Passage

This is literary perfection. It's also the most beautiful quill and bead work that I've felt since discovering Chrystos and Gregory Scofield. I'm in awe, Jonny. I'm grateful, Joshua. I'm astounded at everything you've gathered here for us to honour and blush about and witness. You are my new hero. Don't you ever stop writing and sharing. Mahsi cho for your beauty. -Richard Van Camp, author of The Lesser Blessed

With only seven days until he returns home for his stepfather's funeral, Appleseed spends a pyretic week attempting to reconcile the competing factions of his life: sex, friends, work, sex, family, identity, sex. Throughout, memories of his kokum (grandmother) intrude upon the chaos, and these unexpected moments of remembrance prove most striking. A radically original new voice. - Booklist

If we're lucky, we'll find one or two books in a lifetime that change the language of story, that manage to illuminate new curves in the flat vessels of old letters and words. This is one of those books. Jonny Appleseed gifts us with clarity in the shape of sharp, and medicine in the guise of soft -- and a sexy, powerful, broken, beautiful hero who has enough capacity in the dent of a clavicle to hold all the tears of his family. This book gives us back the land of curb and field, trailer and ledge, and the community -- in all its rusted and complicated glory. Most importantly, this book gifts us with the opportunity to hear the innovative and the ancient in the prose of a new literary goddess, Joshua Whitehead. -Cherie Dimaline, author of The Marrow Thieves

Jonny Appleseed weaponizes story to bring the rez (and urban rez) to life, shrouding its characters in luminous layers so they're neither good nor bad but immersed in worlds and words. Unflinching and intimate, Joshua Whitehead takes his readers on a journey to the heart of an NDN glitter princess with generous, swooning prose. Unforgettable. -Eden Robinson, author of Son of a Trickster

Every so often, a book comes along that feels like a milestone, with revolution nestled beneath every sentence, every word. Oji-Cree/nehiyaw two-spirit/Indigiqueer writer Joshua Whitehead's Jonny Appleseed is one of those books . .. With its fluid structure and timelines, Jonny Appleseed creates a dream-like reading experience -- and with a narrator as wise, funny and loveable as Jonny, it's the sort of dream you don't want to wake up from. - The Globe and Mail

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2021 CANADA READS WINNER WINNER, Lambda Literary Award; Georges Bugnet Award for Fiction Finalist, Governor General's Literary Award for Fiction; Amazon Canada First Novel Award; Indigenous Voices Award; Carol Shields Winnipeg Book Award; Firecracker Award for Fiction Longlisted for the Scotiabank Giller Prize A Globe and Mail Best Book of the Year A tour-de-force debut novel about a Two-Spirit Indigiqueer young man and proud NDN glitter princess who must reckon with his past when he returns home to his reserve.

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Taken from their families when they are very small and sent to a remote, church-run residential school, Kenny, Lucy, Clara, Howie and Maisie are barely out of childhood when they are finally released after years of detention. With compassion and insight, Five Little Indians chronicles the desperate quest of these residential school survivors to come to terms with their past and, ultimately, find a way forward.

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Writers' Trust Fiction Prize
About the Book

WINNER: Canada Reads 2022

WINNER: Governor General's Literary Award for Fiction

WINNER: Amazon First Novel Award

WINNER: Kobo Emerging Author Prize

Finalist: Scotiabank Giller Prize

Finalist: Atwood Gibson Writers Trust Prize

Finalist: BC & Yukon Book Prize

Shortlist: Indigenous Voices Awards

National Bestseller; A Globe and Mail Top 100 Book of the Year; A CBC Best Book of the Year; An Apple Best Book of the Year; A Kobo Best Book of the Year; An Indigo Best Book of the Year

Taken from their families when they are very small and sent to a remote, church-run residential school, Kenny, Lucy, Clara, Howie and Maisie are barely out of childhood when they are finally released after years of detention.

Alone and without any skills, support or families, the teens find their way to the seedy and foreign world of Downtown Eastside Vancouver, where they cling together, striving to find a place of safety and belonging in a world that doesn't want them. The paths of the five friends cross and crisscross over the decades as they struggle to overcome, or at least forget, the trauma they endured during their years at the Mission.

Fuelled by rage and furious with God, Clara finds her way into the dangerous, highly charged world of the American Indian Movement. Maisie internalizes her pain and continually places herself in dangerous situations. Famous for his daring escapes from the school, Kenny can't stop running and moves restlessly from job to job-through fishing grounds, orchards and logging camps-trying to outrun his memories and his addiction. Lucy finds peace in motherhood and nurtures a secret compulsive disorder as she waits for Kenny to return to the life they once hoped to share together. After almost beating one of his tormentors to death, Howie serves time in prison, then tries once again to re-enter society and begin life anew.

With compassion and insight, Five Little Indians chronicles the desperate quest of these residential school survivors to come to terms with their past and, ultimately, find a way forward.

Product Details

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Five Little Indians - Michelle Good - Paperback

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WINNER: Canada Reads 2022WINNER: Governor General's Literary Award for FictionWINNER: Amazon First Novel AwardWINNER: Kobo Emerging Author Prize Finalist:...

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I Am Not a Number By Jenny Kay Dupuis and Kathy Kacer and Illustrated by Gillian Newland

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I Am Not a Number By Jenny Kay Dupuis and Kathy Kacer and Illustrated by Gillian Newland

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A true and personal story of Canada's residential school past.

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"A moving glimpse into a not-very-long-past injustice." - Kirkus Reviews

" I Am Not a Number is perfect to get the conversation about residential schools started with your children. It opens the door for them to ask questions about the subject and the story is relatable in a way they can follow." - Residential School Magazine

"This well done, empathetic historical book is highly recommended for all collections." - Booklist, starred review

"To any one looking for a book to teach children about the history of residential schools I Am Not A Number is without hesitation a very powerful and historical teaching tool." - Anishinabek News

"This is a special picture book that brings the truthfulness of oral history to an elementary audience. Highly recommended for elementary and public libraries." - Goodminds

"Gillian Newland's sombre illustrations, done with a muted palette of greys, greens and browns, beautifully capture the written words.... This book is a moving look into an injustice that continues to have ramifications for First Nations, Métis and Inuit peoples." - Canadian Children's Book News

"Few stories exist about the residential school system that are aimed at a younger age group, and this one is an absolute must for classrooms and libraries." -Resource Links

"Gillian Newland's illustrations are a highly realistic, very evocative accompaniment to [the] text. They set the tone and establish the mood of the story.... [The book] raises such issues as child rights, parental rights, Canadian constitutional rights, and Indigenous rights. I Am Not a Number would be an excellent starting point for anyone pursuing these issues." - Deakin Review of Children's Literature

"Endless cross-curricular connections can be made using this story. But the most powerful aspect of this book is that it will open a dialogue, one that Justice Murray Sinclair spoke of as head of the Truth and Reconciliation Commission, a dialogue that needs to take place for reconciliation to happen." - ETFO Voice (Magazine of the Elementary Teachers' Federation of Ontario)

"This is a story that should be known by all North Americans. What happened to Native Americans in both Canada and the United States is a sorrowful and shameful chapter of North American history. While the subject matter is difficult, it will help children develop empathy and understanding of the situation of others. Kids need alternate perspectives. There is no moralizing in the story; readers will have to think about what happened and draw their own conclusions." - Rhapsody in Books Weblog

"Powerful. Poignant. Part of our history." - Sukasareads

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The award-winning true story of the residential school experience of Irene Couchie.

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Nunavut • MP • 20 something years alive • speaker of truth • basic human rights for ALL • Inuk and proud of it • ᐃᓪᓕᓄᑦ ᐱᓕᕆᐊᕗᑦ • In it for you • NDP

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Medicine for the resistance is a podcast hosted by an Anishnaabe kwe (daanis) and an Afro mystic (Kerry Goring) looking at life through #Black and #Indigenous eyes.

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Medicine for the resistance is a podcast hosted by an Anishnaabe kwe and an Afro mystic looking at life through #Black and #Indigenous eyes.

Buy us some coffee https://ko-fi.com/medicinefortheresistance

Medicine for the resistance is a podcast hosted by an Anishnaabe kwe and an Afro mystic looking at life through #Black and #Indigenous eyes.

Buy us some coffee https://ko-fi.com/medicinefortheresistance

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‎Medicine for the Resistance on Apple Podcasts

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Medicine for the resistance is a podcast hosted by an Anishnaabe kwe and an Afro mystic looking at life through #Black and #Indigenous eyes. Buy us some coffee https://ko-fi.com/medicinefortheresistance Medicine for the resistance is a podcast hosted by an Anishnaabe kwe and an Afro mystic looking at life through #Black and #Indigenous eyes.

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Anti-Racist Educator Reads Podcast (Unsettling Canada by Arthur Manuel) Series

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Anti-Racist Educator Reads Podcast (Unsettling Canada by Arthur Manuel) Series

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A broadcast for educators who understand that we need to be talking about race and racism in schools now. We will learn, and unlearn through a great book on racial justice. Each week, your host Colinda Clyne invites educational leaders to be in conversation about sections of selected texts, discussing historical contexts and connections to education.

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Search results for "unsettling canada" | voicEd

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Our mission is to change the way you talk about education-in Canada and around the world-by opening up a multi-media space for vibrant, provocative conversation about the issues, challenges and opportunities that are coming to define us in the 21st century.

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Gitxsan. Spends time learning about, & promoting, culturally based equity for Aboriginal children and families.

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Tweets by cblackst

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Every Child Matters Magazine - Monique Gray Smith 

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Every Child Matters Magazine - Monique Gray Smith 

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Written by award-winning Indigenous author Monique Gray Smith, this magazine, which is based on the Seven Sacred Teachings, is aimed for students in grades 5–12 and is available in both English and French.

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Written for the National Centre for Truth and Reconciliation
Written by award-winning Indigenous author Monique Gray Smith, this magazine, which is based on the Seven Sacred Teachings, is aimed for students in grades 5-12 and is available in both English and French.

Each chapter teaches children about residential schools, Treaties, and the historic and current relationships between Indigenous and non-Indigenous peoples.

Accompanied by supplementary educational resources, the magazine is both a guide and a journal for young people as they explore their feelings, build confidence, and foster greater respect and empathy throughout their reconciliation journeys.

When We Are Kind

When We Are Kind celebrates simple acts of everyday kindness and encourages children to explore how they feel when they initiate and receive acts of kindness in their lives.

Celebrated author Monique Gray Smith has written many books on the topics of resilience and reconciliation and communicates an important message through carefully chosen words for readers of all ages. Beautifully illustrated by artist Nicole Neidhardt, this book encourages children to be kind to others and to themselves.

Tilly and the Crazy Eights

An unexpected journey can be powerful medicine.

When Tilly receives an invitation to help drive eight elders on their ultimate bucket list road trip to Albuquerque, New Mexico, for the Gathering of Nations Pow Wow, she impulsively says yes. Before she knows it, Tilly has said goodbye to her family and is behind the wheel-ready to embark on an adventure that will transform her in ways she could not predict, just as it will for each and every one of the seniors on the trip, who soon dub themselves "the Crazy Eights."

Tilly and the Crazy Eights each choose a stop to make along the way-somewhere they've always wanted to go or something they've wanted to experience. This takes them on a route to Las Vegas and Sedona, with a final goal of reaching the Redwood Forest. Each stop becomes the inspiration for secrets and stories to be revealed. The trip proves to be powerful medicine as they laugh, heal, argue, and reveal hopes and dreams along the way. With friendships forged, love found, hearts broken and mended, Tilly and the Crazy Eights feel ready for anything by the time their bus rolls to a stop in New Mexico. But are they?

Awards
Winner of the PMC Indigenous Literature Award
Media
Quill & Quire
CBC
The Star
In French on Radio-Canada's Espaces Autochtones (18:05)
In English on Eye on the Arctic
In English on Radio Canada International's English service
Now available on Audible. Download audio at the link below.

For paperback and kindle, order at the link below.

Lucy & Lola

The Journey Forward, A Novella On Reconciliation

Lucy and Lola are 11-year-old twins who are heading to Gabriola Island, BC, to spend the summer with their Kookum (grandmother) while their mother studies for the bar exam. During their time with Kookum, the girls begin to learn about her experiences in being sent - and having to send their mother - to Residential school. Ultimately, they discover what it means to be intergenerational survivors.

Award-winning illustrator Julie Flett created the amazing cover illustration and interior spot art that perfectly suit this engaging novella.

Lucy & Lola is a 2018 CODE Burt Award Honour Book for First Nations, Inuit, and Métis Young Adult Literature. and is a finalist for the Sheila A. Egoff Award for Children's Literature as part of the BC Book Awards.

Awards

You Hold Me Up

This vibrant picture book, beautifully illustrated by celebrated artist Danielle Daniel, encourages children to show love and support for each other and to consider each other's well-being in their everyday actions.

Consultant, international speaker and award-winning author Monique Gray Smith wrote You Hold Me Up to prompt a dialogue among young people, their care providers and educators about reconciliation and the importance of the connections children make with their friends, classmates and families. This is a foundational book about building relationships, fostering empathy and encouraging respect between peers, starting with our littlest citizens.

Awards

You Hold Me Up: Finalist for the National Picture Book award, the Marilyn Baillie Picture Book Award.
Watch Monique Read You Hold Me Up on YouTube

Tilly: A Story of Hope and Resilience

Tilly won the 2014 Burt Award for First Nations, Métis and Inuit Literature, it is a Canadian bestseller and is used in both high school and college courses to explore history and resilience through story.

Loosely based on author Monique Gray Smith's own life, this revealing, important work of creative non-fiction tells the story of a young Indigenous woman coming of age in Canada in the 1980s. With compassion, insight and humour, Gray Smith illuminates the 20th-century history of Canada's First Peoples-forced displacement, residential schools, tuberculosis hospitals, the Sixties Scoop. In a spirit of hope, this unique story captures the irrepressible resilience of Tilly, and of Indigenous peoples everywhere.

Tilly is available at independent bookstores across Canada, and on line from Sononis Press or from Amazon. Also available as an ebook on Amazon.

Awards: 2014 Burt Award for First Nations, Métis and Inuit Literature

Monique Gray Smith Wins 2014 Burt Award for First Nations, Métis and Inuit Literature First Prize. Shelagh Rogers and Wab Kinew co-hosted the Winnipeg 2014 gala for CODE's Burt Award for First Nations, Métis and Inuit Literature, recognizing outstanding literary works for young adults written by First Nations, Métis and Inuit authors. Monique Gray Smith is awarded first prize Tilly, a Story of Hope and Resilience (published by Sono Nis Press). Learn More
Hear Monique talk about Tilly on Youtube.
Watch The Book Teaser
Hear a reader talk about impact of reading Tilly.

My Heart Fills with Happiness

Illustrated by award winning Cree/Metis illustrator, Julie Flett and Published by Orca Books.

The sun on your face. The smell of warm bannock baking in the oven. Holding the hand of someone you love. What fills your heart with happiness? This beautiful board book, with illustrations from celebrated artist Julie Flett, serves as a reminder for little ones and adults alike to reflect on and cherish the moments in life that bring us joy. International speaker and award-winning author Monique Gray Smith wrote My Heart Fills with Happiness to support the wellness of Indigenous children and families, and to encourage young children to reflect on what makes them happy.

Awards & News
BC Book Prize Finalist for 2017 TD Grade One Book Give Away Printbraille Pilot Program
"A quiet loveliness, sense of gratitude, and-yes-happiness emanate from this tender celebration of simple pleasures, which features a cast of First Nations children and adults; Smith dedicates the book, in part, "to the former Indian Residential School students and their families." Short, first-person phrases ("My heart fills with happiness when... I see the face of someone I love") revel in both solitary and familial activities, building to a direct address to readers: "What fills your heart with happiness?" Flett's (Little You) crisp-edged paintings blend universal and culturally specific experiences-three children cluster around the oven as bannock bakes, while another boy spots a frog as he walks barefoot through the grass. Up to age 5. (Feb.)" - The Publisher's Weekly Review

Ripple Effect of Resiliency: Strategies for Fostering Resiliency with Indigenous Children

A resource and workbook for those working with Indigenous children and families.

It includes chapters on: Resiliency - Trauma - Indigenous history - Personal and workplace wellness. The next four chapters include information, stories and examples for fostering resiliency. They have been developed as four blankets and include: Sense of self - Sense of family - Sense of community - Sense of culture, language and land. Also included is an extensive resource chapter.

Order here for $39.99

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Written for the National Centre for Truth and Reconciliation Written by award-winning Indigenous author Monique Gray Smith, this magazine, which is based on the Seven Sacred Teachings, is aimed for students in grades 5-12 and is available in both English and French.

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First Peoples' Map of B.C. - First Peoples' Cultural Council

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First Peoples' Map of B.C. - First Peoples' Cultural Council

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Explore and contribute to the interactive map of the Indigenous Languages, Arts and Heritage in B.C.

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SUGAR FALLS (10TH ANNIVERSARY EDITION)A Residential School Story by David A. Robertson | illustrated by Scott B. Henderson | colour by Donovan Yaciuk | foreword by Senator Murray Sinclair

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SUGAR FALLS (10TH ANNIVERSARY EDITION)A Residential School Story by David A. Robertson | illustrated by Scott B. Henderson | colour by Donovan Yaciuk | foreword by Senator Murray Sinclair

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David A. Robertson is donating royalties earned from sales sold between May 31-June 30 to the Indian Residential School Survivors Society

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From Governor-General's Award-winning writer David A. Robertson comes this special edition of the timeless graphic novel that introduced the world to the awe-inspiring resilience of Betty Ross, and shared her story of strength, family, and culture.
A school assignment to interview a residential school survivor leads Daniel to Betsy, who tells him her story. Abandoned as a young child, Betsy was soon adopted into a loving family. A few short years later, at the age of 8, everything changed. Betsy was taken away to a residential school. There she was forced to endure abuse and indignity, but Betsy recalled the words her father spoke to her at Sugar Falls-words that gave her the resilience, strength, and determination to survive.

Sugar Falls is based on the true story of Betty Ross, Elder from Cross Lake First Nation. We wish to acknowledge, with the utmost gratitude, Betty's generosity in sharing her story. A portion of the proceeds from the sale of Sugar Falls goes to support the bursary program for The Helen Betty Osborne Memorial Foundation.

This 10th-anniversary edition brings David A. Robertson's national bestseller to life in full colour, with a foreword by Senator Murrary Sinclair, Chairman of the Truth and Reconciliation Commission of Canada, and a touching afterword from Elder Betty Ross herself.
Among CBC Books 22 Canadian comics to watch for in spring 2021
Silence will not be our currency. I hope that a new generation of readers like yourself can see that you are not just bearers of the burdens of history, but beneficiaries of a new awareness.
-Senator Murray Sinclair

Sugar Falls is a powerful graphic novel that recounts the horror Indigenous children experienced in residential schools.
-CBC Books

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From Governor-General's Award-winning writer David A. Robertson comes this special edition of the timeless graphic novel that introduced the world to the awe-inspiring resilience of Betty Ross, and shared her story of strength, family, and culture. A school assignment to interview a residential school survivor leads Daniel to Betsy, who tells him her story.

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When We Were Alone by David A. Robertson | illustrated by Julie Flett (with teacher/parent guide)

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When We Were Alone by David A. Robertson | illustrated by Julie Flett (with teacher/parent guide)

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David A. Robertson is donating royalties earned from sales sold between May 31-June 30 to the Indian Residential School Survivors Society

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When a young girl helps tend to her grandmother's garden, she begins to notice things about her grandmother that make her curious. Why does her grandmother have long braided hair and wear beautifully coloured clothing? Why does she speak another language and spend so much time with her family? As she asks her grandmother about these things, she is told about life in a residential school a long time ago, where everything was taken away. When We Were Alone is a story about a difficult time in history and, ultimately, a story of empowerment and strength.

Great ideas for using this book with young children can be found in the Parent/Teacher Guide for When We Were Alone. A FREE copy of the guide is available for downloading.

Each spread is compelling in its own way, offering remarkable depictions of resilience and the strong emotional ties within this family. An empowering and important story.
-Booklist, a starred review

A quiet story...of love and resistance.... Flett's collage illustrations, with their simplicity and earthy colors, are soulful and gentle.... All readers will connect with how Nókom lives in celebration of colors, her long hair, her language, and, most of all, her family.
- The Horn Book Magazine, a starred review

When We Were Alone is exquisite and stunning, for the power conveyed by the words Robertson wrote, and for the illustrations that Flett created. I highly recommend it.
-Debbie Reese, American Indians in Children's Literature

Wow! Beautiful, painful, and shining with truth and dignity. Bravo!
-Richard Van Camp, Author

Spare, poetic, and moving, this Cree heritage story makes a powerful impression.
-Kirkus Reviews

Chosen for One Book, One Philadelphia 2020 (Youth Companion)
-Free Library of Philadelphia

Chosen for Horn Book's Fanfare a list of best picture books of the year, 2017

Selected as the Book of the Month (Nov 2017) by the Anti-Defamation League

A Shining Willow finalist, 2018

ERAC Evaluated and Approved

When We Were Alone is available as an eBook in ePUB and PDF formats. Select a format using the "choose your option" drop-down menu to the left and checkout as usual. You will be sent an email with instructions to download the file.

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When a young girl helps tend to her grandmother's garden, she begins to notice things about her grandmother that make her curious. Why does her grandmother have long braided hair and wear beautifully coloured clothing? Why does she speak another language and spend so much time with her family?

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Choosing and Using Indigenous Film - Compiled by Julie Ship

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Choosing and Using Indigenous Film - Compiled by Julie Ship

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This website compiles film and other resources to support the positive integration of Indigenous Peoples' worldviews & perspectives into classrooms (K-12, public & private language training, post-secondary & graduate levels).

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Educators can use these Indigenous film resources to decolonize their practice, integrate K-12 curricular objectives and give the storytelling voice to a mosaic of Indigenous Peoples.

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Senator Murray Sinclair says dismantling systemic racism will be a long fight  - CBC

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Senator Murray Sinclair says dismantling systemic racism will be a long fight  - CBC

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One of Canada's most respected Indigenous rights advocates has faced many setbacks over his decades-long career, fighting for justice for Indigenous peoples. Senator Murray Sinclair laid much of the groundwork for Canada's current reckoning with systemic racism. As the country faces calls to defund the RCMP, he warns that gaining justice for Indigenous people will be a long, drawn-out process.

Canadians are more aware than ever before that for Indigenous people, the justice system is not so just. Disturbing stories of confrontations between First Nations, Inuit and Métis people and law enforcement continue to grab headlines across the country on a regular basis.

In June alone, RCMP officers a First Nations chief in Alberta over an expired licence plate, and mounties shot and killed two Indigenous people in New Brunswick within a span of eight days.

These stories are all too familiar to Murray Sinclair, who has been trying to address systemic racism against Indigenous people for decades, particularly in the justice system. He is a lawyer, Manitoba's first Indigenous judge, the former chair of the Indian Residential Schools Truth and Reconciliation Commission and now, a senator.

Senator Sinclair spoke with Sunday Edition guest host Elamin Abdelmahmoud.

Here are highlights from their conversation, edited for clarity and condensed.

Why systemic racism exists within police forces

Part of the responsibility of police officers and agencies is to earn the trust of the people. If the citizenry is going to give them the protections that the law offers and if they're going to give them the support that police call upon, then the people are entitled to know that the police will do their jobs properly. So it is necessary for the police to guard against racists.

There are people who fundamentally believe that Indigenous people are inferior to all other people in society and that the Europeans who came here in the 14th to 17th centuries were inherently superior. All of that has led to this general view within society that Indigenous people are inferior and can't be trusted. That attitude permeates society so much that people unconsciously carry it with them into the jobs that they do.

Canada put in place laws that reflected those beliefs about Indigenous people, like the Indian Act, which is a racist piece of legislation. We have a system that, in and of itself, and even without the individual racist, continues to discriminate.

I want people to understand that even those who support doing away with racism - those who believe that racism is bad - are themselves caught up in a system that almost forces them to continue to adhere to policies and beliefs that they don't understand. It comes from a history of racism, and until we address that and learn from it, we can't even begin to fix it.

Indigenous children are 12 times more likely to have their family life disrupted by an agency of government ... [it] basically disrupts things by taking somebody away or by threatening to take somebody away. - Murray Sinclair

The intergenerational impact of racist law enforcement

The general impact of mass Indigenous incarceration and trauma for a young Indigenous child growing up in Canada is quite stark. Whether or not that child ever gets involved with the law or gets involved with the child welfare system, Indigenous children are 12 times more likely to have their family life disrupted by an agency of government such as a police officer, child welfare worker or somebody who comes to their house and basically disrupts things by taking somebody away or by threatening to take somebody away.

They are the subject of a social control system virtually from the time that they're born until the time that they become an adult. That impact is quite dramatic. Indigenous children basically come to dislike and distrust those agents because first of all, as children, they don't understand what's going on. But more importantly, they often come to resent it because they believe that the person who is "being dealt with" often is the person that they don't want to have taken away.

Why Canadians should be wary of politicians' platitudes over Indigenous issues

We all know what platitudes are: it's phrasing that we put together in order to get us through a difficult conversation or to get us away from a difficult conversation. And that's been the practice in Canada for the better part of our existence.

Just about every person that has ever conducted a commission or an inquiry into an aspect of systemic racism knows that commissions and inquiries are created by governments in order to get them out of an immediate pot of boiling water. They exist because governments don't know how to deal with the situation that they're put into and therefore, they create an inquiry, give it a mandate and lengthy period of time, some money and say: "Now go look at this and tell us what to do. We probably won't do it, but at least for the time being, things will cool off."

That's what comes out of the process, there are these recommendations and people often respond to them by saying: "Those are great, those are true and we're going to do them and we really believe in them," and then we see nothing. We see very little action.

But on the part of the citizenry, we often see people who embrace them passionately. I realized when we were working on the Truth and Reconciliation Commission that the real key to any commission of inquiry is to ensure that the citizenry understands it and the people of the country understand and embrace them, because they're the ones who are going to make the change happen.

In the case of the Truth and Reconciliation Commission, what stands out to me is not the failure on the part of the government to implement our Calls to Action, it's the success on the part of citizens to make things happen.

Reconciliation is not a spectator sport. You have to become involved. You have to be engaged. And people have not yet embraced that idea. - Murray Sinclair

Climbing the mountain of reconciliation

We're just now beginning to realize the difficulties of getting to the top of that mountain. Many people still see reconciliation as a problem for the government to solve, they don't see their role in this. Our response has been that reconciliation is not a spectator sport. You have to become involved. You have to be engaged. And people have not yet embraced that idea.

The people have to be the ones who call upon their schools to change the way they do business. They have to be the ones who confront racists and racism. They have to be the ones who talk to their politicians and demand that their politicians do the right thing. So I think we have a long way to go yet before we can say that we're all climbing that mountain.
Click 'listen' above to hear the full interview.

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Senator Murray Sinclair says dismantling systemic racism will be a long fight | CBC Radio

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One of Canada's most respected Indigenous rights advocates has faced many setbacks over his decades-long career, fighting for justice for Indigenous peoples. As the country faces calls to defund the RCMP, he warns that gaining justice for Indigenous people will be a long, drawn-out process.

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Truth and Reconciliation: Indigenous Peoples Atlas of Canada

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Truth and Reconciliation: Indigenous Peoples Atlas of Canada

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Truth and Reconciliation

Contents

1. History of Residential Schools

2. Still Standing

3. A Fight for Truth

4. Redress and Healing

5. Litigation and Courts

6. The Road to Reconciliation

7. Frequently Asked Questions

Other Sections

Ry Moran is the director of the National Centre for Truth and Reconciliation. On behalf of the Truth and Reconciliation Commission of Canada, he helped gather nearly 7,000 statements of former residential school students and others affected by the residential school system. He is a proud member of the Métis Nation and is deeply honoured and thankful to have served Survivors, intergenerational Survivors and all Indigenous Peoples.

Ry Moran

There are two primary perspectives on the
country we call Canada - the perspectives of Indigenous Peoples and the perspectives of the tens of millions of people from different backgrounds who have come to this country to find a new home. While there is great diversity among Indigenous perspectives, one fact remains central - the traditional lands, practices, values, cultures, languages, systems and understandings of Indigenous Peoples have been systematically attacked, dismantled and destroyed at the hands of the Canadian state.

In 2008, following mass litigation and the outcry of Survivors of the residential schools for justice and healing, Canada launched the Truth and Reconciliation Commission. This Commission was intended not only to bring the voices of Survivors forward, but to fundamentally shift the national narrative away from a culture of domination and oppression and towards a culture of respect, reciprocity and understanding.

To be certain, Indigenous Peoples expected this relationship of equal partnership from the earliest days of encounter with newcomers. Treaties were signed in a spirit and intent of mutual respect and reciprocity. Ceremonies were held affirming this relationship. In areas where treaties were not signed, the expectation was for the self-determination and autonomy that had existed for millennia to continue.

It is through this resistance and the enhancement and rekindling of traditional practices, knowledges and Indigenous rights frameworks that Canada has the opportunity to become the nation that it has always been...

As the state encroached further and further into all aspects of Indigenous people's lives, resistance to the aggressive assimilation policies of Canada was a constant across Indigenous communities, nations and peoples. Elders took ceremonies underground, families fought desperately to retain their languages, and communities created formal political, social, and economic structures aimed at resisting ongoing attempts to eradicate Indigenous Peoples and perspectives from Canada.

As a nation, the opportunity for Canada now is to celebrate and acknowledge the critical role of ongoing resistance. It is through this resistance and the enhancement and rekindling of traditional practices, knowledges and Indigenous rights frameworks that Canada has the opportunity to become the nation that it has always been - a nation of many rich traditions, identities and systems coming together to find solutions to many of the deep-seated social tensions and challenges we face as a collective society.

Reconciliation in this regard means arresting the attacks on Indigenous ways of knowing and being, and working from this day forward in a spirit of mutual respect and understanding.

The section of this atlas focused on residential schools covers some of the most devastating elements of Canada's aggressive assimilation policies. Through these residential schools, Inuit, First Nations and Métis children were forcibly removed from their families and forced to adopt identities and practices not their own. When children resisted, they were punished and abused. All manner of physical, spiritual, emotional and sexual violence was rampant.

Similarly, through racist doctrines such as the Indian Act, parents were prevented from seeing their children, prevented from keeping their children at home with them, and barred from assembling and retaining legal counsel. The umbrella of oppression was expansive, complete and all-encompassing.

But this atlas is more than just a story of the residential schools; it also documents Canada's current state of reconciliation. Across this country, untold numbers of children wait in unmarked cemeteries to be remembered and honoured. As some former residential school sites crumble, the vast majority have already been destroyed or lost to the erosion of history.

Canada's journey towards equality, respect and justice is measured by the wide gaps that exist between the health and well-being of Indigenous Peoples and the protection of Indigenous rights, places, spaces and cultural memory.

The other volumes in this atlas series point us collectively in a new direction - a direction that portrays a much more honest and accurate telling of history, and an unfolding of the land, cultures, and identities that existed before western powers drew lines on maps and divided families and communities from one another.

The surfacing of these long-standing understandings of this land is an essential part of creating a new national narrative. It pulls us away from the narrow definition of what it means to be Canadian and points us towards a new framework of understanding - one that acknowledges territory and the long and rich histories of Indigenous Peoples. It pushes us towards a concept of a nation with multiple forms of sovereignty existing within its borders - a place of respect wherein the unique political and social aspirations of Indigenous and non-Indigenous Peoples come together with a sense of common vision and destiny for a healthier, just, and sustainable society.

These volumes will help educate young Canadians for generations to come on what it means to be Canadian - what it means to be accountable to the original promises of treaty and what it means to honour the concept of unceded land. Moreover, they will give all
Canadians an opportunity to reflect further on what it means to take responsibility for successive governments' persistent and omnipresent attempts to eradicate the meaning and context contained within Indigenous places and spaces from this country.

Canada's journey towards equality, respect and justice is measured by the wide gaps that exist between the health and well-being of Indigenous Peoples...

The harm inflicted upon Indigenous Peoples is not only a problem for Indigenous Peoples. It is a Canadian problem that requires all Canadians to take responsibility and action to repair the damage done. Former TRC commissioner Wilton Littlechild recently talked about the opportunity presented to us as a whole, stating: "If two people are trying to walk down a railroad track, each balancing on a rail independently, they will not get very far. But if they join hands and walk together they will make it much further down the road."

This is our opportunity - to walk side by side - Indigenous Peoples and non-Indigenous Peoples walking together towards the destination of a fair, equitable and just country. Gone must be the days where Indigenous Peoples are led down the track by those who know "what's best for them." These atlases equip all Canadians with an important set of tools to realize this goal. I hope you learn much from the materials contained within. Together, if we are willing, we can transform this country into something that we are all proud to call home.

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Truth and Reconciliation History of Residential Schools Still Standing A Fight for Truth Redress and Healing Litigation and Courts The Road to Reconciliation Frequently Asked Questions Other Sections Ry Moran is the director of the National Centre for Truth and Reconciliation.

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Great Indigenous Canadian artists - English Online Live & Learn

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Great Indigenous Canadian artists - English Online Live & Learn

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Let’s get to know some distinguished Indigenous artists and their great contributions to Canadian culture and the arts

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Live & Learn: a project of English Online Inc.

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Let's get to know some distinguished Indigenous artists and their great contributions to Canadian culture and the arts ( to see samples of their works, please go to Community Resources below):

Norval Morrisseau (1932-2007)

Considered the grandfather of contemporary Indigenous art in Canada and the "Picasso of the North," Morrisseau was the first Indigenous artist to have shown work in a contemporary gallery in Canada. A self-taught artist, he transcended the perception of Indigenous art being primitive and mainly meant for tourist souvenirs. His art is known for his pictographic style of imagery and use of bright colours depicting traditional stories, spiritual themes and political messages. This style influenced many contemporary artists during that time and created the Woodlands School style of painting.

Morrisseau grew up in an Anishinaabe reserve in Ontario in the 1930s. Like other children in his generation, he was sent to a Residential School. There, he experienced physical and sexual abuse which scarred him for life. At age 10, he left school. The young Morrisseau preferred to spend time in the company of his elders, listening and learning from them, and then going off on his own to draw. He never had formal training but was drawn to illustrate images from his own culture. In the late 50s, he started painting on birchbark baskets and other objects. His works were discovered by the Weinsteins who had ties to the European art scene. This began Morrisseau's journey into studying modern art and developing his own style, always incorporating elements of his Indigenous culture. After his exhibition in 1962 at the Pollock gallery in Toronto, he was hailed a critical and commercial success. His paintings began to command attention in art circles and he was recognized nationally and internationally.

Norval Morrisseau was awarded the Order of Canada in 1978 for his contributions to Canadian contemporary art. In 2006, the National Gallery of Canada mounted Norval Morrisseau - Shaman Artist, a travelling retrospective exhibition of his work.

The Indigenous Group of Seven

This group was also called the Professional Native Indian Artists Incorporation. The Indigenous Group of Seven was a group of artists who aimed to promote Indigenous art in the contemporary gallery system. It was formed in Winnipeg at Daphne Odjig's printshop and gallery at 331 Donald Street. Members of the group were Jack Beardy (Cree), Eddy Cobiness (Ojibway), Alex Janvier (Dene, Saulteaux), Norval Morrisseau (Ojibway), Daphne Odjig (Potawatomi, Odawa), Carl Ray (Cree) and Joseph Sanchez (Pueblo, Spanish, German). The group mounted exhibitions all over Canada, a member opened a school for First Nations artists, and some members taught at the Manitou Arts Foundation.

The trailblazing group had a short life and was disbanded in 1975. However, they left an enormous impact on the Canadian art world and on a new generation of Indigenous artists. Aside from ensuring the survival of Indigenous philosophies, aesthetics and identity, they were successful in bringing the work of contemporary Indigenous artists to the public's attention. The group had also formed a blueprint which new organizations are now patterned after to provide support and inspiration to new generations of artists.

Daphne Odjig (1919-2016)

Daphne Odjig was among the founders of the Indigenous Group of Seven. The internationally recognized and renowned visual artist was raised on the Wikwemikong Unceded Indian Reserve on Manitoulin Island, Ontario. Her artistic career spanned six decades of lyrical legend paintings that embodied her activism as a feminist Anishinaabe artist and advocate of Indigenous voice in contemporary art.

Daphne Odjig was the first First Nation woman to hold an exhibit at the National Gallery of Canada. This solo exhibit entitled Drawings and Paintings of Daphne Odjig: A Retrospective Exhibition was held in 2009. Her decades of exemplary work has earned for her a Governor General's Award in Visual and Media Arts (2007), seven honorary degrees, and the Order of Canada (1986) among others. She died in Kelowna, BC on October 2016.

Kenojuak Ashevak (1927-2013)

Have you seen The Enchanted Owl on the Canada Post stamp? This is one of Kenojuak Ashevak's famous prints. Ashevak is known as a pioneer of modern Inuit art. She helped introduce Inuit art to the world through her work and by supporting the West Baffin Co-operative printmaking shop at Cape Dorset in Baffin Island, Nunavut. Although known for her prints, she also carved, designed blankets and created a mural for 1970 World's Fair in Osaka, Japan. She also designed a stained glass window for the chapel of Appleby College in Oakville, Ontario.

Her work has won for her numerous awards including the Order of Canada (Companion in 1982) and the Governor General's Award in Visual and Media Arts (2008). She was appointed to the Order of Nunavut (2012). Ashevak is a member of the Royal Canadian Academy of Arts and her work has been featured in the exhibition Kenojuak Ashevak: To Make Something Beautiful at the National Gallery of Canada.

Bill Reid (1920-1998)

Bill Reid is a well-known sculptor and a leading authority of Haida art and life. Haida are Indigenous people who lived in the coastal bays and inlets of Haida Gwaii in British Columbia. He is credited with the resurgence of Northwest Coast Indian arts in the contemporary world. If you entered Manitoba via Vancouver, you have probably seen his massive sculpture The Spirit of Haida Gwaii: The Jade Canoe at the International Terminal of the airport.

Reid started his career as a broadcaster. While he was a working with CBC radio, he studied jewelry and engraving at Ryerson in Toronto because of his interest in the engraved bracelets his Haida aunts wore. This began his journey to discover his Indigenous heritage. He continued his art studies at the Central School of Art and Design in London England.

Reid has produced many significant Haida art including jewelry, serigraphs, illustrations, and sculptures in various media. He carved in gold, silver, wood and argillite and cast in Bronze. Among his major works are The Raven and the First Humans at UBC's Museum of Anthropology (1980), The Chief of the Undersea World for the Vancouver Aquarium (1984), and the Spirit of Haida Gwaii for the Canadian embassy in Washington, DC (1991). Reid has been awarded an honorary doctorate from UBC (1976), the Molson Prize (1977) and the Lifetime Achievement Award, National Aboriginal Achievement Awards, sponsored by the Canadian Native Arts Foundation (1994). In July 2020, the Royal Canadian Mint commemorated his legacy by launching a new toonie featuring his red and black Haida grizzly bear.

Updated November 10, 2020.

Sources: Norval Morrisseau, Biography, Carmen Robertson; Norval Morriseau, Tom hill, The Canadian Encyclopedia; Professional Native Indian Artists Incorporation, Bonnie Devine, The Canadian Encylopedia; The Indian Group of Seven, Native Art in Canada; Daphne Odjig, Bonnie Devine, The Canadian Encyclopedia; Kenojuak Ashevak, Jean Blodgett, The Canadian Encyclopedia; Kenojuak Ashevak, Spirit Wrestler Gallery; Who was Bill Reid? The Raven's Call; Bill Reid, Carol Sheenan, The Canadian Encyclopedia; and About Bill Reid, Bill Reid Gallery. All retrieved August 1, 2018.

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Let's get to know some distinguished Indigenous artists and their great contributions to Canadian culture and the arts ( to see samples of their works, please go to Community Resources below): Considered the grandfather of contemporary Indigenous art in Canada and the "Picasso of the North," Morrisseau was the first Indigenous artist to have shown work in a contemporary gallery in Canada.

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Explore the past 150 years through the eyes of Indigenous creators in this groundbreaking graphic novel anthology.

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Explore the past 150 years through the eyes of Indigenous creators in this groundbreaking graphic novel anthology. Beautifully illustrated, these stories are an emotional and enlightening journey through Indigenous wonderworks, psychic battles, and time travel. See how Indigenous peoples have survived a post-apocalyptic world since Contact.

This is one of the 200 exceptional projects funded through the Canada Council for the Arts' New Chapter initiative. With this $35M initiative, the Council supports the creation and sharing of the arts in communities across Canada.

Among CBC Books 35 books to read for National Indigenous History Month list

Among Top 10 2020 Summer Reading from The Horn Book

Among Indigo's Graphic Novels: Bestsellers

These beautiful pieces of sequential art are powerful, exciting, timeless and compelling.
- Kate Shuster for Teaching Tolerance Magazine

Ambitious in scope and strong in execution, this collection succeeds in prompting readers to remember (or learn) Indigenous history....
-Horn Book Magazine

This makes few concessions to newcomers to the topic (which is an approach that itself makes a point), but it will be an eyeopener for people mostly familiar with U.S. history or colonialist viewpoints, and it could galvanize young readers with an interest in social equity.
-The Bulletin of the Center for Children's Books (BCCB)

...breathtaking comics anthology...this mix of powerful storytelling and memorable illustrations is a place to begin a dialogue with Indigenous peoples in Canada.
-The Globe and Mail

The anthology is visually gorgeous. Each story is powerfully conveyed, reflecting a time and moment in the Indigenous history of Canada...great read for any age.
-Quill & Quire, starred review
...the anthology's theme and authentically told stories make it a stand-out.
-Publishers Weekly
This Place is the graphic novel I've waited my whole life for, and the graphic novel Canada has needed for 150 years. The stories contained within its pages are both beautifully rendered and vitally necessary. They represent a history not only largely untold and unknown, but one obscured, hidden from sight, so that other stories may occupy a privileged place in the defining a national story. Their importance is exquisitely captured on these pages, told by some the leading artists working today. This is an essential book, for comic fans, teachers and anyone who wants to learn the stories of this place we now share.
-Jesse Wente, broadcaster and film critic

An illuminating, self-assured graphic novel anthology in which every panel reads like a radical act.
-Kirkus Reviews

...this collection provides invaluable opportunity to hear voices that are featured all too rarely in literature and is a worthwhile addition to collections.
-Booklist

Thoughtful, inspiring, and moving...But first and foremost, it's a collection of exciting, entertaining, beautifully drawn stories...
- Peter Dabbene, Foreword Reviews

A landmark collection of Indigenous comics that redraws how we understand the past, present, and future of Indigenous communities and cultures since Confederation. Each chapter immerses us in a gripping story about real people brought to life through vivid and affecting artwork. This collection proves the power of comics storytelling to create fresh pathways to knowledge and new ways of envisioning Indigenous experiences.
-Candida Rifkind, University of Winnipeg

...gorgeous illustrations and colour accompany engaging stories written by a host of acclaimed Indigenous authors and illustrators.
-The Teaching Librarian

With powerful text and stunning artwork, this anthology empowers Indigenous peoples to lift our voices, reclaim our stories and share our history, so that all Canadians can hear us. Highly recommended for home, school, and public libraries.
-Colette Poitras for CCBC's Canadian Children's Book News

Understanding Indigenous history is understanding Canadian history. Therefore, I would highly recommend this book to anyone and everyone. The stories are captivating, the artwork is marvelous, and the knowledge you take away from experiencing these stories is priceless. Thank you again to the authors and artists for enlightening your audience with your stories and visuals.
-Kirsti Granholm for CCBC

This book is an opportunity to shine a light on the stories most Canadians haven't heard, to learn from Indigenous communities from 1867 to present day-whether these stories are influenced by the creation of Canada or not.
-Niigaanwewidam James Sinclair, University of Manitoba

This is the power of storytelling. It's going deeper and truer than the history books and the newspaper accounts. It's bringing the stories to the people for the people and doing it for the right reasons: to teach and to illuminate. This Place: 150 Years Retold is the dawn to a new storytelling tradition that doesn't need to be held back. It should be shouted forward from now on.
-Helen Kubiw, CanLit for LittleCanadians

This Place: 150 Years Retold compiles often-overlooked stories from different periods since Canada's Confederation. The contributors are a who's who of Indigenous and non-Indigenous writers and artists, including Richard Van Camp, Katherena Vermette, Chelsea Vowel, David A. Robertson, GMB Chomichuk, and Scott B. Henderson, among many others.
-Prairie Books Now (Spr/Su 2019)

...a solid addition to....curriculum...as it specifically addresses social, political, economic and cultural challenges in Indigenous communities. Most importantly, the collection points Indigenous students toward seeing themselves, hearing their own voices and stories, and reading about the perspectives of their ancestors and their communities.
-Jennifer Wyatt for Professionally Speaking

This Place is available as an eBook in ePUB, mobi, and PDF formats. Select a format using the "choose your option" drop-down menu to the left and checkout as usual. You will be sent an email with instructions to download the file.

Winner of the Mary Scorer Award for Best Book by a Manitoba Publisher

Winner of the McNally Robinson Book of the Year

Nominated for SOLS First Nations Communities READ, YA/Adult Category

Nominated for The Doug Wright Award for best book

Finalist for the Snow Willow award

Among USBBY's 2020 Outstanding International Books list

Among Toronto Public Library's The List: Great Reads for Youth

Winner for the Cybils Award, Young Adult Graphic Novels

Among School Library Journal's Best Graphic Novels 2019

Chosen for CCBC's Best Books for Kids & Teens (2019)

Among Nashville Public Library's Indigenous authors and stories 2019 list

Selected for #IndigenousReads

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Explore the past 150 years through the eyes of Indigenous creators in this groundbreaking graphic novel anthology. Beautifully illustrated, these stories are an emotional and enlightening journey through Indigenous wonderworks, psychic battles, and time travel. See how Indigenous peoples have survived a post-apocalyptic world since Contact.

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CBC Interactive Resource about the Calls to Action: Beyond 94

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CBC Interactive Resource about the Calls to Action: Beyond 94

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https://media.curio.ca/filer_public/ad/9c/ad9c7ec2-6678-464f-b917-2bd6be93b52b/beyond94guide2.pdf

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Analysis:

In November 2018, Indigenous Services Minister Jane Philpott announced a plan to hand over control of child welfare services to Indigenous governments in an effort to reduce the number of Indigenous children in care.

A draft of the proposed Indigenous child welfare bill received negative reviews in February 2019 from First Nations representatives involved in co-development talks with Ottawa. In particular, there were concerns about jurisdiction and funding.

Bill C-92 An Act respecting First Nations, Inuit, and Métis Children, Youth and Families received royal assent June 21, 2019. It came into effect on Jan. 1, 2020, though it has been challenged by the province of Quebec.

Indigenous Services Minister Marc Miller and AFN National Chief Perry Bellegarde signed an agreement in July 2020 establishing a "joint fiscal table" on First Nations child and family services - a forum where Ottawa and First Nations can negotiate funding agreements to support communities creating their own child welfare programs under Bill C-92.

The 2018 federal budget did commit to an increase in child welfare funding; however much of that money was already earmarked in a prior federal budget, and most of the funding is committed for the years beyond the 2019 federal election.

Regarding co-ordinated national assessments, the most recent assessment of neglect investigations was in 2008. Results specific to First Nations children were published in a 2011 report from the Assembly of First Nations. But there's not been any since then.

The 2008 study compiled data from 89 provincial, 22 First Nations and Urban Aboriginal and one Métis child welfare site.

At the time, the study concluded that the number of First Nations children who were removed from their homes was four times higherthan non-Indigenous children. (140 First Nations children per 1,000, versus 33 non-First Nations children per 1,000).

As of February 2018, a team of researchers from universities across Canada is preparing to launch an updated study of child abuse and neglect-related investigations involving Indigenous children.

The First Nations Incidence Study, tied to the Canadian Incidence Study of Reported Child Abuse and Neglect, was to do data collection in 2019.

Meanwhile, the Canadian Child Welfare Research Portal provides up-to-date research on Canada's Aboriginal child welfare programs and policies, and includes research borne out of the different provinces and territories. But this portal is made up of a consortium of academic researchers and child welfare service providers, through the McGill Centre for Research on Children and Families. It is not a federal or provincial agency.

Regarding providing adequate resources, in the February 2018 federal budget, the government committed to invest $1.4 billion, spread out over six years starting with the 2017-2018 fiscal year, for First Nations Child and Family Services.

But much of that money was previously earmarked in the 2016 federal budget, where it committed $635 million, spread out over five years, ending in 2020-21.

The commitment came in response to a February 2018 non-compliance order, in which the Canadian Human Rights Tribunal found the federal government was not adequately funding the agencies.

As a result, the federal government committed to "cover agencies actual costs for prevention, intake and investigation, legal fees, building repairs, among other things.

In January 2018, Minister of Indigenous Services Jane Philpott held an "emergency" meeting with provincial and territorial counterparts, months after the 2016 Statistics Canada Census revealed Aboriginal children account for more than one-half (51.2 per cent) of all children aged four and under, in foster care.

According to an Indigenous Services news release, the two-day meeting, which included national Indigenous, Inuit and Métis leaders, resulted in the commitment of "six points of action"; one of which is to reform child and family services, "including moving to a flexible funding model."

No time frame was established to implement the six points of action.

While both the Canadian Association of Social Work Education and the Canadian Association of Social Workers officially declared their support for the Truth and Reconciliation's Calls to Action regarding Child Welfare, changes to policies and standards for professional training will not be implemented before 2019.

In June 2017, the board of directors for the Canadian Association of Social Work Education released a statement announcing their commitment to consider the Calls to Action when revising their policies and standards.

The CASWE is responsible for reviewing and accrediting Canadian university programs of social work education.

Their "Statement of Complicity and Commitment to Change" includes an acknowledgement of past and present social work practices that "have been and continue to be complicit in our colonial reality."

The statement includes a commitment to support Canadian schools of social work in revising "curriculum and pedagogy in ways that both advance the TRC recommendations and the overall indigenization of social work education."

CASWE President Dr. Susan Cadell told CBC News that while all of the 42 accredited schools of social work in Canada include some form of Indigenous history in their curriculum, it's not always mandatory.

"Schools have to have it, but how schools have it varies widely," Cadell said. "Some have courses that are optional, some have courses that are required."

The subject matter also varies from school to school, she said; there's no requirement to specifically include education about the history and impacts of residential schools.

Cadell says a committee has been created to take into consideration this and other TRC Calls to Action, when conducting the 2019 review of their curriculum and standards.

"[The TRC Calls to Action] are part of what's informing that process," Cadell said.

But Cadell warned it might be "unrealistic" to make such courses mandatory, because it might mean, in some cases, having to forfeit a different course more relevant to their area of interest.

As for the training of current social workers, the Canadian Association of Social Workers, which represents more than 17,000 social workers, told CBC News that "reconciliation is a priority."

Jan Christianson is the president of the board. In December 2017, a sub-committee began a two-year review of their national code of ethics and guidelines. Christianson said "reconciliation" is permeating that review and the TRC Calls to Action will inform revisions or changes to both their code of ethics and their practice.

In 2015, the government of the Northwest Territories expanded its mandatory training for all child protection workers; that training includes Aboriginal Cultural Awareness Training and a presentation on the links between the residential school legacy and the child welfare system.

In March 2019, a $3.05 billion potential class action lawsuit was filed against the federal government for discriminating against First Nations children by underfunding on-reserve child welfare services.

In September 2019, the Canadian Human Rights Tribunal ordered the federal government to pay $40,000 to each child - the maximum allowed under the Canadian Human Rights Act - who was apprehended or taken from their homes on reserve, no matter what the reason.

The order stems from the January 2016 tribunal ruling which said the government discriminated against First Nations children by underfunding on-reserve child welfare services.

The compensation order covers all children in the care of the on-reserve child welfare system at any point from Jan.1, 2006, to a date to be determined by the tribunal.

The federal government has applied for a judicial review and for a stay of the ruling.

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Beyond 94: Truth and Reconciliation in Canada

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Analysis: In November 2018, Indigenous Services Minister Jane Philpott announced a plan to hand over control of child welfare services to Indigenous governments in an effort to reduce the number of Indigenous children in care. A draft of the proposed Indigenous child welfare bill received negative reviews in February 2019 from First Nations representatives involved in co-development talks with Ottawa.

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The videos from Season 1 and 2 are available. Scroll down to the bottom of the

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For this season, we bring you shows produced by Full Circle for the Talking Stick Festival. We have also partnered with many performing arts and Indigenous non-profit organizations to bring you a richer virtual experience of Indigenous arts and culture content from across Canada.

Visit our Artist Page to find out more about the performers, artists and co-presenting partners.

Visit our Show Event Schedule for more details.

Virtual Festival Events Presented by Full Circle and Partners

Watch shows from previous seasons available for replay anytime:
Season 1: Winter Lodge Shows Season 2: Spring Awakening Shows

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Summer Sojourn Show Info - Full Circle: First Nations Performance

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For this sea­son, we bring you shows pro­duced by Full Cir­cle for the Talk­ing Stick Fes­ti­val. We have also part­nered with many per­form­ing arts and Indige­nous non-prof­it orga­ni­za­tions to bring you a rich­er vir­tu­al expe­ri­ence of Indige­nous arts and cul­ture con­tent from across Canada.

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Indigenous Corporate Training Inc. offers courses for individuals and organizations on the topics of indigenous relations, indigenous awareness... Some prices are affordable.

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Indigenous Corporate Training Inc. offers courses for individuals and organizations on the topics of indigenous relations, indigenous awareness... Some prices are affordable.

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If you are looking for courses to help you work effectively and respectfully with Indigenous Peoples these courses are for you.

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"The great aim of our legislation has been to do away with the tribal system and assimilate the Indian people in all respects with the other inhabitants of the Dominion as speedily as they are fit to change." - John A Macdonald, 1887

Many laws affecting Aboriginal Peoples were combined in 1876 to become the Indian Act. The Act gave Canada a coordinated approach to Indian policy rather than the pre-Confederation piece-meal approach.

Here is a permission slip that would have be required to leave the reserve. Although specifically not a law or regulation under the Indian Act, the Indian Act gave power to the federal government and its representatives, like the Indian Agent, to implement and enforce policies such as needing a pass to leave the reserve. It certainly is something that not many people would have known about the Indian Act.

The Indian agent, acting under the authority of the Indian Act, played a key role in the distribution of land, replacing traditional names for "easier" identification and altering traditional and hereditary forms of government, among other actions and restrictions.

The Indian Ac t has been a lightning rod for criticism and controversy over the years, widely attacked by First Nations people and communities for its regressive and paternalistic excesses. For example, Indians living on reserves don't own the land they live on; assets on reserve are not subject to seizure under legal process making it extremely difficult to borrow money to purchase assets; and, matrimonial property laws don't apply to assets on reserve. On the other hand, it has also been widely attacked by non-Aboriginal Peoples and politicians as being too paternalistic and creating an unjust system with excessive costs that are considered uneconomical.

Here are some of the restrictions and impacts imposed on First Nations (some have since been removed in revisions of the Act).

The Indian Act:

1. could expropriate portions of reserves for roads, railways and other public works, as well as to move an entire reserve away from a municipality if it was deemed expedient;

2. could lease out uncultivated reserve lands to non-First Nations if the new leaseholder would use it for farming or pasture;

3. forbade First Nations from forming political organizations;

4. prohibited anyone, First Nation or non-First Nation, from soliciting funds for First Nation legal claims without special license from the Superintendent General. (this 1927 amendment granted the government control over the ability of First Nations to pursue land claims); [2]

5. prohibited the sale of alcohol to First Nations;

6. prohibited sale of ammunition to First Nations;

7. prohibited pool hall owners from allowing First Nations entrance;

8. forbade First Nations from speaking their native language;

9. forbade First Nations from practicing their traditional religion;

10. forbade western First Nations from appearing in any public dance, show, exhibition, stampede or pageant wearing traditional regalia; [3]

11. is a piece of legislation created under the British rule for the purpose of subjugating one race - Aboriginal people.

Major amendments were made to the Act in 1951 and 1985. In the 1951 amendments, the banning of dances and ceremonies, and the pursuit of claims against the government were removed. In the 1985, Bill C-31C-31 was introduced. For more on this Bill, please see "Indian Act and Women's Status - Discrimination via Bill C31 and Bill C3"

The Indian Act imposed great personal and cultural tragedy on First Nations, many of which continue to affect communities, families and individuals today.

Listen to my dad, Chief Dr. Robert Joseph, talk about Anti-Potlatching here. https://youtu.be/ge_pM9k1CPs

CBC | Aboriginal news has also posted this article; click here to view.

[1] Section 99 (1) of the Indian Act of 1880,

[2] Section 141 of the Indian Act of 1927

[3] Section 140 of the Indian Act of 1927

[4] Section 3 of the Indian Act of 1880

Thanks for reading this blog article. Here are some of the references we used:

An Act for the gradual enfranchisement of Indians, the better management of Indian affairs, and to extend the provisions of the Act 31st Victoria, Chapter 42. [Assented to 22nd June, 1869.]

CHAP. 18. - An Act to amend and consolidate the laws respecting Indians.

Aboriginal people: history of discriminatory laws

If you're looking for some more free resources to support your goal to learn more about Indigenous Peoples, check out our Free Resources page - you can download ebooks, sign up for info specific emails, access our blog and subscribe to our monthly Indigenous Relations Bulletin.

Edited September 4, 2016

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21 Things You May Not Have Known About The Indian Act

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"The great aim of our legislation has been to do away with the tribal system and assimilate the Indian people in all respects with the other inhabitants of the Dominion as speedily as they are fit to change." - John A Macdonald , 1887 Many laws affecting Aboriginal Peoples were combined in 1876 to become the Indian Act .

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Organizations could bring this event to their teachers. The Kairos Blanket Exercise is very powerful.

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Preparations are underway for the KBE implementation!
We're thrilled to share that preparations are well underway for the upcoming implementation of the revised KAIROS Blanket Exercise (KBE). As we approach the release of the updated KBE model, scheduled for late this spring, we're eager to have you, our dedicated and passionate community, alongside us for this significant milestone.

Our team has been hard at work refining materials and continue to review our backend systems integration to ensure it can fully support the new model framework. Additionally, we're focusing on the implementation approach for our community partners, which will unfold in three phases. This phased rollout allows us to thoughtfully introduce the updated program to our partners, incorporating insights from the initial phase to guide the subsequent implementations, as well as ensuring that each partner is fully equipped to offer the KBE. Stay tuned for more details on this phased rollout in next month's communication.

We extend our heartfelt gratitude to our community for your continued support and patience as we near the launch of the KBE later this spring. Your involvement has been invaluable, and we're excited to continue our collaboration, as we bring this new KBE model to life this year.

In the meantime, if you have any questions, we encourage you to explore our Frequently Asked Questions (FAQ) document on this page or reach out to us at kbe@kairoscanada.org.

With Deep Gratitude,

The KBE Team

'The Virtual KAIROS Blanket Exercise is equally as engaging, and even more visually impactful with the inclusion of narratives through multimedia.'

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Preparations are underway for the KBE implementation! We're thrilled to share that preparations are well underway for the upcoming implementation of the revised KAIROS Blanket Exercise (KBE). As we approach the release of the updated KBE model, scheduled for late this spring, we're eager to have you, our dedicated and passionate community, alongside us for this significant milestone.

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Cultural safety is about fostering a climate where the unique history of Indigenous peoples is recognized and respected in order to provide appropriate care and services in an equitable and safe way, without discrimination.

This website includes information about the S" an'yas: Indigenous Cultural Safety Training Program delivered by the Provincial Health Services Authority of British Columbia. Learn More About Us

To learn more about the S a n'yas: Indigenous Cultural Safety Training Program follow the links above. You will be able to register for and log into the core training and once you have completed the core training, you will have access to supplementary training, resources, and on-going support.

News & Updates

National Indigenous Cultural Safety Learning Series Webinar Announced!

We are pleased to announce the National webinar of the Indigenous Cultural Safety Learning Series. If you are interested, please register for the next webinar here. You can view the previous webinars on the ICS website.

May 25th, 2015 - Groups to be available exclusively for Indigenous people

In addition to the regular Core Health and Mental Health training, we are offering Core Health and Mental Health groups for Indigenous people only starting in August. If you are an Indigenous person working for a Health Authority or an Indigenous person working in the health field and are interested in participating, please click here: Indigenous.

May 25th, 2015 - Funding for Indigenous people

Funding may be available for Indigenous people to take the training . Please contact

Core Training

Core ICS Child Welfare Training is designed for child welfare professionals working with Indigenous children & families. It includes the foundation provided in Core ICS with an additional two modules that focus on child welfare issues specific to preserving the racial and cultural identity development of Indigenous children in care. "

"The training is fantastic!!! It seemed like a lot of work went into its development. And I hope that PHSA is able to get all health care workers in BC trained! It's great to see that cultural competency training is moving away from teaching about different Aboriginal cultures and practices, to challenging the stereotypes, power dynamics, and culture and attitudes we bring that continue to negatively shape the health status of marginalized populations. Thanks for the opportunity to take part in this training!!!"

- E.S.

I have an MA in Cultural Studies and I found this course to be the most concise distillation of complex themes and theories I have ever seen. The course brought history alive with an emotional punch, that simple facts and figures don't achieve. The use of video, personal narratives, theory, history etc puts the whole concept of cultural competency in great context. The course is the perfect mix of information and tips to promote a change in practice.
- S.H.

I know my attitude has changed. I used to feel personally guilty for what my forefathers did and didn't do. I cried sometimes. Then, so that I didn't always feel badly, I used to think that we are all Canadians now and after a few hundred years we are all different from the colonials who settled here. The descendants from the Europeans have evolved why can't the First Nations just get over it and stop harping on how poorly they are done by. I now see the shallowness and the error of my ways. I see that when nations of people are beaten down, they simply cannot pull up their bootstraps and get on with it. It is going to take a huge amount of time, education and commitment to change. I am much better able to take on that challenge after taking this course. I know I will still cry sometimes but that is ok. Thank you. - N.H.

The on-line program has been certified by the College of Family Physicians of Canada for up to Core Health and Core Mental Health program meets the accreditation criteria of The College of Family Physicians of Canada. This Self-Learning 20 Mainpro+ credits.

The British Columbia Core Health training meets the accreditation criteria of The College of Optometrists of BC for 8 hours of Public Health (Ocular Health).

The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program (MOC) of the Royal College of Physicians and Surgeons of Canada, and has been approved by UBC CPD for up to 10.0 MOC Section 3 Self-Assessment hours (credits are automatically calculated). Each physician should claim only those credits accrued through participation in the activity.

The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program (MOC) of the Royal College of Physicians and Surgeons of Canada, and has been approved by UBC CPD for up to 10.0 MOC Section 3 Self-Assessment hours (credits are automatically calculated). Each physician should claim only those credits accrued through participation in the activity.

The University of British Columbia Division of Continuing Professional Development (UBC CPD) is fully accredited by the Committee on Accreditation of Continuing Medical Education (CACME) to provide study credits for continuing medical education for physicians. This activity is an Accredited Self-Assessment Program (Section 3) as defined by the Maintenance of Certification Program (MOC) of the Royal College of Physicians and Surgeons of Canada, and has been approved by UBC CPD for up to 5.0 MOC Section 3 Self-Assessment hours (credits are automatically calculated). Each physician should claim only those credits accrued through participation in the activity.

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Home | San'yas Indigenous Cultural Safety Training

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Cultural safety is about fostering a climate where the unique history of Indigenous peoples is recognized and respected in order to provide appropriate care and services in an equitable and safe way, without discrimination. This website includes information about the S" an'yas: Indigenous Cultural Safety Training Program delivered by the Provincial Health Services Authority of British Columbia.

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"Norm Leech, Executive Director of the Vancouver Aboriginal Community Policing Centre and a well-known speaker, facilitator, and storyteller, engaged IRCC funded Service Providers in a discussion about the experience of Indigenous people in Canada."

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AMSSA Lecture: Working with Newcomers on Unceded Territory Part 1 & 2

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Norm Leech, Executive Director of the Vancouver Aboriginal Community Policing Centre and a well-known speaker, facilitator, and storyteller, engaged IRCC funded Service Providers in a discussion about the experience of Indigenous people in Canada. Through this two-part presentation, Norm encouraged frontline workers and managers to reflect on the past and seek commonality for a future together.

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Webinars on the topics of reconciliation and more.

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Webinars on the topics of reconciliation and more.

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This national webinar series provides an opportunity to share knowledge, experiences, and perspectives in support of collective efforts to strengthen Indigenous cultural safety across sectors.

We encourage you to participate in the webinar with other individuals and groups in your region to inspire shared learning in the context of your program area and community. If you are planning to attend as a member of a group, please register individually and use one group member's access code to connect to the webinar.

National Indigenous Cultural Safety Webinars Videos

The webinar series is guided by the ICS Learning Series Advisory Circle assisted by the Webinar Production Team, which include the following people:

ICS Learning Series Advisory Circle

Dr. Billie Allan

Leah Fontaine

Lynda Gray

Lise Haddock

Kahontakwas Diane Longboat

Gertie Mai Muse

Diane Smylie

Dr. Janet Smylie

Webinar Production Team

Anne Cochran

Sally Maguet

Diane Smiley

Winona Stevens

Those who have contributed to previous webinars on the ICS Learning Series include:

- Vanessa Ambtman-Smith
- Lindsay Blackwell
- Ellen Blais
- Annette Browne
- Cheryl Currie
- Rain Daniels
- Tanya Davoren
- Alycia Fridkin

- Colleen Hart
- Donna Lyons
- Gertie Mai Muise
- Dennis McDermott
- Danielle Mitchell
- Vanessa Mitchell
- Jaime Morais

- Jenny Morgan
- Chris Mushquash
- Tara Nault
- Charlotte Reading
- Raven Sinclair
- Malcolm Steinberg
- Donna Smith-Sutherland

- Diane Smylie
- Janet Smylie
- Jennifer St. Germain
- Brian Tucker
- Leslie Varley
- Leah Walker
- Dr. Cheryl Ward

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National Indigenous Cultural Safety Learning Series

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National Indigenous Cultural Safety Webinars Videos The webinar series is guided by the ICS Learning Series Advisory Circle assisted by the Webinar Production Team, which include the following people: ICS Learning Series Advisory Circle Dr. Billie Allan Leah Fontaine Lynda Gray Lise Haddock Kahontakwas Diane Longboat Gertie Mai Muse Diane

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Books · Canadian

A collection of essays by Lee Maracle, reflecting on her experience as a Canadian, First Nations leader, mother and grandmother.

Lee Maracle

On her first book tour at the age of 26, Lee Maracle was asked a question from the audience, one she couldn't possibly answer at that moment. But she has been thinking about it ever since. As time has passed, she has been asked countless similar questions, all of them too big to answer, but not too large to contemplate. These questions, which touch upon subjects such as citizenship, segregation, labour, law, prejudice and reconciliation (to name a few), are the heart of My Conversations with Canadians.

In prose essays that are both conversational and direct, Maracle seeks not to provide any answers to these questions she has lived with for so long. Rather, she thinks through each one using a multitude of experiences she's had as a Canadian, a First Nations leader, a woman and mother and grandmother over the course of her life. Lee Maracle's My Conversations with Canadians presents a tour de force exploration into the writer's own history and a re-imagining of the future of our nation. ( From BookThug)

Interviews

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My Conversations with Canadians | CBC Books

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Books · Canadian A collection of essays by Lee Maracle, reflecting on her experience as a Canadian, First Nations leader, mother and grandmother. On her first book tour at the age of 26, Lee Maracle was asked a question from the audience, one she couldn't possibly answer at that moment.

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AMSSA Booklet: Disrupting Current Colonial Practices and Structures

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AMSSA Booklet: Disrupting Current Colonial Practices and Structures

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AMSSA BOOKLET- Disrupting Current Colonial Practices adn Structures

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Where do we start?

Our question echoes our larger work supporting and educating teacher candidates, and our personal commitments seeking to act as witnesses to the need for reconciliation in Canada.

As researchers, teachers and administrators - one of whom is of Anishinaabe, German, and French heritage and one of whom is a longstanding non-Indigenous ally of Irish, Scottish and English ancestry - we have dedicated our careers to education for and about Indigenous people, and to Indigenous-led ally-building in education.

So, we start by acknowledging the situation. We are acutely aware of the historic and ongoing legacy of colonialism and racism that pervades Canadian society, and the specific role that education had in creating and perpetuating this legacy. Indeed, in Canada the education system has been a tool for genocide through the residential school system.

Click here for more articles in our ongoing series about the TRC Calls to Action.

At the same time, we acknowledge that we have tremendous hope. We see self-determination and resilience in Indigenous communities, and increasing willingness, unimaginable a generation ago, in the general Canadian population to acknowledge history and move forward in a better way. And we acknowledge that we are teaching and learning in an era where, after the findings of the Truth and Reconciliation Commission of Canada, we know more about colonial legacies. We have more guidance on what to do moving forward than ever before.

Teacher education offers a path forward

In our personal actions, we start where we are. For us, this means working together and with the teachers and teachers-to-be whom we encounter in our work at our Faculty of Education at Queen's University. The Aboriginal Teacher Education Program (ATEP) at Queen's University that we both work with qualifies graduates for Ontario College of Teachers certification and provides a focus on Indigenous education in their teacher preparation. This program has over 400 primarily Indigenous graduates. We stand in awe of the change they have made at all levels of education; we are excited to follow where this change leads next. We deeply believe in decolonized, self-determined, authentically Indigenized education.

At the same time, it is unfair to expect already marginalized people to shoulder the full burden of educating the mainstream population and creating social change, as is often the case. We believe it is a vital part of our jobs to facilitate the learning of settler teachers so they can see their roles and responsibilities in the reconciliatory process. As Senator Murray Sinclair, Chair of the TRC, told the Standing Senate Committee on Aboriginal Peoples:

"I'll tell you what gets me through it now and got me through it then, and that is the belief that you don't have to believe that reconciliation will happen; you have to believe that reconciliation must happen ... and you have to do what you can to make it happen."

Our teacher candidates come from a variety of backgrounds. In addition to the teacher candidates who come from diverse Indigenous nations and heritages, we work with teacher candidates who are racialized, some of whom also carry post-colonial histories both internal to and external to North America. However, the majority of teacher candidates in our faculty are settler people of diverse European heritages. Given their diverse backgrounds, our teacher candidates engage with Canada's legacy of colonization in different ways. We also spend time working with qualified teachers to respond to inquiries about how to address truth and reconciliation in their teaching practice.

Overcome guilt, find courage

For many teachers and teacher candidates, especially those who are non-Indigenous, the biggest obstacle we now see is fear - these educators want to do the right thing but they are afraid of making the problem worse, of being guilty of cultural appropriation, of offending or misinforming.

Many teachers have come from educational backgrounds that offered little in the way of Indigenous education content, and have not been challenged to think about power and privilege, or how various kinds of privilege intersect. They are now called to include Indigenous perspectives that they didn't have the opportunity learn themselves, which presents an obvious challenge. As educators still learning (as we all are), we empathize with feelings of anxiety and inadequacy.

In addition to a lack of education, we are aware that another barrier can be caused by what University of Washington whiteness studies scholar Robin DiAngelo describes as " white fragility," which includes "anger, withdrawal, emotional incapacitation, guilt, argumentation and cognitive dissonance, (all of which reinforce the pressure on facilitators to avoid directly addressing racism)."

These emotions can be paralyzing. We tell our settler students: You can cry. You can feel angry. You have a huge burden to carry. But do not stop at guilt. Guilt is unproductive. Even if the ongoing legacy of colonization is not your fault, it is your responsibility, and you do benefit from it. So to move forward in a spirit of right relations, it's important to recognize what is going on and what you can do about it. That doesn't mean taking over, or taking charge of the reconciliatory process, since meaningful reconciliation needs to be led by Indigenous people. It does mean listening, really listening, in the effort to find fitting paths forward. We know that inaction in itself is a choice and an action.

No reconciliation without truth

So, the first step in becoming an ally is witnessing. Being a good witness involves deep listening - full attention, openness, the ability to be present without judging and accurate recall. Sharing what is witnessed is about enacting the responsibility to promote right relations by widening the circle of learning and understanding.

The Truth and Reconciliation Commission of Canada (TRC) gifted us with 94 Calls to Action that have provided valuable guidance on how to proceed in supporting and furthering truth and reconciliation. The Calls to Action are practical, easy to understand and apply to all Canadians.

Inspired by the Calls to Action, an abundance of resources exist to help guide action. For example, The National Centre for Truth and Reconciliation produces invaluable resources to help people grow as allies. The Assembly of First Nations and the Montreal Indigenous Community Network have also both created outstanding resources for aspiring allies.

We understand that for many Indigenous people, reconciliation is a meaningless term in a time when social inequity is still rampant and the legacy of residential schools and Indian day schools is still so visible. There cannot be reconciliation without truth. There can also be no reconciliation without Indigenous leadership, language and culture perpetuation, equal sharing of resources and meaningful consultation on issues such as resource extraction and relationships to land, air and water.

Read more: Ancestral languages are essential to Indigenous identities in Canada

If we want to build something better for generations yet to come, each person must answer their own unique call to work for truth and reconciliation, which means noticing and responding to the particular circumstances and realities surrounding them.

The work has started. We have nowhere to go but forward.

[ Expertise in your inbox. Sign up for The Conversation's newsletter and get a digest of academic takes on today's news, every day. ]

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Teaching truth and reconciliation in Canada: The perfect place to begin is right where a teacher stands

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Where do we start? Our question echoes our larger work supporting and educating teacher candidates, and our personal commitments seeking to act as witnesses to the need for reconciliation in Canada.

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Newcomers to Canada: Calls to Action 93 and 94
93 Revise the information kit for newcomers and citizenship test
94 Revise the Oath of Citizenship

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Learn how the Government of Canada is responding to the Truth and Reconciliation Commission's Calls to Action 93 to 94.

93. We call upon the federal government, in collaboration with the national Aboriginal organizations, to revise the information kit for newcomers to Canada and its citizenship test to reflect a more inclusive history of the diverse Aboriginal peoples of Canada, including information about the Treaties and the history of residential schools.

What's happening?

Since early 2017, Immigration, Refugees and Citizenship Canada has worked closely with the Assembly of First Nations (AFN), Inuit Tapiriit Kanatami and the Métis National Council, as well as Indigenous historians, to update the text and photos of the citizenship guide. On October 5, 2017, Immigration, Refugees and Citizenship Canada hosted a roundtable discussion with AFN representatives and First Nations experts to come to an agreement on key topics that will be included in the revised citizenship guide. A revised version of the citizenship study guide with more information on Indigenous peoples and residential schools is currently being developed. Following the launch of the revised citizenship guide, a new citizenship test will be created that will encompass revisions made to the citizenship guide, including new questions related to First Nations, Inuit and Métis history and perspectives.

The information kit for newcomers will be revised in accordance with the updates made to the citizenship guide and test, following the launch of the revised citizenship guide.

94. We call upon the Government of Canada to replace the Oath of Citizenship with the following: I swear (or affirm) that I will be faithful and bear true allegiance to Her Majesty Queen Elizabeth II, Queen of Canada, Her Heirs and Successors, and that I will faithfully observe the laws of Canada including Treaties with Indigenous Peoples, and fulfill my duties as a Canadian citizen.

What's happening?

Immigration, Refugees and Citizenship Canada has worked with Crown-Indigenous Relations and Northern Affairs Canada and has engaged in consultations with the Assembly of First Nations, the Métis National Council and Inuit Tapiriit Kanatami to ensure the Oath of Citizenship reflects the Truth and Reconciliation Commission's call to action.

The oath is a solemn declaration that citizenship applicants take, promising to obey Canadian laws while fulfilling their duties as Canadian citizens. All citizenship candidates 14 years or older who apply for a grant of citizenship must take the oath as the last step before becoming Canadian citizens.

Related links

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We call upon the federal government, in collaboration with the national Aboriginal organizations, to revise the information kit for newcomers to Canada and its citizenship test to reflect a more inclusive history of the diverse Aboriginal peoples of Canada, including information about the Treaties and the history of residential schools.

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Collection about Indigenous Peoples: Articles (search by topic), scroll down to Education to find Study Guides, scroll down some more to find Pictures and Historica videos.

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collection

Indigenous Peoples are the original inhabitants of the land that is now Canada. Inuit and First Nations history extends well before the arrival of Europeans in Canada, while Métis emerged as a distinct culture after intermarriage between European settlers and First Nations people. Indigenous people were essential to the development of early Canada, but suffered massive population declines due to the arrival of European disease. In addition, though they were often military allies, they faced persecution at the hands of colonial governments in the form of displacement, starvation, land seizure and cultural genocide through residential schools and destructive legislation. Indigenous people live throughout Canada and continue to strive to reinvigorate traditional culture and ways of life.

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collection Indigenous Peoples are the original inhabitants of the land that is now Canada. Inuit and First Nations history extends well before the arrival of Europeans in Canada, while Métis emerged as a distinct culture after intermarriage between European settlers and First Nations people.

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The TRC website has been archived using the Wayback Machine software. You can view the archived version by clicking here. The Wayback Machine is an archive system for websites. The archived TRC website will work like a normal website, however, it is not being maintained with current information.

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Free E-Books:  Personal Pledge of Reconciliation and quite a few other titles
Here is a link to the personal pledge
https://www.ictinc.ca/hubfs/ebooks/eBooks-2021/Personal-Pledge-of-Reconciliation.pdf

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Are you looking for some free resources to support your journey of reconciliation? These free downloads offer a range of topics to help you on that journey

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Storykeepers is a monthly podcast about books by Indigenous authors

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Storykeepers is a monthly podcast about books by Indigenous authors

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Hosted by Jennifer David and Waubgeshig Rice

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Skip to content

If you love Indigenous books (especially fiction) as much as we do, then join us, Waubgeshig Rice and Jennifer David, as we talk 'all things Indigenous books'. Each episode, we discuss one ore more books. We might bring in a guest host, or we might bring in an Indigenous publisher or bookseller. We laugh, we tell stories, we get animated, we debate, we discuss. We always support and promote First Nations, Inuit and Métis authors and their books.

Read the books, listen to the episodes (they contain spoilers!) and join in the conversations about the Storykeepers.

Check out our Facebook and Twitter feeds for book giveaways.

We purchase our books from GoodMinds.com See the Indigenous Bookshelf for other ideas on where to get a copy of these books.
Here's the lineup of books for Season 3!

January 2023

2022 Giller Prize Long List Nominees: A Minor Chorus by Billy Ray Belcourt; All the Quiet Places by Brian Thomas Isaac; and Avenue of Champions by Conor Kerr

February 2023

Islands of Decolonial Love by Leanne Betasamosake Simpson

March 2023

Special Episode: Children's books by Indigenous authors

April 2023

Probably Ruby by Lisa Bird-Wilson

May 2023

The Sentence by Louise Erdrich

June 2023

Special Episode: goodminds.com

Look for a new podcast every month (we do our best to upload it in the first week of every month)

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Storykeepers - Let's Talk Indigenous Books

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Skip to content If you love Indigenous books (especially fiction) as much as we do, then join us, Waubgeshig Rice and Jennifer David, as we talk 'all things Indigenous books'. Each episode, we discuss one ore more books. We might bring in a guest host, or we might bring in an Indigenous publisher or bookseller.

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A live conversation on the teachings, knowledge and history between two committed advocates for inclusive Indigenous education.

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WHAT: A live conversation on the teachings, knowledge and history between two committed advocates for inclusive Indigenous education.
Hosted by: Anjeanette Dawson
FEATURING
BRAD BAKER: Brad Baker is from the Squamish Nation, he is a District Principal in SD #44. One of his portfolios is Indigenous Education. He is a member of the Governor General of Canada's Leadership Conference. Brad is PhD candidate, and is a trustee for the Squamish Nation Trust. He is a proud member of the Squamish Nation.

GABE GEORGE SR.: Gabe is the Director of Treaty, Lands & Resources. He was the former Manager of Culture & Language for his nation. He was an active member in reviving their language. Gabe is an active Tsleil-Waututh member in Indigenous Education. He has earned his Master of Education

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Indigenous Education Roundtable - Spelexilh CONSULTING

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WHAT: A live conversation on the teachings, knowledge and history between two committed advocates for inclusive Indigenous education. Hosted by: Anjeanette Dawson FEATURING BRAD BAKER: Brad Baker is from the Squamish Nation, he is a District Principal in SD #44. One of his portfolios is Indig

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What do you really know about The Indian Act? (with a teaching guide)

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What do you really know about The Indian Act? (with a teaching guide)

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https://www.cbc.ca/radio/secretlifeofcanada/teaching-guide-the-indian-act-1.5290134

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How and why did The Indian Act come to be? And why is it still on the books? (Hint: something this deeply rooted is hard to exhume without changing the foundation.)

The Secret Life of Canada explores the federal law that overhauled settler-Indigenous relations

In 1876, the young country of Canada passed a set of laws intended to govern First Nations people in Canada.

Decades later, those laws still exist and are largely unchanged - as you may be able to tell from the outdated term in the title of the Act.

So, how and why did this act of Parliament come to be? And why is it still on the books? (Hint: something this deeply rooted is hard to exhume without changing the foundation.)

In the newest episode of The Secret Life of Canada, co-hosts Falen Johnson and Leah Simone-Bowen look into the various forces that led Canada to the creation of the Indian Act, and the various ways it has defined and controlled Indigenous lives over the span of several generations.

What you'll hear this episode

What early agreements looked like between European settlers and Indigenous people. (Spoiler: it wasn't a cool handshake or friendship bracelets.)

Just how the Department of Indigenous and Northern Affairs started, and just how far back we can trace precursors to the department (a story that begins well before Confederation).

The importance of the Royal Proclamation, and the last time Falen believes Indigenous and non-Indigenous people had a proper nation-to-nation agreement.

Why treaties mean so much to Indigenous communities.

The steps that gradually led to the creation of the Indian Act, including the Bagot Commission, The Gradual Enfranchisement Act of 1896 and the Gradual Civilization Act.

Leah and Falen discuss branching out and creating a true crime podcast called Confederation.

The especially harsh impact of the Indian Act on Indigenous women.

Falen chats with Kaniehtiio Horn, Mohawk actress and host/creator of the great podcast Coffee with my Ma. They speak frankly about status lost and gained, and whether there's really any levelling up in this video game.

Falen chats with Teresa Vander Meer-Chasse about her decision to reclaim her Indigenous status after her grandmother lost it by marrying outside the community.

References

How to listen to The Secret Life of Canada on your phone or tablet

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What do you really know about The Indian Act? | CBC Radio

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How and why did The Indian Act come to be? And why is it still on the books? (Hint: something this deeply rooted is hard to exhume without changing the foundation.) In 1876, the young country of Canada passed a set of laws intended to govern First Nations people in Canada.

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The Seven Sacred Laws Animated Web Series

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The Seven Sacred Laws Animated Web Series

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Written by Anishinaabe Elder, Dr. David Courchene, directed by Indigenous filmmaker, Erica Daniels of Peguis First Nation.

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Episode 1: The Creation Story | The Seven Sacred Laws

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Elements of Indigenous Style A Guide for Writing By and About Indigenous Peoples

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Elements of Indigenous Style A Guide for Writing By and About Indigenous Peoples

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Gregory Younging

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Remembering Dr. Gregory Younging
Elements of Indigenous Style offers Indigenous writers and editors-and everyone creating works about Indigenous Peoples-the first published guide to common questions and issues of style and process. Everyone working in words or other media needs to read this important new reference, and to keep it nearby while they're working.

This guide features:

Twenty-two succinct style principles.

Advice on culturally appropriate publishing practices, including how to collaborate with Indigenous Peoples, when and how to seek the advice of Elders, and how to respect Indigenous Oral Traditions and Traditional Knowledge.

Terminology to use and to avoid.

Advice on specific editing issues, such as biased language, capitalization, and quoting from historical sources and archives.

Case studies of projects that illustrate best practices.

Table of Contents

Introduction
1. Why an Indigenous style guide?
2. A history of the portrayal of Indigenous Peoples in literature
3. Contemporary Indigenous cultural realities
4. The cultural rights of Indigenous Peoples
5. Culturally appropriate publishing practices for Indigenous authors and content
6. Terminology
7. Specific editorial issues
Appendix A: Summary of Indigenous style principles
Appendix B: Draft principles of the Indigenous Editors Circle
Appendix C: Compilations of names of Indigenous Peoples
Appendix D: Gnaritas Nullius (No One's Knowledge): the Essence of Traditional Knowledge and Its Colonization through Western Legal Regimes, by Gregory Younging

Style is fraught with politics, especially when writing about Indigenous Peoples. Now, writers, academics, journalists, publishers, and students can breathe a sigh of relief. Reach for this essential Indigenous style guide, not only when searching for the right word, but when seeking guidance on the importance of relationships and trust.
Duncan McCue, CBC Radio Host and author of The Shoe Boy

Elements of Indigenous Style is a beautiful beginning, a gathering place and a cultivator of both discussion and growth. Younging's work clears the ground, drafts the blueprints and starts the framing out on the house that we need for our stories. At the same time, Younging manages to write both solid and grounded guidelines while leaving malleability in the architecture so that the ideas can grow and evolve. And we are all invited to share, discuss, add to, and cultivate this important work.
Cherie Dimaline, author and winner of the Governor General's Literary Award

These [Indigenous style] principles are clear and useful for writers, editors and publishers, as well as enlightening for readers.
The Editors' Weekly, official blog of Canada's national editorial association

As a good style guide should, Elements of Indigenous Style provides answers for common and uncommon questions editors, publishers, and writer might have.
The Editing Company Blog

Tis guide respects and affirms the Indigenous Right to cultural expression, property, and distribution, and it aims to strengthen future publishing practices of writing by and about Indigenous Peoples.
The Capilano Review

[A] strong foundation for those beginning to learn about Indigenous writing as well as a valuable go-to resource for those working regularly in Indigenous topics.
Canadian Literature

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Remembering Dr. Gregory Younging Elements of Indigenous Style offers Indigenous writers and editors-and everyone creating works about Indigenous Peoples-the first published guide to common questions and issues of style and process. Everyone working in words or other media needs to read this important new reference, and to keep it nearby while they're working.

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Indigenous History

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Popular narratives of Canadian history have most frequently been told from the perspective of European settlers. As a result, Indigenous experiences have often been neglected or excluded from the telling of our country's history. For a more comprehensive understanding of Canada's history, it is important to examine it from Indigenous perspectives. Doing so requires students to explore the depth, breadth, diversity, and regional variation of experiences of Indigenous peoples in the land that...

This learning tool is intended to help teachers support their students in the Indigenous Arts & Stories competition (formerly known as Aboriginal Arts & Stories). Using this guide, educators can assist Indigenous youth with the creative process of developing their art and writing. It offers suggestions for dealing with sensitive issues, for motivating Indigenous students, and for encouraging youth to reflect on culture, identity and expression.

In this guide, borders are defined in geographic, political, national, linguistic and cultural terms. Sometimes they are clearly defined and other times they are abstract, though still significant to the populations affected by them. During the War of 1812, borders were often unclear as no proper survey had been done to define the boundaries. Border decisions were made by government leaders and frequently led to decades of disagreements. When borders changed, they often affected the people...

In May 1812, Major General Isaac Brock, the commander of British forces in Upper Canada, visited the Six Nations chiefs at "Brant's Ford" (near presentday Brantford, Ontario) to enlist their help. Brock knew that their support would be crucial to protect the vast Upper Canadian frontier if the United States declared war, which they did in June 1812.

Watch the Minute!

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Popular narratives of Canadian history have most frequently been told from the perspective of European settlers. As a result, Indigenous experiences have often been neglected or excluded from the telling of our country's history. For a more comprehensive understanding of Canada's history, it is important to examine it from Indigenous perspectives.

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"Founded in 2004, Native Public Media (NPM) provides services that encourage the expansion and strengthening of Native media through platforms that are community-based, local, and democratic" (Source: https://www.nativepublicmedia.org/about)

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Tweets by NativePublicMed

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Indian Country Today is a spacious channel that serves Indigenous communities with news, entertainment, and opinion (Source:  @IndianCountry Twitter)

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Tweets by IndianCountry

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"I Love First Peoples empowers Indigenous children and youth to succeed through education and the motivation to stay in school. We bridge communities through practical projects that promote reconciliation and education. Through our celebrity platform, we also raise awareness about reconciliation across Canada and around the globe." (Source: https://www.ilovefirstpeoples.ca/mission-vision)

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Tweets by iloveatt1

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Eve Tuck is Associate Professor of Critical Race and Indigenous Studies at the Ontario Institute for Studies in Education (OISE), University of Toronto. She is Canada Research Chair of Indigenous Methodologies with Youth and Communities. She is a  William T Grant Scholar (2015-2020) and was a Ford Foundation Postdoctoral Fellow (2011-2012). She is the founding director of the Tkaronto CIRCLE Lab. (Source: http://www.evetuck.com/bio)

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Tweets by tuckeve

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Professor, First Nations and Indigenous Studies/English – University of British Columbia, Vancouver (Unceded Musqueam territory) (Source: http://danielheathjustice.com/contact-page/)

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Tweets by SquamishNation

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From BC Campus - "A Guide for Teachers and Instructors is part of an open professional learning series developed for staff across post-secondary institutions in British Columbia. These guides are intended to support the systemic change occurring across post-secondary institutions through Indigenization, decolonization, and reconciliation"

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These guides are the result of a collaboration between BCcampus and the Ministry of Post-Secondary Education and Future Skills. The project was led by a steering committee of Indigenous education leaders from B.C universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC. We thank them for their guidance, support, and generosity. The content in these guides is authored by teams of Indigenous and ally writers from across B.C. We thank them for sharing their knowledge and wisdom with others. We invite you to click on the links under the images below to learn more.

If you would like a copy of the above guide or any of the guides in the Pulling Together series, please visit the BCcampus Open Textbook Collection.

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These guides are the result of a collaboration between BCcampus and the Ministry of Post-Secondary Education and Future Skills. The project was led by a steering committee of Indigenous education leaders from B.C universities, colleges, and institutes, the First Nations Education Steering Committee, the Indigenous Adult and Higher Learning Association, and Métis Nation BC.

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48 books by Indigenous writers to read to understand residential schools

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48 books by Indigenous writers to read to understand residential schools

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Curated by David A. Robertson

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48 books by Indigenous writers to read to understand residential schools | CBC Books

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David A. Robertson curated this list of fiction, nonfiction, poetry and children’s books, all which explore the legacy and impact of the residential school system.

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Please note: this is NOT a perfect resource! It is very likely that if you do not do any further research or verify our results, you will err in your acknowledgements. We recommend contacting the nations you get in your results directly, to learn more about how they want to be acknowledged and any other nations or peoples in the area.
Why acknowledge territory?

Territory acknowledgement is a way that people insert an awareness of Indigenous presence and land rights in everyday life. This is often done at the beginning of ceremonies, lectures, or any public event. It can be a subtle way to recognize the history of colonialism and a need for change in settler colonial societies.

However, these acknowledgements can easily be a token gesture rather than a meaningful practice. All settlers, including recent arrivants, have a responsibility to consider what it means to acknowledge the history and legacy of colonialism. What are some of the privileges settlers enjoy today because of colonialism? How can individuals develop relationships with peoples whose territory they are living on in the contemporary Canadian geopolitical landscape? What are you, or your organization, doing beyond acknowledging the territory where you live, work, or hold your events? What might you be doing that perpetuates settler colonial futurity rather than considering alternative ways forward for Canada? Do you have an understanding of the on-going violence and the trauma that is part of the structure of colonialism?

As Chelsea Vowel, a Métis woman from the Plains Cree speaking community of Lac Ste. Anne, Alberta, writes:

"If we think of territorial acknowledgments as sites of potential disruption, they can be transformative acts that to some extent undo Indigenous erasure. I believe this is true as long as these acknowledgments discomfit both those speaking and hearing the words. The fact of Indigenous presence should force non-Indigenous peoples to confront their own place on these lands." - Chelsea Vowel, Métis, Beyond Territorial Acknowledgements

How to acknowledge territory?

Often, territory acknowledgements are concise, along the lines of: "I want to acknowledge that we are on the traditional territory of [nation names]." Some people may also mention the name of a local treaty. Some may learn the language and speak a few words in it.

If you are not sure how to pronounce a nation's name, there are a number of ways to learn, including:

Respectfully asking someone from that nation or from a local organization such as a Friendship Center or Indigenous Student Center;

Check the nation's website, they may have a phonetic pronunciation on their "About" page, an audio-recording of their name, or videos that include people saying the nation's name; or

Call the nation after hours and listen to their answering machine recording.

While a brief acknowledgement may work for some groups, others wish to add more intention and detail to acknowledgements. To thoughtfully prepare an in-depth acknowledgement requires time and care. You may find it helpful to reflect on and research questions such as:

Why is this acknowledgement happening?

How does this acknowledgement relate to the event or work you are doing?

What is the history of this territory? What are the impacts of colonialism here?

What is your relationship to this territory? How did you come to be here?

What intentions do you have to disrupt and dismantle colonialism beyond this territory acknowledgement?

Territory acknowledgements are one small part of disrupting and dismantling colonial structures. You may also want to get in touch with local Indigenous nations or organizations to build relationships and support their work. Use our tools to find some contacts!

Are you planning to do a Land Acknowledgement?
Debbie Reese for American Indians in Children's Literature
March 9, 2019
https://americanindiansinchildrensliterature.blogspot.com/2019/03/are-you-planning-to-do-land.html

'I regret it': Hayden King on writing Ryerson University's territorial acknowledgement
Unreserved, CBC
January 20, 2019
https://www.cbc.ca/radio/unreserved/redrawing-the-lines-1.4973363/i-regret-it-hayden-king-on-writing-ryerson-university-s-territorial-acknowledgement-1.4973371

Territory Acknowledgement Panel TalkCentre for Teaching, Learning and Technology, University of British Columbia October 18, 2016 https://www.youtube.com/watch?v=lzqe2fh4Zdc

Making Coast Salish Territorial Acknowledgements MatterCoast Salish Cultural Network November 25, 2016 https://www.youtube.com/watch?v=-Tei5tGoQ4s

Beyond Territorial AcknowledgementsChelsea Vowel September 23, 2016

What is the significance of acknowledging the Indigenous land we stand on? (CBC) Ramna Shahzad July 15, 2017

Know the Land: Territories CampaignLSPIRG

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Thanks to Allison Jones and others for putting this together! Please note: this is NOT a perfect resource! It is very likely that if you do not do any further research or verify our results, you will err in your acknowledgements. We recommend contacting the nations you get in your results directly, to learn more about [...]

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KITCHEN TABLE GUIDE FOR RECONCILIATION DIALOGUE

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KITCHEN TABLE GUIDE FOR RECONCILIATION DIALOGUE

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This do-it-yourself framework allows Indigenous peoples and all Canadians the opportunity to gather their friends, family, neighbours and/or colleagues and join the dialogue on reconciliation and the movement towards a new way forward for all peoples in Canada.

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Revitalizing relationships among Indigenous peoples and all Canadians. Our programs educate, connect communities and promote reconciliation.

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Tweets by Rec_Can

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Mom to teenage twins. Cree, Lakota & Scottish woman.  Award winning & best selling author. International speaker who believes love is medicine.

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Youth-friendly Calls to Action - CLB 5/6

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Youth-friendly Calls to Action - CLB 5/6

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Ryan McMahon's guide to Canada's colonial founding documents

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Ryan McMahon's guide to Canada's colonial founding documents

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This is your boy, Ryan McMahon, AKA, Captain Decolonization.

I didn't name myself. It's not a good look to give yourself a superhero nickname.

Instead, a listener from last week told me I was fighting a losing battle trying to prove Canada's colonial roots.

The email went on to say that if I were a superhero, my name would be Captain Decolonization and I would face my ultimate demise in a slow-sinking canoe, while battling Captain Canada and his robotic beaver sidekick, Robo Beave.

Every superhero needs his theme music

I'm going to digress here for a minute, just to be on the record.

I am a boy who grew up with comic books and I must say that if I were a native superhero here in Canada, I can think of much better names than Captain Decolonization.

How about: Nava-Hulk, or Spider-Clan Man, or Sioux-Per Man?

He's just a Sioux guy. His origin story is he was born Sioux and his superpower is he's Sioux.

So he's Sioux-Per Man.

Or how about Captain Native America?

Or best yet, Ryan Mc-Man.

He gets light-headed when he exercises too hard.

And when his truck gets stuck in a snow bank - and he's gotta push it out - he ends up with that deep lung burn.

That wheezy shallow breath? Where my chubby people at? You know what I'm saying.

He's an every-hero. Ryan Mc-Man, fighting his nemesis Lung Burn.

All right. Back to work.

Canadian Colonialism 101

So, as I said last week, I have my work cut out for me.

Last time, I tried to prove colonialism is even a thing in this country.

For some of you, it worked. For others, you still need convincing.

OK, let's say you don't entirely agree with me (I understand), but that you think I am on to something and you want to know more.

I got your back.

Let's just use the pre-existing documents, studies, inquests, etc. that have done ALL the heavy lifting for us.

These documents, processes, inquests and special departments have cost this country hundreds of millions of dollars.

Surely there is some good reading in here, right?

So, photocopy these documents, put them in your bathroom and every time you do your business, you'll get to know us just a little bit better.

These are the foundational documents you need to read to get to know this country.

Six of this country's foundational documents

Number One:

Read The Indian Act. Seriously. It's hilarious.

It's a good place to start. You'll see the deep-seated racism shine through the text.

If it helps, imagine Kevin Spacey, Sir Ben Kingsley or Keanu Reeves dressed up in pre-confederation garb.

Close your eyes and imagine them reading it out loud!

You'll get a sense of the racist roots of this country.

Number Two:

You can read The White Paper, a terrible policy paper from 1969 that then Minister of Indian Affairs, Jean Chretien, proposed to eliminate Indian Status (and the rights therein), assimilate Indians into the body politic, and complete the wholesale theft of Indigenous lands and territories by adopting fee simple/private land ownership and extinguishing lands held in reserve.

Number Three:

You can dig into The Red Paper, or the Citizens Plus document, the groundbreaking document created by a group of great Indigenous thinkers, community leaders, philosophers and political leaders in 1970.

The document fundamentally outlines the opposition to colonial rule and the top-down approach Canada takes with Indigenous Peoples.

Here's the summary. It's a quick read.

Number Four:

You can read The Royal Commission on Aboriginal Peoples.

This is in reference to your Queen, Canada. It doesn't get much bigger than this - a ROYAL commission.

It's 4,000 pages long, but it essentially gives you the truth behind the country and provides a framework for a pathway forward.

Number Five:

Or maybe read The Kelowna Accord.

Again, it was an exhaustive effort to come to an agreement on a framework for moving forward within Canada.

Ultimately, Harper's conservative government squashed it and the opportunity was lost.

But it was a plan. It was a plan that Canadians forget exists when they talk about the impossibility of moving forward in 2017.

Number Six:

Thumb through UNDRIP.

The implementation of the United Nations Declaration on the Rights of Indigenous Peoples in Canada would mean constitutional talks (which we need anyway, if we're going to make things right in Canada) and it'd essentially mean the end of the Big White Daddy attitude the government holds towards Indigenous peoples.

Indigenous peoples know there are answers.

I'm sharing these answers with you, today.
Ryan McMahon is an Anishinaabe filmmaker, writer, podcast host and comedian. To hear the second part of Ryan McMahon's guide to decolonizing Canada, download our podcast or click the 'Listen' button at the top of this page. You can find part one here.

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Ryan McMahon's guide to Canada's colonial founding documents | CBC Radio

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This is your boy, Ryan McMahon, AKA, Captain Decolonization. I didn't name myself. It's not a good look to give yourself a superhero nickname. Instead, a listener from last week told me I was fighting a losing battle trying to prove Canada's colonial roots.

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CBC's Cross Country Check-up: What conversations are you having with family and friends about the Kamloops grave discovery? What questions do you have about Canada's residential school system?

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CBC's Cross Country Check-up: What conversations are you having with family and friends about the Kamloops grave discovery? What questions do you have about Canada's residential school system?

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Governor General Award-winning #writer w/@portagemainpres, @tundrabooks, @harpercollinsca. . Host of podcast Kīwew (@cbcpodcasts).

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Anishinaabekwe, momma, waterwarrior. Curriculum lead #IndigenousEd #AntiRacistEducatorReads, great coffee & . Being the change.

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Owner of: http://indigeknow.net  Indigenous Educator, traditional wool weaver, facilitator, public speaker, traditional welcomes, knowledge keeper, Squamish Nation

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CBC Kids News - The word Indigenous - explained

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CBC Kids News - The word Indigenous - explained

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The word Indigenous — explained l CBC Kids News

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How to Talk about Indigenous People - Good intro CLB 5+

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How to Talk about Indigenous People - Good intro CLB 5+

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Whose Land is it Anyway? A Manual for Decolonization

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Whose Land is it Anyway? A Manual for Decolonization

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The Federation of Post-Secondary Educators of BC is the provincial voice for faculty and staff in BC teaching universities, colleges and institutes, and in private sector institutions. FPSE member locals, represented by Presidents' Council and the Executive, represent over 10,000 faculty and staff at 18 public and 12 private sector institutions.

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Whose Land Is It Anyway? A Manual for Decolonization

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The Federation of Post-Secondary Educators of BC is the provincial voice for faculty and staff in BC teaching universities, colleges and institutes, and in private sector institutions. FPSE member locals, represented by Presidents' Council and the Executive, represent over 10,000 faculty and staff at 18 public and 12 private sector institutions.

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Potential listening activity CLB 6+

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Are you looking for some free resources to support your journey of reconciliation? These free downloads offer a range of topics to help you on that journey

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Self-guided course $85

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Indigenous Relations Academy Inc. powered by Indigenous Corporate Training Inc.

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Indigenous Relations - Self-Guided Training

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eLEARNING 30 day access Certificate of Completion Part TWO of Working Effectively with Indigenous Peoples® course (free) digital pdf copy of Indigenous Relations an excerpt from Working Effectively with Indigenous Peoples®, 4th edition (link in receipt) This training is the companion course to our Indigenous Awareness training.

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Written by Bob Joseph

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Trigger Warning: This article includes information about Residential School experiences

In May 2021, the remains of 215 young Indigenous children were found in a mass grave at the site of the former Kamloops Indian Residential School. While the school may have closed down in 1969 (and the last school in Canada closed in 1996), this news has brought the tragedy of the residential school experience to the forefront of the minds of Canadians and the world. Reactions from the federal, provincial and municipal governments have poured in, along with public outcry for further action.
Nanaimo Pavillion at Swy-A-Lana Park following a vigil for the children| Courtesy of Bob Joseph
We wanted to share what you can do to ensure that every child is recognized and accounted for. There are many ways to support Indigenous communities every day, here is a list of what you can do today to show your support:

Write a letter to your Member of Parliament - seeking a forensic search of all property used at any time for Residential Schools.

Many are calling upon their local government to potentially find more unmarked and undisclosed graves as a result from the conditions of residential schools. Call, or write to your local member of parliament (MP) to have more sites looked into, to ensure all children can " go home".

Write a letter to your MP seeking clean and potable drinking water for every Indigenous person in Canada.

Among other issues that Indigenous people face in this country to this day, clean drinking water is still causing major health issues to 126 nations and remote communities in Canada. It is an essential part of life, and something we cannot take for granted.

Write a letter to your MP seeking a minimum standard of housing according to provincial building codes for all Indigenous Peoples in Canada.

According to the 2016 census, one in five Indigenous people lived in a dwelling in need of major repairs. Unsafe or crowded living conditions can cause major health problems, and is a constant and recurring issue for many communities.

Lower flags at half-mast for 215 hours in honour of Canada's children.

Many municipalities have lowered their flags in response to the discovery and resulting news coverage of the 215 children. Prime Minister Justin Trudeau has asked that all federal buildings follow suit.

Wear an Orange Shirt and encourage others to learn about the Orange Shirt.

Orange Shirt Day falls on September 30 every year, however, now more than ever, wearing orange to support Indigenous children (those who made it home, or not) is a simple way to support communities. You can purchase an orange shirt from Orange Shirt Day, and partial proceeds go toward the foundation and awareness activities.

Take a Pledge of Reconciliation

If you have not already, check out our different ways to continue showing support and sign our pledge.

"It is readily acknowledged that Indian children lose their natural resistance to illness by habituating so closely in the residential schools and that they die at a much higher rate than in their villages. But this does not justify a change in the policy of the Department, which is geared towards a final solution of the Indian Problem."
Duncan Campbell Scott, Deputy Superintendent of Indian Affairs, 1910

Read the Truth and Reconciliation Commission report.

It took many years following former Prime Minister Stephen Harper's apology for Canada to complete the TRC's report. In order to further understand the tragedy of Residential Schools, and the impact they have on communities today, the report accounts testimonials from survivors, and their experience attending these schools.

Take action on any of the Calls To Action.

The Truth and Reconciliation Commission of Canada released their calls to action in 2015. So far, only 10 have been met. Please read the full document here and continue to practice the actions toward reconciliation. Share with friends and family. Further your research and learning through our Indigenous Relations Academy courses.

Learn about The UN Declaration

The United Nations Declaration of the Rights of Indigenous People is a comprehensive document outlining the different rights given to all Indigenous Peoples of the World. It is a defining piece of legislation that Canada is working towards implementing. See more on it here.

Donate to the Indian Residential School Survivors Society

The IRSSS is a British Columbian society that provides counselling services to survivors and descendants of the Residential School experience, and relies on the support of individuals to continue providing that support. Check out their website to learn more, and find out other ways to help.

Looking to do even more? Consider asking questions of church officials on their knowledge of reconciliation. Encourage faith leaders to enact and participate in reconciliation. Share this article with your family and friends, support more Indigenous-led community organizations, stand up against stereotyping and continue to practice empathy and patience.

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10 Things You Can Do: Kamloops Indian Residential School

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Trigger Warning: This article includes information about Residential School experiences In May 2021, the remains of 215 young Indigenous children were found in a mass grave at the site of the former Kamloops Indian Residential School.