Indigenous People

The road to reconciliation

 Agenda
Social welfare issues and debates concerning
Indigenous communities (both past and present)

Programs and services

Social policies

Recommendations to improve social programs and

services

Kahoot!
 Residential Schools
 Residential schools were government-sponsored schools run by churches.

 The first residential school was open in 1828 and the last one was closed in
1996.

 The primary purpose was to integrate or assimilate Indigenous children into

mainstream, Euro-Canadian culture .

 Students were isolated and their culture disparaged – removed from their
homes and parents, separated from some or all of their siblings (the schools
were segregated according to gender), and forbidden to speak their first
language, even in letters home to their parents.

 Boys had their hair cut, and children were stripped of traditional clothing
and given new names

(Miller & Marshall, 2012)

 Residential Schools Cont’d
 Residential schools operated on a half day system. Half the day was
spent in the classroom, the second half was spent on working

 Girls were responsible for housekeeping (cooking, cleaning, laundry and

sewing)

 Boys were involved in carpentry, construction, general maintenance and

agricultural labour

 Children were often subject to various forms of abuse; verbal, emotional,

physical, and sexual.

(Miller & Marshall, 2012)

 Outcome of Residential Schools
 “The history of residential schools has been identified as having long lasting
and intergenerational effects on the physical and mental well-being of
Indigenous populations in Canada” (Wilk, Maltby, & Cooke, 2017).

 Negative outcomes resulting from personal experiences and intergenerational

impacts may include:

 Medical conditions – chronic health conditions, infectious diseases,

malnourishment, physical trauma from physical and sexual abuse

 Mental health issues – depression, anxiety, substance abuse, paranoia,

obsessive-compulsive disorder (OCD), post-traumatic stress disorder
(PTSD), and suicide

 Cultural effects – changes to spiritual practices, loss of languages and

traditional knowledge
Missing and Murdered Indigenous
Women and Children
 Missing and murdered Indigenous women is a prevalent issue
currently affecting Indigenous people in Canada and the
United States, including the First Nations, Inuit, Métis and
Native American communities. It has been described as a
Canadian national crisis.
 Based on an RCMP report from 2014:
 1,017 aboriginal women have been murdered;
another 164 are still considered missing.
 Aboriginal women account for 4.3% of the overall Canadian
female population, but account for 11.3% of the cases of
missing women and represent 16% of female homicides.

(Pressprogress, 2014)
 Missing or Murdered Project
 Missing or Murdered is part of CBC’s ongoing investigation into missing and
murdered Indigenous women.

 CBC News has looked into 34 cases across Canada which involve the death or
disappearance of Indigenous women – the youngest being 9 months, the oldest 78
years old

 In each case, families of the women state that they do not accept the findings of the
police and suggest murder may be involved.

 Evidence in many of the cases has pointed to suspicious circumstances,

unexplained bruises, and additional factors that suggest further investigation is
warranted.

(“Missing and Murdered Aboriginal Women”, 2016)

 National Inquiry into Missing and
Murdered Indigenous Women and Girls
 In response to calls for action from Indigenous families, communities and
organizations, as well as non-governmental and international
organizations, the Government of Canada launched an entirely
independent National Inquiry into Missing and Murdered Indigenous
Women and Girls in September 2016.

 Composed of four Commissioners from across the country, the National

Inquiry is a legal process independent from federal, provincial and
territorial governments, crown corporations and Indigenous forms of
government. The Commissioners’ mandate is to gather evidence, and to
examine and report on the systemic causes of all forms of violence against
Indigenous women and girls in Canada by looking at patterns and
underlying factors.
(“Find the truth. Honour the truth. Give life to the truth”, n.d.)
 National Inquiry Cont’d

 “Shining a light on all the causes of violence, murders, and

disappearances is a daunting task. But it is a necessary one. We
are exposing hard truths about the devastating impacts of
colonization, racism and sexism—aspects of Canadian society
that many Canadians are reluctant to accept. Our goal is to offer
effective recommendations that will enhance and ensure the
safety of our women and girls”

(“Find the truth. Honour the truth. Give life to the truth”, n.d.)
 The REDress Project
 “The REDress Project, focuses around the issue of missing or
murdered Aboriginal women across Canada. It is an installation art
project based on an aesthetic response to this critical national issue.
The project seeks to collect 600 red dresses by community
donations that will later be installed in public spaces throughout
Winnipeg and across Canada as a visual reminder of the staggering
number of women who are no longer with us. Through the
installation I hope to draw attention to the gendered and racialized
nature of violent crimes against aboriginal women and to evoke a
presence through the marking of absence”(“TheREDress Project”,2014)
 Trans Mountain Pipeline
 On November 29, 2016, the Government of Canada granted approval for the Trans
Mountain Expansion Project.

 On May 19, 2016, following a 29-month review, the National Energy Board
concluded the Project is in the Canadian public interest and recommended the
Federal Governor in Council approve the expansion.

 With no treaties or actual land concessions, it is unceded territory.

 The Indigenous community has rejected the pipeline, as their medicines, food, water,
and other resources are on the land and not replaceable.

 RCMP have sent heavily armed police to break up protests against the expansion of
the pipeline.

 “People like to think that things have gotten better in Canada, and in our
communities, but we know the state is willing and capable of using the same kind of
violence that they have used against our people for the last 150 years” (Molly
Wickham).
 Trans Mountain Pipeline

https://globalnews.ca/news/4709140/washington-state-first-
nations-speak-out-against-trans-mountain-pipeline-expansion/
 Programs and Services
 Family Violence Prevention Program
The Government of Canada is supporting 41 shelters and providing funding
for proposals for family violence, prevention projects, and community driven
proposals.

 Assisted Living Program

Provides funds to service providers to assist non-medical social support
services to people living on the reserve with chronic illness or disability.

 On-reserve Income Assistance Program

Participation in First Nation communities by providing great labour
markets.
 Programs and Services
(Cont’d)
 Supporting Inuit Children Program
Provides access to essential products, services, and supports for Inuit
Children, as supported by the Child First Initiative.

 First Nation Child and Family Services

Provides and funds prevention and protection services that assist the safety
and well-being of First Nation children and families on reserve.

 Urban Programming for Indigenous Peoples

Educate on the funding that is available for specific organizations and
projects that are targeted for urban indigenous peoples.
 Lands and Trust
This service is directly related to Indigenous Service Canada’s
responsibilities under the Indian Act and includes;

 Maintaining the Indian Band register

 Assisting people who wish to apply for status Indian reinstatement
under Bill C-31
 Helps Bands establish their own membership rules
 Maintaining adoption records
 Providing Indian Status certificates
 Making Treaty payments
 Fulfilling statutory obligations established under Treaty 8 and 11
 Advising on band by-law development
 Lands and Environment

 Lands and Environment offers support and advice to First

Nations, Tribal Councils and members regarding land
management, administration, environmental protection and
Indian Affairs Branch Lands. The division also assists with
natural resource management on reserve lands, land use
planning, bylaw development and land designations on reserves
as well as the creation of and additions to Reserves.
 Education

 This program provides funding for registered Indian and Inuit

individuals to enroll in post-secondary courses that will prepare
them to enter a college or university program. Students are
eligible for tuition, books and living allowance for a maximum of
ten months (two semesters). Some students are also eligible for a
travel allowance. Students must be registered in a minimum
number of credits to receive funding.
 Recommendation and Suggestions

Community Hubs

 Creating community hubs for services by putting housing, health

care, child welfare, after-school homework and meal programs all
in one building in every neighbourhood. Normally, a family would
have to spend the whole day on transit to access a doctor, after
school programs, parenting classes or free meals and recreation
programs. These services need to be inclusive and accessible for
Indigenous peoples, as opposed to being located in remote,
secluded areas.
 Recommendation and Suggestions
Return to Traditional Models of Family Care

 Implementing a return of respect for the matriarchy in

Indigenous communities, which used to be responsible for child
welfare before the settlers intervened. Advocating for change and
beginning to change the model of making decisions about
keeping children safe and families together.
 Recommendation and Suggestions

Holistic Approach to Physical and Mental Health

Services

 Incorporating non-traditional medicinal and healing practices

including smudging, medicine wheel, 7 sacred medicines,
spiritual practices, and giving back to nature.
 Recommendation and Suggestions
Bridging the Gap Between Indigenous and Non-Indigenous
Communities

 Understanding, and honouring, our treaty responsibilities.

“With the exception of British Columbia, where the majority of the land is
unceded First Nations territory, everyone living in Canada today is
considered a treaty person. We all have rights and responsibilities outlined
in one or more of the 56 historical treaties signed between Indigenous
people and the British Crown”.

 Encouraging the use of cultural and spiritual practices, celebrating

traditions and ceremonies.

 Being active members within our community; initiating contact with

government officials, advocating, and supporting local Indigenous-owned
businesses.
 Kahoot!
https://create.kahoot.it/share/indigenous-people/67f18262-
587e-4a81-a9a0-116149663bcb
 References
Aboriginal Affairs and Northern Development Canada. (2010, September
15). Education. Retrieved March 29, 2019,
From https://www.aadncaandc.gc.ca/eng/1100100026184/1100100026189

Expansion Project. (n.d.). Retrieved March 27, 2019,from

https://www.transmountain.com/project-overview

Find the truth. Honour the truth. Give life to the truth. (n.d.). Retrieved
March 27, 2019, from http://www.mmiwg-ffada.ca/

Hyslop, K. (2018, June 20). How We All Can Help Improve Indigenous
Child Welfare Today. Retrieved March 29, 2019, from
https://thetyee.ca/News/2018/06/20/Improve-Indigenous-Welfare-Today/
J., Black. (2014). The REDress Project. Retrieved March 27, 2019,
from http://www.theredressproject.org/
 References Cont’d
Miller, J. (2012, October 10). Residential Schools in Canada (T.
Marshall, Ed.). Retrieved March 27, 2019,
from https://www.thecanadianencyclopedia.ca/en/article/residential-schools

Missing and Murdered Aboriginal Women. (n.d.). Retrieved from

https://www.cbc.ca/missingandmurdered/
Northern Affairs Canada. (2010, September 15). Lands and Trust
Services. Retrieved March 29, 2019, from https://www.aadnc-
aandc.gc.ca/eng/1100100027734/1100100027735
Northern Affairs Canada. (2014, April 01). Lands and Environment.
Retrieved March 29, 2019, from
https://www.aadncaandc.gc.ca/eng/1100100027731/1100100027732
 References Cont’d
Northern Affairs Canada. (2014, April 01). Field Services. Retrieved March
29, 2019, from https://www.aadnc-aandc.gc.ca/eng/1100100027719/1100100027720

O'Rourke, D. (2019, January 13). TransCanada's pipeline plans in BC may have just
killed reconciliation with First Nations. Retrieved March 27, 2019, from
https://nowtoronto.com/news/transcanada-pipeline-reconciliation-first-nations/

Pressprogress. (2014, May 17). Retrieved March 27, 2019, from

https://pressprogress.ca/5_stats_we_now_know_about_canada_s_murdered_and_mi
ssing_aboriginal_women/

Wilk, P., Maltby, A., & Cooke, M. (2017, March 02). Residential schools
and the effects on Indigenous health and well-being in Canada-a scoping review.
Retrieved March 27, 2019, from
https://publichealthreviews.biomedcentral.com/articles/10.1186/s40985-017-0055-6