1. Review & Final Thoughts…..

2. Colonization…

3. IMPACTS OF COLONIZATION
The colonization process has impacted Aboriginal peoples in Canada at a “deep soul level” (Duran, 2006), which resulted in profound harm to Aboriginal communities.
ie: loss of language ,culture, alienation, poverty, unemployment, and an erosion of traditional knowledge, values and skills, including parenting skills.

4. The Indian Act 1876 Development of “patchwork” Indian reserve lands
Not allowed to vote in federal and provincial elections;
Automatically lost their status if they became educated as a doctor, lawyer, clergyman or upon receiving any degree from a university;
Could not hire lawyers;
Prior to 1985, only men were given “Indian Status”.
Enforced imposition of Eurocentric-type non-Indigenous governance structures;
Outlaw of potlatch and other spiritual and traditional ceremonies;

5. 21 Things you may not know…
The Indian Act:
denied women status;
introduced residential schools;
created reserves;
renamed individuals with European names
restricted First Nations from leaving reserve without permission from Indian Agent - see picture above (update: 18/04/16 - the pass system was a policy endorsed by the government; it was never an Order In Council or Regulation but was definitely designed to keep First Nations on the reserve)
enforced enfranchisement of any First Nation admitted to university [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;
could lease out uncultivated reserve lands to non-First Nations if the new leaseholder would use it for farming or pasture;
forbade First Nations from forming political organizations;
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]
prohibited the sale of alcohol to First Nations;
prohibited sale of ammunition to First Nations;
prohibited pool hall owners from allowing First Nations entrance;
imposed the “band council” system;
forbade First Nations from speaking their native language;
forbade First Nations from practicing their traditional religion;
forbade western First Nations from appearing in any public dance, show, exhibition, stampede or pageant wearing traditional regalia; [3]
declared potlatch and other cultural ceremonies illegal; [4]
denied First Nations the right to vote
created permit system to control First Nations ability to sell products from farms;
is a piece of legislation created under the British rule for the purpose of subjugating one race - Aboriginal people.

6. Had to obtain “permission” from an Indian Agent to leave their
reserve lands, called the “pass system”

7. IMPACTS ON COMMUNITY AND NATION:
Aboriginal communities have been dealing with the impact of these historical factors for generations. Losses include:
Loss of land
Loss of a whole social structure including culture and identity in its entirety (cultural genocide)
Loss of traditional lifestyle
Loss of safety
Loss of language in whole communities (threat of extinction)

8. Duncan Campbell Scott, 1920
“Our objective is to continue until there is not a single Indian in Canada that has not been absorbed into the body politic and there is no Indian question, and no Indian Department.”

9. Kill the ‘Indian’ in the Child
The goal was to “Kill the Indian in the child”, to eradicate Indigenous peoples from existence, to adopt policies of assimilation, and whether intentional or not this allowed perpetual physical, emotional, spiritual, mental and sexual abuse to be committed against generations of children

10. Indian Residential Schools in Canada
19th C – 1996 > 120 years
139 registered & operated by Gov’t and Churches
150,000 Registered Status-does not include non registered, Metis etc
8 generations….
1920 Compulsory attendance from
7-15 yrs of age.

11. THERE ARE MORE THAN 3 TIMES THE NUMBERS OF FIRST NATIONS CHILDREN IN CANADA’S FOSTER CARE SYSTEMS THAN THERE WERE AT THE HEIGHT OF THE RESIDENTIAL SCHOOLS IN THE 1940’S
(Blackstock, 2011).

12. Lessons learned… Don’t ask questions Don’t feel or show emotions…
Don’t talk or tell
Don’t challenge authority-just obey
2 - 3 generations learned how to survive an institutional setting with no life skills, no parenting skills, no cultural identity

13. Individual Impacts Problems with acceptance and trust
Relative comfort with rejection: discomfort with positive recognition
Difficulty with emotional expression
Few teaching/learning skills
Discomfort relating to youth, male and female
Difficulty with intimacy
Filling role as provider (men)
Mussell (2005)

14. Impacts on Individuals
Loss of inherent identity
Loss of language and culture
Loss of self-respect, self-esteem, self-determination
Loss of voice
Loss of emotional connection (ie. inability to express love)
Loss of respect for each other
Loss of traditional roles
Loss of life
Self-destructive behaviors

15. Elder Mae Louise Campbell, 2014
“they are children who are completely wounded. ..They didn't know what love is. They have no sense of self”
Elder Mae Louise Campbell, 2014

16. Impacts on Family Loss of family connectedness and bonding
Loss of relationships
Loss of emotional connection (i.e. inability to express love)
Loss of parenting roles and skills
Loss of children to Gov’t care

17. COMMUNITY WILLINGNESS TO END THE SILENCE, SHAME AND GUILT
“In our communities, silence has been mistaken for acceptance…What used to be hush, hush, don’t tell anyone is now an epidemic.”
(Kanawayhitowin, p. 43 & 30)
All members of the community can help to prevent violence against Aboriginal women and girls. Unfortunately, the issues related to violence have been silenced. Internally, in communities, the violence and abusive situation might be amongst immediate family members, between families in the community and amongst community members.

18. Silence…is killing our communities. - Musque’um Elder
Elder Christine Pictou from Bear River First Nations, 2010

19. Truth and Reconciliation Commission
Decolonize yourself by checking in with your privilege
Educate yourself thoroughly on the History of Canada
Create Relationships within your Indigenous local Community
Challenge Stereotypes and Biases
Support local Indigenous Initiatives as well as Provincial and Federal
Offer your skills and abilities to Community in support of the Truth and Reconciliation Initiatives