Incomplete Sovereigns: Unpacking Patterns of Indigenous Self-Governance in the United States and Canada

ABSTRACT

In the early 1970s, both the Canadian and United States federal governments introduced modern land claim agreements as a first step forward in the states’ recognition of Indigenous goals for self-determination. Since then, both the United States and Canadian federal governments have incrementally expanded their recognition of Indigenous rights to include Indigenous goals for political self-determination. Yet, despite the fact that both countries began implementing broadly similar policies at approximately the same time, the degree to which Indigenous political and economic self-determination has been realized varies considerably both within and between the two countries. The variation in Indigenous self-governing power and authority suggests that the policy shift towards Indigenous self-determination is incomplete and has faced important barriers to implementation. This paper investigates two key aspects of this variation in Indigenous self-determination in the United States and Canada: (1) institutional histories embedded in geography, and (2) the temporal nature of policy frameworks. I argue that the full realization of Indigenous self-determination has been shaped in different ways and, ultimately, is limited by the intersection of embedded institutional legacies and federal political dynamics.     

Citizens of Empire: Education and Teacher Exchanges in Canada and the Commonwealth, 1910–40

This article examines how one group of actors actively infused education, citizenship and Canada’s international relationships with a sense of empire in the first third of the twentieth century. Making use of archival and published sources from collections in Canada and Britain, it focuses in particular on imperial citizenship teaching in Canadian schools, a number of education conferences held in the United Kingdom and the exchanges of elementary and high school teachers and school inspectors between commonwealth countries. In this period, politicians and bureaucrats in Canada and other dominions actively connected their education systems to an imperial network at the very moment that others were striving to attain more economic and political autonomy from the British government. Education came to occupy a significant cultural space alongside the trade agreements and constitutional changes that slowly recalibrated the nature of the British imperial system in the interwar period. Imperial education projects were an important feature of the cultural politics of a fading empire, but they were driven by actors in both the imperial centre and the self-governing dominions. This article argues that between 1910 and 1940 teachers and politicians in Canada drew on an international support network, actively fostered new ideas of citizenship, and strove to assert the country’s belonging in the British Empire.     

Canada's history wars: indigenous genocide and public memory in the United States,Australia and Canada

In this article, I explore the slow development of a national debate in Canada about genocide in the Indian residential schools, which I compare to earlier ‘history wars’ in Australia and the United States. In the first section I begin with a brief introduction to the history of the IRS system and some of its legacies, as well as attempts at redress. These include financial compensation through the 2006 IRS Settlement Agreement, an official apology and the creation of a Truth and Reconciliation Commission (TRC), which has been a nodal point for articulating claims of genocide. I follow this in the second section with an analysis of the history wars in the United States and Australia over indigenous genocide, before engaging in the third section with debates about genocide in Canada. Overt debates about genocide have been relatively slow in developing, in part because of the creation of a TRC, mandated with collecting the ‘truth’ about the IRS system while similarly engaging in ‘reconciliation’ (a contested term) with settler Canadians. While Canada's history wars may seem slow in getting off the ground, the TRC's more ‘balanced’ approach and wide-ranging engagement with non-Aboriginal societal actors may have a greater effect in stimulating national awareness than in the United States and Australia.     

‘Our home,our way of life’: spiritual homelessness and the sociocultural dimensions of Indigenous homelessness in the Northwest Territories (NWT), Canada

In this article, I examine the sociocultural dimensions of Indigenous home and homelessness through a case study of increasing visible homelessness in two northern Canadian communities. Drawing on five years of ethnographic research on Indigenous homelessness in Yellowknife and Inuvik, two regional centres in the Northwest Territories (NWT), Canada, I suggest that Indigenous experiences of homelessness are at once collective and immediate. In particular, I draw on the concept of ‘spiritual homelessness’ (Keys Young 1998) to examine the multiple scales of homelessness experienced among northern Indigenous people. Research participants highlight several key elements of rapid sociocultural change that have an enduring impact on a collective sense of home and belonging, and play integral roles in shaping the experiences of homeless Indigenous people. Social and material exclusion, breakdowns in family and community, detachment from cultural identity, intergenerational trauma and institutionalisation are all woven throughout the personal narratives of homelessness articulated by research participants. I argue that the alleviation of Indigenous homelessness in the NWT depends on a decolonising agenda that specifically addresses contemporary colonial geographies and their expressions in the key institutions in Indigenous peoples' lives.     

Tender grounds: Intimate visceral violence and British Columbia's colonial geographies

Ongoing colonial violence, I argue in this paper, operates through geographies of Indigenous homes, families, and bodies that are too often overlooked in standard geographical accounts of colonialism. Contiguous with residential school violence and other micro-scale efforts to eliminate Indigenous peoples, colonial power continues to assert itself profoundly through intervention into and disruption of intimate, ‘tender’ (Stoler, 2006), embodied, ‘visceral’ (Hayes-Conroy & Hayes-Conroy 2008; Hayes-Conroy and Hayes-Conroy 2010), and biopolitical (Morgensen, 2011a) geographies of Indigenous women and children. Drawing on feminist and decolonizing theories, along with the concept of ‘slow violence’ (Nixon, 2011), I offer in this paper a grounded account of spatial forms of governmentality in ongoing colonial relations in British Columbia, Canada. I critique dominant geographic inquires into colonialism as being primarily about land, natural resources, and territory. These inquiries, I suggest, risk perpetuating colonial violence in their erasure of Indigenous women and children's ontologies, positing this violence as something ‘out there’ as opposed to an ever-present presence that all settler colonists are implicated in.     

“This is an Indigenous city; why don't we see it?” Indigenous urbanism and spatial production in Winnipeg

This paper examines indigeneity and spatial production in the city of Winnipeg, home to the largest urban Indigenous population in Canada. Using data from semi‐structured interviews with Indigenous inhabitants, municipal officials, and Indigenous leaders, this paper argues that the right to the city and to difference are deradicalized for urban Indigenous communities. Indigenous engagement in processes of everyday urbanism occurs through broadly participatory public consultation and through mechanisms designed by City Hall to communicate with Indigenous communities about municipal initiatives. To arrive at a more robust and meaningful Indigenous urban visibility in Canadian cities, spatial production and programming mechanisms will need to be reconstituted. Guided by the perspectives of Indigenous participants, this paper considers some of what Indigenous urbanism might yet entail. Fulfilling coexistence and reconciliation is dependent on enabling Indigenous urbanism to guide the course taken in urban governance, spatial planning, and the built environment of Canadian cities.     

Settler colonialism and cultural policy: the colonial foundations and refoundations of Canadian cultural policy

This article aims to reintegrate the colonial history of Canada as part of the grids of analysis for understanding the evolution of its Federal cultural policy. Building on the notion of settler colonialism and its implication for Indigenous population (For the purposes of this paper, the term ‘Indigenous’ is used in place of, perhaps, more popular or familiar terms – such as ‘Aboriginal’ or ‘Native’ – in order to remain consistent with current Indigenous politics. In particular, some Indigenous scholars are reluctant to accept the label Aboriginal because they feel it is consistent with the colonial order imposed by the Canadian government [Alfred and Corntassel 2005, p. 599]). The term Indigenous also alludes to a global political awareness and to forms of alterity between different populations from North America, South America, Asia, and the Pacific. in Canada, this paper documents different transformations in cultural policy and illustrates some of its paradoxes and challenges. Building on principles developed by Indigenous scholars, this article highlights some of the components for decolonizing cultural policy in Canada. It is argued that a post-colonial cultural policy must build on the grounds of ethics (and ethos).     

Do Minorities Trust Less? Understanding Differences in Social Trust among Canada’s Major Ethno-Racial Groups

Using data from Canada’s General Social Survey, this article assesses ethno-racial differences in social trust. Bivariate findings reveal that the three most culturally distinctive minorities—visible minorities, the French, and Indigenous Peoples—exhibit the lowest trust of all groups. Multivariate analyses show that controls for “ethno-cultural markers” (religion, language, immigration status), socioeconomic influences (education, income), and social engagement indicators (voluntary association activity, ethnic diversity of friendships) explain the lower trust between the French and, less so, among visible minorities. Socioeconomic factors partly account for lower trust among Indigenous Peoples, but they still express comparatively low social trust even with controls. The article discusses how interpretations focusing on “social distance” and “social boundaries” processes help in understanding social trust differences across Canada’s major ethno-racial communities.     

Crafting heritage: artisans and the making of Indigenous heritage in contemporary Taiwan

Since the 1990s, Indigenous groups in Taiwan have been increasingly engaged in retrieving and reviving cultural practices that are considered ‘traditional’ and markers of Indigenous identities. This article takes such recent and ongoing revival of cultural practices and connected material culture amongst Taiwanese Indigenous groups as the departure point to argue that the idea of a ‘contemporary Indigenous heritage’ is constructed (notably by Indigenous artists and artisans) through the conflation of ‘tradition’, ‘value’, ‘authenticity’ and ‘indigeneity’, as well as creativity and innovation. In the article, I endeavour to explain this process. To this end, I identify and illustrate a set of strategies and discourses through which Indigenous artists and artisans in Taiwan construct their work as both ‘Indigenous’ and ‘heritage’. I suggest that such strategies and discourses revolve around the following: (i) materiality, (ii) visual display and performance, (iii) Indigenous cultural research and (iv) knowledge transmission. Building on the Taiwanese case study, this article furthers scholarly enquiries into the making of heritage by generating an enhanced understanding of the role of artists and artisans in the creation, renewal, authentication and transmission of ‘Indigenous heritage’.     

Issues in improving geography and earth science teacher education: results of the #IPGESTE 2016 conference

Earth Science and Geography teacher preparation has developed to some degree along different lines, despite sharing many of the same issues, especially with regard to challenges in teacher education. The conference “International Perspectives on Geography and Earth Science Teacher Education 2016” wanted to bring together educators from both sciences from around the world together to move the debate about these challenges forward. From the research presentations and the discussion during and after the conference, several issues emerged: (1) the importance of the two subjects not losing sight of each other; (2) the need to overcome language barriers; (3) the question of standards/objectives for geography teacher education (e.g. with regard to teachers’ (P)CK); (4) media used in teacher education (including ways to improve them); (5) ways to improve learners’ geography and earth science content knowledge; and (6) strategies to increase teachers’ professionalism. We already suggest some specific steps teacher educators in the two fields can take to improve teacher education. Yet, it also became clear that more research and strengthening international collaborations are needed, as well as better communication of the results of these efforts to practitioners.     

Returning home: heritage work among the Stl’atl’imx of the Lower Lillooet River Valley

This article focusses on heritage practices in the tensioned landscape of the Stl’atl’imx (pronounced Stat-lee-um) people of the Lower Lillooet River Valley, British Columbia, Canada. Displaced from their traditional territories and cultural traditions through the colonial encounter, they are enacting, challenging and remaking their heritage as part of their long term goal to reclaim their land and return ‘home’. I draw on three examples of their heritage work: graveyard cleaning, the shifting ‘official’/‘unofficial’ heritage of a wagon road, and marshalling of the mountain named Nsvq’ts (pronounced In-SHUCK-ch) in order to illustrate how the past is strategically mobilised in order to substantiate positions in the present. While this paper focusses on heritage in an Indigenous and postcolonial context, I contend that the dynamics of heritage practices outlined here are applicable to all heritage practices.     

Long-term trends in health status and determinants of health among the off-reserve Indigenous population in Canada, 1991–2012

The Indigenous population in Canada totals approximately 1.6 million individuals, representing about 5% of the total population. The off-reserve Indigenous population represents the fastest growing segment of the Indigenous population, with over 50% living in urban settings. Despite the size of the off-reserve population, research on the health of Indigenous peoples tends to remain focused on reserve-based populations. The purpose of this paper is to contribute to a better understanding of health and social determinants of health among off-reserve Indigenous peoples in Canada. Using data from the 1991 and 2012 Aboriginal Peoples Surveys this paper examines changes in health status and the social determinants of health over a 20-year time span. Results show a decline in health care use and self-reported health status in the period between 1991 and 2012. The results may be related to urbanization, aging, and increased prevalence of some chronic conditions. The findings may also be tied to barriers to achieving adequate off-reserve health care—jurisdictional disputes, disjointed program coverage, systemic racism, and a lack of equity-oriented health services. There remains a pressing need for Indigenous and non-Indigenous governments, researchers, and policymakers to build new relationships that bridge these gaps in health and access to timely care.     

Appropriation,Absence and the Canadian Studies Classroom

ABSTRACT

This article focuses on “appropriation of voice” or “cultural appropriation” in the Canadian Studies classroom. It is aimed at instructors who teach Canadian Literature outside Canada, in places where Canada is itself a strange, foreign or even exotic country. Keeping classroom practice in mind, I divide the article into three sections. The first provides a classroom-oriented overview of appropriation debates; the second looks at tokenism on reading lists; the third reflects on problems of absence or of dealing with canonical texts that skim over Canada’s Indigenous Peoples—specifically, by analyzing two brief examples from Stephen Leacock’s Sunshine Sketches of a Little Town (1912) and one from Anne Michaels’s Fugitive Pieces (1996).     

A Question of Access: Education Needs of Undocumented Children in Malaysia

In 2002, the Government of Malaysia amended the Education Act of 1996 (Act 550) to, in effect, limit access to free education to Malaysian citizens. This means that children of foreigners who do not have proper documentation but reside in Malaysia cannot attend government schools. Those affected are the children of foreign workers, asylum seekers and refugees. This paper attempts to outline the background to the education needs of Filipino children and map out existing initiatives by non-government organisations to mitigate the problems of illiteracy and poverty. It also attempts to describe the aspirations of these children in terms of education. The first section discusses the circumstances behind being undocumented in East Malaysia, while the second section describes existing local non-government organisation initiatives and the challenges such organisations face in providing free education to undocumented children. The findings are drawn from two fieldwork sessions, conducted in 2006–07 and 2013–14. Both research sessions used observation, semi-structured interviews and focus-group discussions (FGD) with children aged 7–17 years in Sabah, Malaysia. This study finds that children are in a desperate situation as a result of being denied an education. While there are non-formal learning centres available in their communities, these local initiatives are insufficient to provide a clear path to education in towns and rural villages.     

“Our Journey,Our Choice,Our Future”: Huu‐ay‐aht First Nations’ Self‐Government enacted through the Maa‐nulth Treaty with British Columbia and Canada

In 2011, Huu‐ay‐aht First Nations became one of five Nuu‐chah‐nulth Nations on the west coast of Vancouver Island in Canada to implement the Maa‐nulth Treaty with the Province of British Columbia and Canada. Modern treaties are dense and lengthy legal documents that exhaustively set out the obligations of each signatory party. They are heavily criticised for being unjust extensions of colonialism that limit Indigenous self‐determination and transform homelands under settler colonial property regimes. Yet, some First Nations accept these agreements as their chosen path for self‐government in state structures. We document Huu‐ay‐aht First Nations’ decision‐making that resulted when the Maa‐nulth Treaty was implemented and replaced the Indian Act by analysing the Maa‐nulth Treaty and interviews conducted with Huu‐ay‐aht First Nations leadership. We demonstrate how ?iisaak (respect) and ?uu?a?uk (taking care of) guided Huu‐ay‐aht First Nations’ self‐government, while nesting this discussion in the complexities and critiques of modern treaties.     

Knowledge bases and regional development: collaborations between higher education and cultural creative industries

This paper builds on the assumption that cooperation between higher education institutions (HEIs) and creative and cultural industries (CCIs) stimulates innovation and economic growth at the regional level. It further assumes that HEIs and CCIs hold different perspectives on their intention to cooperate with external actors and, thus, there is a need for joint arenas to develop and integrate knowledge and practices among stakeholders across academia and industry. With this rationale in mind, the paper’s main objective is to discuss how universities’ roles in the establishment and development of locally embedded CCIs change or evolve over time. Taking a process economics perspective and building on a case study from the South of Norway, two questions are addressed: (1) What are the barriers – structural and cognitive-cultural – hindering cooperation between HEIs and CCIs in Southern Norway? and (2) How can long-term win-win cooperative arrangements between HEIs and CCIs be enhanced? Different knowledge bases, combined with lack of knowledge and understanding of the other sector’s expertise or knowledge content, and thus the lack of common language, were found to be the biggest barriers that must be overcome to stimulate strategic cooperation between HEIs and CCIs in Southern Norway. The findings support the need for a diverse and flexible policy where target initiatives are adjusted to CCIs’ needs and academic departments’ fields of knowledge to decrease barriers to cooperation, with the ultimate aim of moving from a situation of ‘lock-in’ towards the creation of new innovative and valuable relationships.     

The Nick-Squared Test for Indigenous Education’s “Goodness of Fit” with Environmental Education in Canada

This article explores the personal experiences using a currere model of two new academics and their investigations into the relationships between Indigenous education and environmental education. It outlines the challenges of Indigenous education within the contexts of higher education in the Coast Salish region with a specific focus on the Canadian role in Indigenizing education. We suggest that an intervention in our current practices is necessary in light of the ongoing violations of the Universal Declaration of Human rights and the Declaration of the Rights of Indigenous Peoples. We provide language and insights into cultural schizophrenia, authenticity, and the complexities of Indigenization.     

Geotheorizing mountain–child relations within anthropogenic inheritances*

This paper focuses on children’s relations with what is now known as Burnaby Mountain in British Columbia, Canada. In particular, it grapples with encounters with the mountain, atop which several childcare centres are located. The mountain, on unceded Indigenous Coast Salish territories, has become a contested site of colonial capitalist extraction due to a proposal to build a tar sands oil pipeline that would tunnel through the mountain. Sustained protest action emerged at the site amidst initiation of test borehole drilling activity by the pipeline company. In this paper, I engage with the potential of geotheorizing children’s relations as a critical response that interrupts dominant understandings of what is seen as appropriate for young children’s curriculum. I consider the effects of refiguring children’s subjectivities through geologic and geontological relations for the normalization and resistance of settler colonialism’s human-centric and extractive structurings.     

‘A wolf in sheep’s clothing’: settler voting rights and the elimination of the Indigenous demos in US Pacific territories

Settler colonialism eliminates Indigenous sovereignty, enthrones itself, and thereby makes Indigenous land ‘ours’. It may do this meta-politically, by absorbing ‘them’ into ‘us’. This article explores three recent lawsuits brought by settlers against Indigenous demoi in US Pacific territories. I show that in each lawsuit, settlers brandished a novel ‘tool of elimination’: individual voting rights. I trace how settlers wielded this tool to deliver a ‘one-two punch’, first condemning as ‘illiberal’ restrictive voting laws flowing from Indigenous sovereignty and then championing race-neutral laws that would in effect enthrone settlers. I show that courts hearing these cases were faced with choosing the appropriate ‘framing of justice’ – with whether the relevant rights-bearer was the universal individual voter or the ‘constitutionally prior’ Indigenous demos. Finally, I show that, because the courts ultimately framed these disputes as individual-rights cases, settlers extended control of meta-politics on the US Pacific frontier.     

Indigenous biocultural rights and the Blue Mountains: Local and international policy challenges

Indigenous knowledges play a critical role in addressing the environmental crisis, and the United Nations system has adopted a suite of international treaties to protect and strengthen Indigenous peoples’ rights, which are often described as biocultural rights. Because World Heritage Areas are nominated and monitored by UNESCO, an initial hypothesis in this study was that such areas would be subject to higher than normal standards in regard to Indigenous people’s biocultural rights. By reference to the Greater Blue Mountains World Heritage Area, Australia, this research examined how the international legislative framework influences conservation practices. We held semi-structured interviews with conservation and Indigenous local experts and compared park management practices in the Area against those used in an Indigenous Protected Area. Findings align with the literature and suggest that Indigenous and scientific knowledge systems can generate new insights for the Area and other sites. Yet, Indigenous knowledges are only marginally applied in practice. Some barriers to full participation of Indigenous people are specific to the colonial history of the area. Yet, findings point to a lack of action by Australian governments and UNESCO, and that needs to be redressed. The study calls attention to the need to support and resource Indigenous people to enable collaborative partnerships to yield significant benefits for biodiversity and protection of Country.