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211 Midterm Review (People (Frank Oliver (1881): "Now is the time for…

- - - - imbued with meaning & history that deepen ID understanding
      - destinations of pilgrimage
      - places of sacrifice, revelation & apparition
      - sources of knowledge & wisdom
  - - - "Over-emphasizing 'culture' impedes educational equity for marginalized students"
      - "Focusing on culture instead of race comforts privilege"
- - - - 1850: Colonial office of Canada makes legislation allowing for creation of Indian reserves (w/ loose def of "Indian") in order to provide access to land for white settlers
      - 1857: Colonial office passed Gradual Civilization Act; FN men could apply to be a 'citizen' and would no longer be an 'Indian'. Got right to vote & 20 hectares of land
      - 1860 Crown transfers "control over 'Indians'" to Canadian colony.
        
        1867 British North American Act: distribution of legislative powers listed "Indians and land reserved for Indians" as federal jurisdiction
        
        1869 Gradual Enfranchisement Act: women who married non-Indian men lost status as did their children. Created the concept of 'status Indian' and codified it by govt officials.
        
        STAYED IN PLACE UNTIL BILL-C31 (1985!)
        
        1876 The Indian Act: legislated who is/isn't a member of an Indian band. List made (the Indian Registry; still maintained w/ amendments incl. Bill-C31 in 1985). Directed governance of services, incl. health & education.
        
        Divisions didn't conform to blood quantum or individual self ID
        
        Contradictions btwn govt classifications and self IDs
        
        Fullbloodedness related to "traditionalness" #
        
        Explicitly refers to "half-breeds"
  - - - Led to replacement of 'traditional' govts with 'municipal' govt; Feds assumed control of every aspect of life on reserves.
- - - - Molecules of Emotion - Dr. Candace Pert
      - "Mind doesn't dominate body, it becomes body" (Meditation as Medicine, Dharma Singh Khalsa, M.D., & Cameron Stauth)
    - - "We find our own ways to learn about ourselves - schools help or don't" - In Search of the Miraculous, P.D. Ouspensky
      - 2 ways toward understanding selves
        
        Self-remembering; when we remember we stop thought
        
        Self-observation; analysis & recording (but with struggle to change... there is demand not to express unpleasant emotions)
  - - - Balanced knowledge exchange
      - Visiting places as relatives
      - An ongoing process, not single event/day
  - - - "Inequity and injustice are not cultural problems; they cannot be resolved through cultural analyses and cultural solutions"
      - "Healing focuses on a people's culture as an expression of individual and collective identity"
  - - - Phase 1: traditional education
      - Phase 2: Education by missionaries
      - Phase 3: Residential schools - education for assimilation
      - Phase 4: integration
      - Phase 5: local control of education
    - - Circle of civilization: Res schools were assumed to function as a circle; an "all-encompassing environment of re-socialization"
      - Experiments on children (nutrition, medical, ear experiments done on kids @ Kenora res school)
      - 80,000 living FNMI people who are former residential school students
      - CURA: healing through language and culture
    - - Prog of Studies designed to or-orient children in a place filled with European "meaning" (including ethics courses obviously designed to attempt assimilation)
      - Res school children would be separated forever because they'd "bring the generation gap with them" (G. Manuel cited in Milloy)