Module 2 review questions

Module 2 review questions 1. Explain the difference between ‘colonialism’ and ‘colonization.’ a. Colonization is both an era and a process. It refers to a specific era of European expansion into overseas territories from the 16th to the 20th mid-century. It also refers to a process whereby a foreign power dominates and exploits an Indigenous sector by appropriating their land, resources and wealth, and making use of them as cheap labour. Whereas, Colonialism refers to the practice of one country establishing and controlling colonies in another territory or region. 2. Identify the key characteristics of colonization as depicted in the ROCA acronym. a. R acism: The belief that colonized communities are inferior is used as a justification for their domination, exploitation, and mistreatment. b. O ppression: The manipulation and management of the colonized by agents of the colonizing group, whereby the policies, history and institutions reflect the imbalance of power (this imbalance allows the needs of the colonizer to be met at the expense of the colonized). c. C ultural genocide: The colonizing power’s adoption of policies that suppress, transform or destroy Indigenous values, orientations and ways of life. d. A ssimilation: T he forced involuntary entry of the colonized group into the dominant society [directed cultural change]. 3. Identify the main stages of the Model of Colonization and provide a couple of key examples that depict each stage. a. Steady State i. Indigenous communities worked well and lasted a long time. They kept their beliefs and values, had strong families, followed their own rules, and shared resources and economies. They also had ways to defend their land from threats. b. First encounter i. Meeting face-to-face with Europeans was not the only way Indigenous communities were affected. Trade networks also had an impact. For example, Europeans came to Canada to make money from trading furs. Indigenous people interacted with colonial agents through social relationships like intermarriage and trade. They also adopted some of the colonizers' cultural practices, such as getting baptized or married. Unfortunately, the introduction of new diseases caused many people to get sick and feel discouraged, leading to a decrease in population. c. Imposition of Colonial Relations i. Europeans took control and made Indigenous peoples less important. This happened in different ways. More Europeans came and took over Indigenous land. They wanted the

resources from the land. The skills of Indigenous people became less useful because the fur trade and alliances were not as important anymore. Missionaries also had a big influence. They made Indigenous people follow the beliefs and practices of the Europeans. The government made laws that treated Indigenous people differently and made them feel inferior. d. Manifestation of Internalized Colonialism i. Europeans took control and made Indigenous peoples less important. This happened in different ways. More Europeans came and took over Indigenous land. They wanted the resources from the land. The skills of Indigenous people became less useful because the fur trade and alliances were not as important anymore. Missionaries also had a big influence. They made Indigenous people follow the beliefs and practices of the Europeans. The government made laws that treated Indigenous people differently and made them feel inferior. e. Decolonization i. In this stage, individuals seek to return to their traditional values and principles. They do so because they want to reclaim their humanity and reject being victims of oppression. Decolonization is not solely an issue for Indigenous people; it involves both Indigenous and non-Indigenous people in Canada. It is a shared process that requires everyone to address the problems caused by colonization. 4. Explain the central tenet to Indigenous worldviews overall. a. The central tenet of the indigenous worldview overall is the idea that the cosmos is a living being and that the cosmos and all its parts have consciousness. This idea emphasizes that land is considered the heart of creation and human beings are one of the many species that exist within it. It is recognized that the land is needed for human survival, so there is a respectable relationship that is established with the land to ensure a balance in the cosmos. It is understood that everything in this worldview is interconnected, embracing the holistic worldview. 5. Discuss the concept of Bimaadiziwin as an aspect of Saulteaux (Anishinaabe) worldview. (What does it tell us about how they view the world and their place in it?) a. Bimaadiziwin, derived from the Saulteaux (Anishinaabe) worldview, encompasses the journey of a "good life" or a "worthwhile life." It guides the way Indigenous people perceive the world and their role within it. The principles of Bimaadiziwin are practiced by following the seven ancestral teachings of the Anishinaabe philosophy, which include love, honesty, respect, bravery, truth, wisdom, and humility. These principles govern human relations and emphasize the interrelationship with the environment and the importance of respecting

i. Women play vital roles in families as caregivers and protectors. They take care of both the children, who are the future, and the elderly, who are the past. Women are responsible for providing care and support to their families, communities, and nations. They contribute to the overall happiness and safety of the community by nurturing and looking after their loved ones. c. Elder i. The elders have a vital role in teaching the children. They take care of the children when parents are busy with tasks like getting food or keeping the community safe. The elders pass on cultural values, teachings, and practical skills to the younger generation. They teach through stories, songs, and everyday activities. With their wisdom and guidance, they show children how to be kind individuals and good family members. d. Children i. In Indigenous communities, children are considered special gifts and important for the community's future. They are seen as the ones who will continue the traditions, knowledge, and way of life. Children have a crucial role in learning and adopting the cultural values, teachings, and practical skills taught by their elders. This education happens through stories, songs, and everyday activities, as older generations guide and shape children to become good, respectful, and kind individuals. e. In addition to these community members, the acknowledgement of, and reciprocity with other relatives are also included in these circle teachings. These include peoples from all other nations and other aspects of nature such as the land, animals, the four directions and the four seasons. 9. Use the concept of complementarity to explain traditional gender roles in Indigenous communities, and how this concept counters what may have been seen by others as a male-dominant social structure. a. In Indigenous communities, men and women had different but connected roles that helped both of them. Men hunted for food, while women prepared and processed the food. They needed each other to survive and live in harmony with nature. Although they had specific roles, both men and women had power and independence. This idea is different from our modern understanding of gender equality but this idea brought out the best abilities of women and men. As Matonabee says, women were able to carry twice as much as men. This in no way seems to be male-dominant rather, the interdependency of men and women didn’t emphasize the role of women much more than caregivers. 10. Discuss the position of Indigenous societies with regard to gender and sexual diversity; refer to any relevant terminology associated with these concepts.

a. Indigenous communities accepted and acknowledged that people could have different genders and sexual orientations. They had special words to describe those who didn't follow traditional gender roles, like "Winkte" and "Double-Woman." These individuals were valued and seen as having unique abilities in art and healing. However, when colonizers came, they tried to make everyone follow their own rules, which caused discrimination and violence against LGBTQ+ people. But Indigenous cultures still have a history of respecting and accepting diverse genders and sexualities. Now, efforts are being made to bring back and celebrate this knowledge, so that Indigenous communities can be more inclusive and understanding. The term "Two-Spirit" is often used to talk about gender and sexual diversity among Indigenous peoples. It's important to know that Indigenous communities have always recognized and respected different genders and sexualities, and they understand that not everyone fits into the categories of male or female. 11. Discuss and define the meaning of ceremony and provide a couple of examples of such in practice. a. Indigenous tribes use the ceremony as a way of information exchange and to remind themselves of their responsibility to keep up positive interactions with the environment. This could be a routine activity or something more formal and planned. The Sun Dance, also known as the Thirst Dance, and the Sweat Lodge are two common celebrations in Saskatchewan. The Sun Dance is an event where people fast, dance, and worship the sun and ask for direction. In the Sweat Lodge ceremony, participants enter a cramped, hot environment to cleanse themselves physically and mentally. These rituals are crucial for maintaining balance and wellness. They frequently involve expressing gratitude and requesting assistance. 12. Articulate the importance of storytelling and oral histories to Indigenous cultural expression and intellectual traditions (with particular connection to Winona Wheeler's reading assigned here). a. In Indigenous societies, telling stories and preserving oral history are crucial. They serve as a means of transferring traditions, ideals, and information from one generation to the next. Children learn about Indigenous cultures through traditional stories, such as those including Trickster/Transformer characters, which teach appropriate behaviour in Indigenous societies. It is up to the older generation to preserve these tales and pass them down to the younger ones. This supports Indigenous communities in conserving their cultural customs, historical memories, and sense of identity. The spoken word is considered sacred and has significant significance and power. Indigenous communities uphold their commitments and make sure that their ways of knowing are not lost through respecting words and the truth.

a. Oral traditions are especially rigorous and disciplined because these societies have no other mechanisms to preserve their history. There is an emphasis on accuracy, precision, and procedural protocols. The Plains Cree had powerful sanctions against telling untruths that included supernatural punishment and ridicule and humiliation. These sanctions would be very effective given the centrality of spirituality in everyday life, which included the belief in supernatural power. The integrity of all relationships, which included spiritual relationships required trust. Ridicule and humiliation would also negatively affect one’s standing as a credible storyteller. 4. In traditional Cree teachings, how was Our Elder Brother used to prevent people from telling lies? a. Lies were seen as stories brought to life by Our Elder Brother – so a lie must be either transformed into a good story, thereby transforming the intent to deceive, or the liar would be humiliated.