5/26/16 David Newhouse Professor, Indigenous Studies, Trent Univeristy Sandra Taylor Hedges, 2011 Installed St. Lawrence College 1
5/26/16 § Iroquoian/Haudenosaunee idea/ideal § The Good Mind is a mind balanced of reason and passion (emotion and spirit) § ever mindful of the dance between them § ever desirous of and striving for peac 4 § Ethos § Indigenous peoples live in world of visible interdependencies. As human beings, we are only one of the sentient beings of the world and in some traditions § Our life goals are to find ways to live well with others.. § Our traditional knowledge systems are designed to provide us with the knowledge necessary to live in this world. § The truth test for knowledge is whether or not it helps us to live well in this world 2
5/26/16 § The Condolence Ceremony § Restore Balance of Reason and Passion § Clears Eyes § Clears Ears § Clears Throat § 1857 An Act for the Gradual Civilization of Indians § 1876 The Indian Act § 1952 The Indian Act Revised § 1969 Statement of Indian Policy of the Gov’t of Canada § Known as ”The White Paper” § Withdrawn 1971 § I want to get rid of the Indian Problem. I do not think as a matter of fact, tht the country ought to continually protect a class of people who are able to stand alone. § 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, that is the whole object of this Bill. 3
5/26/16 § Removes right to vote, to assemble, to travel, to worship, to publish, to initiate legal actions, to borrow, to direct a business or trade for profit, to wear traditional dress or practice traditional ceremonies, to speak our own languages, to educate our own children, to govern or control membership in our own community…. § Indian land...sold by government officials. Recognition of those Indian lands and hunting, fishing and trapping rights agreed to by treaty ws witheld § 1947 A Plan to liquidate the Indian Problem in 25 Years Delia Opekokew, The Firs t Nations: Indian G overnments in the Community of Man, 1982 § § Suppression of Indigenous Intellectual Traditions § Recasting of Indigenous Thought as savage and primative § Presenting European Knowledge as True § Presenting European Knowledge Methods as only true ones § W e are all treaty people…Every Canadian is a signatory to those agreements, and those agreements have a meaning. § Two generations ago, there were only a handful of indigenous people in higher education in this country . Today , there are more than 30,000. An educated indigenous middle class is prepared to take the lead § J ohn Ralston Saul, Globe and M ail, Oc t 31, 2014 John Rals ton S aul calls for all Canadians to be idle no more 4
5/26/16 § Ethos: confident, assertive, political, insistent § Structuring F orce § Blending Aboriginal ideas and theories § and § Euro-American ideas and theories § Not adaptation but fusion* § Urbanization § Institutionalization § Re-traditionalization § Self-Governance § Reclamation of Identity expression § Textual Transformation 14 § Awareness of the history of colonization § Desire to mitigate its worst effects § Desire to create a new world § Fusion of Aboriginal and W estern Ideas § Acquiring Skills and Knowledge to do so § Determined, Disciplined, Political ‘Take what is useful and helpful to you and use it in ways that are useful and helpful to others’ Ernie Benedict 15 5
5/26/16 § Use Indigenous ideas and theories as key informing principles and foundations of everyday life § Indigenous ideas are foundational to Indigenous life 16 § Relatively new to our western consciousness § cultural knowledge § low on hierarchy of knowledges White Behaviours Learning /T eaching T ool Fear=drive for force/power • Experiential Component Caring behavior Caring eyes jealousy Inferior • Community Vision Self/Other Knowledge Black Respect Red • Interdependence Feeling Care • Careful and Caring resentment negativity • Fear and Power Caring mind Caring ears • Energy • Roles & Responsibilities • Choice and Freedom Time/Relations • Peace Yellow 6
5/26/16 § Medicine Circle § Theory of Life § Principles: § Interconnectedness § Cyclical www.thesilen tc an oe .c om /a ni shi na ab e-m e di ci n e- wheel.htm l § Integrative Science § Principle of Two-Eyed Seeing § learning to see the strengths of Indigenous and W estern ways of knowing and learning to use both together § intentionally and respectfully bringing both ways of knowing together to create a better world § foundational principles for Centre for Integrative Science, University of Cape Breton 20 § Mi’kmaq § all objects possess the sparks of life (mntu), every life form has to be given respect. Just as a human being has intelligence, so too does a plant, a river or an animal. Therefore, the people were taught that everything they see, touch or are aware of must be respected, and this respect requires a special consciousness that discourages carelessness about things. § The existence of mnt in every being extends legal personality beyond that present in other Canadian legal traditions. The need for respect, demonstrated by their awareness of the need for cooperation from the natural world, also has legal implications. John Borrows, Indigenous L ega l Tra dition s in Can ada, Re port for th e L aw Com m ission of Canad a, 200 6 § 7
5/26/16 § Inuit Qaujimajatuqanigit (IQ) § Inuit Qaujimajatugangit Kaimajiit § oversight body of Inuit Elders § The most fundamental laws entrenched in Inuit society that respect one’s place in the universe, the environment and in society . § These laws speak to interconnectedness in the world and the spiritual supports available to aid in survival. § The natural laws are best described as the core laws of relationship that govern how one connects to other people and how one connects to the environment as described previously . § The essential beliefs that underpin these relationships include: • W orking for the common good • Being respectful of all living things • Maintaining harmony • Continually planning/preparing for a better future Inuit Qaujim ajatuqangit Educ ation Fram ework for Nuna vut Curric ulum , 200 7 § § Institutional Response: new category of knowledge § Disciplinary area § Body of Knowledge § Set of Methods § Set of Truth tests § Set of Knowledge holders 24 8
5/26/16 § global phenomenon § organizations § journals and peer reviewed literature § congresses, symposia, workshops § guides § reports § health care: traditional healers § criminal justice: sentencing circles, restorative justice § education: indigenous pedagogies § ec dev: community economic development § Elders and Elders councils § Governance: traditional § Williams: Linking Arms Together § Peacemaker: GAYANASHAGOWA The Great Binding Law § Henderson: The Mikma’q Concordat § Biimadziwin as Good Political Theory 9
5/26/16 § 1969 - Indian Eskimo Studies Program § 1977 - First Elder appointed: Fred Wheatley , Anishinaabe § 1981 - Jake Thomas, Chief, Cayuga § 1986 - Shirley Williams, Anishinaabee § 1993 - Edna Manitowabi, Anishinabee § 1999 - PhD in Indigenous Studies, IK foundation § 2007 - Skenadowenah Swamp, Chair in Indigenous Knowledge 28 § Key organizational policies and processes § Mission § Knowledge/Subject Area/Discipline § Personnel § Appointment criteria § Tenure criteria § Performance measurement § Promotion criteria 29 § Can we transmit IK via university courses? § What is IK research? § What constitutes an IK publication? § How do we evaluate IK scholars? § What is a ‘hybrid scholar’? § Role of non-Indigenous scholars of IK 30 10
5/26/16 § The Good Mind § Reason and Passion § The Enlightenment Mind § Reason over Passion § ‘truth traditions’ 31 § spirituality § texts: Primary to tertiary and oral and written § boundaries: What is not to be explored and why § Community stewardship § Teaching IK vs Teaching about IK § legitimacy 32 § Borrows: Common Law § Saul: Canadian Political Culture § Sioui: Canadian History § Treaty process: 1975 James Bay Agreement et al § Land Claims process § Nunavut public policy 11
5/26/16 § John Ralston Saul 2008 § Canada is a Métis nation § heavily influenced and shaped by aboriginal ideas § Egalitarianism § a proper balance between individual and group § a penchant for negotiation over violence § all Aboriginal values that Canada has borrowed § …..and called its own? 34 § has not disappeared § is present in unexpected places § institutions of transmission reinforced and reinvented § Indigenous Knowledge § is part of a post-colonial agenda § reclamation of cultural heritage § decolonization of mind and thought § recognition of self-determining development § protection against further colonization § legitimization § critique 12
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