Module 1, Lecture 1

Front 1

Colonization

Back 1

Era and a process. It refers to a specific era of European expansion into overseas territories from the 16th to the 20th mid-century. It also refers to a process whereby a foreign power dominates and exploits an Indigenous sector by appropriating their land, resources and wealth, and making use of them as cheap labour.

Front 2

Non-Status Indian

Back 2

An Indian person is not “status” in the eyes of the government, they are considered to be the same as any other Canadian citizen - meaning, the federal government is NOT responsible for them according to Section 91(24) of the Constitution.

Front 3

ROCA

Back 3

Colonization is evidenced in the unequal structural relationship between the colonizer and the colonized. There are four fundamental aspects of colonization can be recalled by using the acronym ROCA

R - racism, O - oppressio, C - cultural genocide, A - assimilation

Front 4

Section 91 (24) of the Constitution

Back 4

According to Section 91(24) of the Constitution “Indians and lands reserved for Indians” are the responsibilities of federal government.

Front 5

Status Indian

Back 5

Ppl defined as Indian according to the Indian Act (AKA: “registered Indian”; “legal Indian”). Indian person not “status” in the eyes of the government, same as any other Canadian citizen - gov NOT responsible for them according to Section 91(24) of Constitution. Considered non-Status Indians. All Indian groups in Canada that have signed a treaty are also Status Indians

Front 6

Métis

Back 6

Ppl of mixed First Nations, usually Cree and Ojibwe/Saulteaux, and French ancestry who developed a culture different than both parent groups. Métis are one of the 3 groups defined as Aboriginal according to the Constitution, are not legally defined as Indians under the Indian Act; like other Canadian citizens, are the responsibility of the provincial government and not the federal government.

Front 7

First Nation

Back 7

Indian leaders first coined the term First Nation during the Constitutional talks of the 1970s and early 1980s. This term originally referred to Indian nations/groups, such and the Mohawks, Cree, Haida, etc. Since that time, the term has slowly replaced the terms "Indian Reserve" and "Status Indian."

Front 8

Native

Front 9

Indigenous

Back 9

In Canada the term Indigenous has been used primarily to refer to Aboriginal groups in other countries. Though the term is not generally used in Canada, some Aboriginal people in Canada have begun to use this term for themselves

Front 10

Aboriginal

Back 10

perhaps most commonly used today but was not used in Canada until it was legally defined in the Canadian Constitution of 1982

Front 11

Treaty Indians

Back 11

those people who are descendents of people who signed treaties with the Canadian government

Front 12

Factors that gave rise to the development of Native Studies as a discipline

Back 12

The civil rights movement - people became more aware of racism. Lead to desire to understand Native philisophies and right past wrongs

Front 13

“Challenges” faced by Native Studies as an academic discipline

Back 13

Finding a balance between maintaining an academic approach and ensuring community needs (p.xi)“Identity crisis)Complaints that many department faculties were white males

Front 14

identify and discuss “credibility” issues for Native Studies as an academic discipline

Back 14

- Lacking disciplinary traditions - does not embrace Western theory to help with research, instead examines Native issues from a Native perspective (xxi)Takes time to understand Native issues from a Native perspective instead of through a Western lens

- Lacked credibility from Aboriginal communities as well due to distrust in academic research

Front 15

define Native Studies within the context of an academic discipline, including its most “unique” aspect;

Back 15

As has continued to evolve, has come to be recognized that it is not a discipline that can be defined by just a few static principles or ideas. Multi-dimensional field with a broad scope of inquiry, objectives and disciplinary principles

- Difficult to define -it is more community based. A specific definition ignores what makes Native studies unique (p.xii)

Front 16

identify the three groups of Aboriginal peoples

Back 16

The First Nations, the Inuit and the Metis

Front 17

define terms used to describe Aboriginal people

Front 18

differentiate between status vs non-status and treaty vs status Indian;

Back 18

Status Indian: those who are defined as Indian according to the Indian act (federal government is responsible for them according to Section 91(24) of the Constitution). Non-status: Viewed the same as any other Canadian citizen.Treaty Indians - Are also status Indians. Those who are descendants of those who signed a treaty w/ federal government.

Front 19

5 stages of the colonial encounter

Back 19

Stage 1: Steady State

Stage2: First Encounter

Stage 3: Imposition of Colonial Relations

Stage 4: Manifestation of Internalized Colonialism

Stage5: Decolonization