Please enable JavaScript.

Coggle requires JavaScript to display documents.

Settler Colonialism at UBC - Coggle Diagram

- - - - "Although PoCs face our own experiences of racism in Canada, we are also part of the Canadian colonial project that aims to eliminate Indigenous communities."
    - - assumes everyone is a settler
      - assumes Indigenous people do not exist
      - in racism context - yes PoCs have many struggles with institutional racism, but they also benefit from the stolen land
- - - - "homogenizes Indigenous people - it sustains the idea that all Indigenous people share the same beliefs, practices, and viewpoints, and that all Indigenous communities and nations are identical."
      - Canadian Government's Residential School System
  - - - "I was excited to bring an Indigenous voice in to the decision-making process. But it didn’t go so well. I could tell my contributions weren’t being heard, and I wasn’t what they expected – not that it mattered anyway."
    - - " While other students were encouraged to explore new ideas and develop new skills, I was left to educate the class on the history of colonialism and the Indigenous experience in Canada. The expectation that I enact this labour – again and again – not only tokenizes me and my experiences, but also limits my opportunities to develop new skills and ideas."
  - - - " Many anti-colonial and decolonial activists have discussed the idea of “critical settler-reflection”. In doing this work, we need to reflect on how we benefit from colonial injustices and how we impose violence on Indigenous communities."
        
        "The practice of using the child welfare system to remove Indigenous children from their families continues to have devastating impacts on Indigenous communities. "
        
        " we position Indigenous people as a special interest consideration or an outsider group, equate anti-racism with anti-colonialism, and fail to recognize our complicity in settler colonialism. As settlers, we need to start centering Indigenous activisms in our social justice work."
- - - - "At that instant, Musqueam was a historical object being acknowledged – not a nation being committed to and recognized."
    - - "Territory acknowledgments must coincide with a deep understanding of how guests on Indigenous territories continue to benefit off these lands and resources."
  - - - Only four of their professors do Land Acknowledgements
        "If more non-Indigenous professors were to make territory acknowledgments, students who were previously unaware of settler colonialism could start gaining a better understanding of its complexities"
    - - It should not be rushed through, or seen as an item to be ticked off. It should be uncomfortable