In the summer of 2015, the Truth and Reconciliation Commission of Canada (TRC) delivered a summary of its final report on the history and legacy of Indian residential schools. The commissioners argue that all Canadians have a role to play in the project of reconciliation.
We suggest that economists and other similar quantitative social scientists are in a unique position to contribute to this project, and we offer some thoughts on the role they can play, summarize the current data available, and discuss how new data may be created. We then discuss what challenges economists and others may face when working with Indigenous data and how these might be navigated.
Despite recent claims by Saul (2008) that Canada’s federal and provincial systems of government, including its justice systems, have been strongly influenced by Aboriginal peoples, this article advances that any influence has been largely coincidental. A detailed critical appraisal of Saul’s work reveals a romanticized glossing over of Aboriginal–settler history rather than a detailed engagement with it.
Taking Saul’s purported goals rather than his analysis as a starting point, this article seeks to examine ways in which provincial and federal government legislative institutions might better incorporate (some) Aboriginal conceptions of power, justice, and decision- making. In so doing it argues for a process of “syncretic democracy,” which includes symbols, ceremonies, guaranteed Aboriginal seats in existing institutions, potentially new institutions, and a much larger process of deliberation around how best to indigenize (and change) Canada’s institutions.
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In Canada, the initial relationship between the Crown and First Nations was a nation-to-nation one. However, this relationship quickly deteriorated. Between 1857 and 1985, the Colonial and federal government passed various pieces of legislation with strong assimilation intentions.
Past attempts to rectify the colonialist basis for the current Aboriginal-Crown relationship have largely failed. Most notably, this is due to the limited interpretation of section 35(1) of the Constitution by Canadian courts and the failed negotiations to flesh out the scope of self-government, as mandated by section 37.
An historiographical approach to examining issues related to decolonizing research practices that privilege Indigenous perspectives, differing cultural views of resources and the environment, and the colonizing impacts of industrial and extractive practices on Indigenous communities.
The purpose of this paper is to examine how the geo-political and policy relationships have evolved between First Nations and the colonial regimes involved in the formation of Canada as a nation; to consider how Canada as an evolving colonial entity has used education as a process of colonization of First Nation communities, families, and children; and to regard decolonization and self-determination as processes in education that can derail oppression in First Nation communities.
Discusses the 3 calls to action issued by the TRC to the news media regarding the news media’s role in shaping public opinion, including a long history of
perpetuating negative stereotypes and under-reporting issues of importance to Indigenous communities.
A collection of current journals, monographs, conference proceedings and reports. Material comes from Australia and New Zealand as well as from Indonesia, Malaysia, North America and the Pacific. It covers both topical and historical issues within Indigenous studies and in the interdisciplinary subjects of anthropology, community development, cultural studies, economics, education, health, history, human geography, law and land rights, literature, politics and policy making, colonial studies, race studies, sociology, and visual and performing arts. When you access the database, you will have to filter the results only to the Indigenous Collection.
License Information: There are no restrictions to the number of simultaneous users. Access is restricted to current students, faculty, and staff of the University of Saskatchewan, and to "walk-in" users of the University of Saskatchewan Library for educational, research, and non-commercial personal use. It is accessible in the library, on campus, and remotely. Systematic copying or downloading of electronic resource content is not permitted by Canadian and International Copyright law.
A comprehensive scholarly, multi-disciplinary full-text database indexing journals, including thousands of peer-reviewed journals. Abstracts and indexes are also included for monographs, conference proceedings, and reports.
License Information: There are no restrictions to the number of simultaneous users. Access is restricted to current students, faculty, and staff of the University of Saskatchewan, and to walk-in users of the University of Saskatchewan Library for educational, research, and non-commercial personal use. It is accessible in the library, on campus, and remotely. Systematic copying or downloading of electronic resource content is not permitted by Canadian and International Copyright law.