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This section is excerpted from a discussion paper by Karrmen Crey about Aboriginal identity in the classroom. Although the initial context of this paper was written with a classroom context in mind, we strongly recommend it ridiculous phd thesis foundational phd thesis ireland for understanding the complexities of Aboriginal identity— and the way in which it is constructed, regulated, engineering case studies ubc perceived— both inside and outside of classroom contexts.

Identity is a highly charged subject for Aboriginal people, owing largely to colonial efforts to eradicate Aboriginal identities as a part of the colonial project essays on ilokano contemporary songs Canada. This material provides an overview of the historical hume vs descartes term papers social circumstances affecting Aboriginal identity as a starting point to understanding why identity is such a charged issue and why it appears so frequently in troubling classroom situations.

It is critical that an understanding of the historical and social contexts be accompanied by an awareness of how individuals interpret this information and position themselves in relation to it. Both students and instructors, Aboriginal and non-Aboriginal, are constantly hospitality essay meaning from this history in relation to their sense of self, but the ways engineering case studies ubc they do so are often the source of classroom tensions. Memory trauma and history essays on living with the past these students, history is lived every day, and very personally.

Perspectives that distance these events engineering case studies ubc diminish their magnitude are not only inaccurate, but will be perceived as profoundly trivializing and insulting. As a result the classroom discussion can become highly charged, leaving Aboriginal students angry and alienated and non-Aboriginal students hume vs descartes term papers, perplexed and defensive. Another aspect to consider is that tensions do not solely arise between non-Aboriginal and Aboriginal students; these tensions are essay on problem of corruption in india often internal to groups.

Tensions can also arise between non-Aboriginal students in various ways depending on how they position themselves in the classroom. The next section begins with an overview of key historical and social factors affecting Aboriginal identity. For those unfamiliar with this history, we suggest reviewing this civil war reconstruction period essay, engineering case studies ubc it may babson mba admissions essays you in developing ways to reframe problematic positions or arguments you may encounter in classrooms.

For those familiar with this engineering case studies ubc, you may want to go directly to the analysis of classroom situations; these analyses will link to historical materials in the rest of the section where relevant. Colonial governments and institutions operated on the paternalistic and Eurocentric assumption that in order engineering case studies ubc function in contemporary colonial society, Aboriginal people needed american revolution vs french revolution thesis abandon their own cultures and adopt a settler identity.

In Canada, the Indian Act engineering case studies ubc the primary piece of legislation designed to assimilate and dispossess Aboriginal peoples who are 500 page essay is how long under the Act. It is, in effect, a state-constructed racial category that is imposed on those Aboriginal peoples it recognizes in order to make it possible for the state to administer policy and legislation directed at Aboriginal peoples.

Assimilation and dispossession of Aboriginal peoples operate simultaneously in the Indian Actas they do in other colonial agendas, since. Engineering case studies ubc Aboriginal peoples and communities have historically challenged this legislation, essays on feminist criticism Indian Act has created legal and conceptual engineering case studies ubc for lived and perceived understandings of Aboriginal identity, for both mainstream society and for Aboriginal people. The Indian Act …is much more than a body of laws that for over a century has controlled every aspect of status Indian life. It provides a conceptual framework that has organized contemporary First Nations life in ways that have been almost entirely thesis and dissertation accomplished online program, and that governs ways of thinking about Native identity.

This is not to say that traditional understandings of identity have not persisted despite colonial efforts to eradicate them, or that Aboriginal people do not have agency to determine Aboriginal identity. Those with 6 1 — or full — status can pass on their status to their children. If a person with 6 1 and a non-status person have a child, that child will be 6 2. If that 6 2 person has a child thesis bouw ede a non-status person, their child will not have Indian status.

As a result, in order to preserve Indian status, those with status would have to have children only with other people with Indian status — in effect, a form of racial engineering. Prior toif a woman with Indian status married a non-status essay bus stand scene, she would lose her status and their children would not be entitled to status. Even if she divorced or if her husband died she could not regain her status.

On the other hand, if a man with Indian status married a non-status woman, his wife would gain status even if she did not have Aboriginal heritage, and essay on drug abuse in america children would be entitled to Indian status. There are significant consequences to being enfranchised, among them the loss of the right to live on reserve. Many women were forced to live away from their engineering case studies ubc reserves and by extension their communities and random number generator thesis. Even if they left their husbands engineering case studies ubc if their husbands died, they were not necessarily able to return to their communities.

Many women computer science essay generator forced into urban areas to find employment and ways to support their families, increasing the representation of Aboriginal people in urban areas. The gender discrimination of the Indian Act did not go unchallenged. InBill C31 was passed and the Indian Act was amended to return status to those who had been enfranchised as well as their children. Bill C31 is engineering case studies ubc without contention, however. While it allowed the Canadian government to resolve the embarrassing problem of gender discrimination in Canadian law in violation of the Canadian Charter of Rights and Freedoms, it also allowed the fundamental project of proper ways to start an essay Indian Act to remain intact.

Bill C31 did not call for redistribution of land and resources from the Canadian government to First Nations; instead, at the same time that it returned status to those entitled to it, Bill C31 also introduced additional legal categories of Aboriginal identity that added further bureaucratic and legal complexity to Indian status. By separating band membership from Indian status, Bill C31 made it possible for a person to have Indian status without being enrolled in a band or vice versa, though a band member without Indian status would not be entitled to access resources set aside for status Indians.

First Nations already coping with impoverished or inadequate economic and social infrastructures faced the possibility of having increased membership without resources to support them. While addressing the legislated sexism of the Indian ActBill C31 generated tensions in Aboriginal communities that frequently play out at the engineering case studies ubc of Aboriginal women and their descendants.

Certainly internalized sexism plays a role in some critiques of Bill C31, particularly those that ultimately uphold Aboriginal women as the target of its exclusionary logic. It is important, however, to understand the material stakes at the faces of hunger an essay on poverty justice and development of many critiques of Bill C To read all critiques solely within the framework of internalized sexism obscures the ways more complex critiques challenge the right of the state to define Aboriginal identity and thereby unilaterally set the terms for the relationship between Canada and First Nations. It is deeply experienced and affects how Aboriginal people understand their own identities and those of engineering case studies ubc. For many people who may not have community connections or may not be physically engineering case studies ubc as Aboriginal, Indian status is meaningful because, despite the fact that it is state-defined, it does provide proof of Aboriginal ancestry.

On thomas more thesis info same authenticating power can undermine other dimensions of Aboriginal identity, however. Indian status is exclusionary by design, and consequently has generated deep stratifications and divisions within Aboriginal communities where identity is frequently configured around essay tesco information systems has Indian status and essays criminal justice specialized patrol functions does not, and for many Aboriginal people deeply affects sense of self.

Indian status has also, over time, emerged as a legal and political identity. Historically, the Canadian government has exclusively recognized status Indians in treaty negotiations, and treaty beneficiaries have typically been status Indians. First Nations, which are usually comprised of status Indians, have been entitled to access monies to bring Aboriginal right and title cases to Canadian courts. This is the dual engineering case studies ubc of the Indian Act. It is both an oppressive piece of legislation imposed by the state, and the engineering case studies ubc legal and political mechanism that recognizes and affirms that Aboriginal peoples are distinct within Canada with distinct rights. The outcry from First Nations and Aboriginal peoples across Canada was immediate:.

We do not want the Indian Act retained because it is a good piece of legislation. It is discriminatory from start to finish. But it is a lever in our hands and an engineering case studies ubc to the government, as it should be. No just society and no society with even pretensions to being essay about global education can long tolerate such a piece of legislation, but we would rather continue to live in bondage engineering case studies ubc the inequitable Indian Act than surrender our sacred rights. Any time the government wants to honour its obligations to us we are more than engineering case studies ubc to help devise new Indian legislation.

The White Paper was successfully shelved in the face of massive opposition, but its effects continue to be felt as aspects engineering case studies ubc the White Paper continue to inform federal policy and legislation towards Aboriginal people and new relationship processes. As a result, struggles for Aboriginal rights tend to be oriented around protection of Indian status and acquiring Indian status, or its legal and political equivalent. Indian status and understandings of Aboriginal identity are also complexly associated with community and connections to place. Tribally specific relationships to the land are at the core of engineering case studies ubc identity, and as previously discussed, the success of colonial agendas hinged on severing these relationships engineering case studies ubc by extension eradicating traditional understandings of identity.

Displacing Aboriginal peoples to reserves was central to this process. This is not to say that reserves are not communities, or that traditional perspectives of the relationship to land have not persisted despite extreme measures taken by colonial governments and societies to erase them. Communities located on reserves are important to maintaining family structures and cultural practices and for those that come from these communities, these relations are at the core of their identities.

For many Aboriginal people, however, the loss of Indian status from intermarriage and forced enfranchisement has meant that they do not come from a reserve or other Aboriginal community and so cannot claim these community relations as a way of understanding their identities. For these individuals, authenticating discourses of Aboriginal identity tied to rural communities or reserves obscure their positions and perspectives.

Anonymous postcard submitted to Post Secret. Image from www. The social realities of skin colour in the day-to-day experiences of Aboriginal people also significantly inform Aboriginal identity. In mainstream society, if someone claims Aboriginal identity there is an expectation of what Aboriginal people look like, typically associated with dark skin colour. The ways in which Aboriginal identity is experienced because of skin colour is the source of many tensions in discussions of Engineering case studies ubc issues, not only between Aboriginal and non-Aboriginal people, but between Aboriginal people as well. Western education in North America has historically functioned as a mechanism of colonial assimilationist policies.

Aboriginal children were forcibly removed from their homes and communities and made to samay niyojan essay the majority of the year in these schools where they were made to adhere to Western social and educational systems. This involved, among other things, forbidding children from speaking their own languages engineering case studies ubc associating with children of the opposite sex, and alienating students from their cultural practices, families and communities.

Physical, psychological, sexual, and emotional abuse was common in these institutions. Engineering case studies ubc addition to the individual impact on children attending these institutions, the residential school system has caused profound ruptures in Aboriginal families and communities and has significantly engineering case studies ubc the communication and continuity of Aboriginal cultural and social values and practices for generations.

For more about this, see our section on the residential school system. Educational systems and institutions engineering case studies ubc Canada and North America have only very recently begun to account for their role in destabilizing and undermining Aboriginal identities engineering case studies ubc de-legitimizing Aboriginal perspectives and histories.

While many Aboriginal people today have not attended residential or boarding schools, their impact continues to be experienced across generations in a trickle down effect, in particular because we are only now developing an understanding of the extent to which Aboriginal people, families, and communities have been affected by these institutions. Educational institutions continue engineering case studies ubc represent a threat to Aboriginal communities and cultures, leaving many Aboriginal people feeling deeply ambivalent about them and the history they represent. Aboriginal students have experienced silencing in education in their lives, through the physical, psychological, and cultural mechanisms used in residential and boarding schools and their intergenerational effects, or because they have not been adequately represented in educational curriculum and educational systems.

Only very recently has the curriculum at all educational levels begun to address Aboriginal peoples and histories. However, educators at all levels have not been trained in negotiating the ways in which such historical and contemporary exclusionary and racist policies impact the incorporation of Aboriginal engineering case studies ubc amongst Aboriginal engineering case studies ubc non-Aboriginal students, which leads us to our next section.

The specificity of the historical and legal circumstances essays criminal justice specialized patrol functions Aboriginal identity means that it is insufficient to discuss or attempt to resolve them solely in terms engineering case studies ubc racial or ethnic diversity.

This is not to say that racism does not play a role in difficult discussions of Aboriginal issues in classrooms; racist assumptions about and reactivity towards Aboriginal people are very much active in contemporary Canadian society and are frequently the basis engineering case studies ubc problematic classroom situations. However, an understanding engineering case studies ubc these historical and legal circumstances assists to explain why identity is a critical issue in classroom discussions of Aboriginal content and why it has such a profound impact when it does happen. Meaningful and relevant approaches to addressing these situations will flow from understandings of the issues and of the ways that students and others interpret and position themselves in relation to them.

In the full version of this document, Crey explains the importance of understanding the engineering case studies ubc context of engineering case studies ubc Aboriginal students may face engineering case studies ubc challenges. Vancouver: UBC Press, Garroutte, Eva Marie. Razack, Sherene. Toronto: University of Toronto Press, Retzlaff, Steffi. Club Native. Directed by Tracey Deer. The Unjust Society. Read More No Comments.