PAPM Notes

PAPM Week 2 (18-22) PAPM Week 2 Indigenous Reconciliation and Decolonization Chapter 4 This reconciliation is for the colonizer Settler-colonialism is described as “a distinct type of colonialism that functions through the replacement of indigenous populations with an invasive settler society that, over time, develops a distinctive identity and sovereignty” (Barker & Lowman 2017, p. 1) “how can Indigenous peoples reconcile with the colonizer when the knife of the colonizer continues to be forced into our backs?” (landry) If it wasn’t expected of Canada, do you think that it would still do Truth and Reconciliation? Although Prime Minister of Canada Justin Trudeau did gain some consent in some Indigenous communities prior to the purchase and announcement, many are left to fend for themselves, and the lands that Indigenous peoples thrive on, for future generations (landry) Yet, Trudeau’s promises of reconciliation (2017), which are very similar to the The Truth and Reconciliation Commission (TRC), are severely and fundamentally flawed for Indigenous peoples (landry). Why do you think some Indigenous people believe Trudeau’s promises? The Canadian government decided that the documents should be kept Note-Taking Column ● This chapter explains how Canada's truth and reconciliation have basically nothing to do with the indigenous people of Canada. It is a way to make themselves feel better without actually having to be held accountable. ● It goes into how Canada puts on a show about reconciliation for the past actions of the original settlers but expects Indigenous people to reconcile as well when they still face hardships of colonization in present day, like the 4.5 million dollar pipeline in the Trans Mountains that affects many indigenous communities (Barrera, 2018). Although Prime Minister of Canada Justin Trudeau did gain some consent in some Indigenous communities prior to the purchase and announcement, many are left to fend for themselves, and the lands that Indigenous peoples thrive on, for future generations (landry) ● The relationship between Canada and Indigenous people has really gotten better, but the same problems are still there; they are just not as easy to spot unless you are looking. ● Explains that the TRC goals and claims to do are basically just fraud because they haven't really done anything at all but keep a face that Canada is trying to do. All the projects that they “planned” to do never happen ● She even talks about how some residential school survivors had a court case to get the document about what they faced in the school, but it was denied by the court because it had to be kept a secret from the world. “Create an accurate and public historical record of the past regarding the policies and operations of the former residential schools, what happened to the children who attended them, and what former employees recall from their experiences” (p. 39) ● Bill C-45 contained a substantial amount of legislation that directly impacted Indigenous communities, and nations, across the land (Koates, 2016). It was all completed without the free, prior, and informed consent of Indigenous peoples and nations, an act colonialism knows, and practices, all too often (landry). ● Canada first started saying “sorry” for past actions in 2008 when Harper was in office, which was significant because it was the first apology and by a conservative party no less, but now that they are processing it as if the apologies only have significance because they are in power and if that is the indigenous community, she will accept it and move on because they “apologized”.

secret. Colin Perkel wrote, “The materials in question were generated during 62 lawsuits filed between 2000 and 2003 by 154 Indigenous children over the physical and sexual abuse they suffered at St. Anne’s in Fort Albany, Ont.” (Perkel, 2018. p. 10). How do they expect to create accurate documents about policies and residential schools if they hide them? Are they really trying to create it? Bill C-45 Why do you think that there are so many children in the foster care system? Do you think it could do with the underfunded reserves? ● The TRC is so committed to helping the indigenous people, but they and Canada fail to actually learn anything about them. They just try to group them as minorities when there are treaties and different types of indigenous people and their customs. ● The government also fails them constantly with the many children in foster care, the lack of access to water on reserves,the colonization, what lands they have left for themselves, and more but they claim to be so advanced and good at it. ● The suffering that indigenous children face in Canada is upsetting. At school, they are faced with everything you can think of and more, but what support do they get? Nothing. But Canada claims to be all helping. ● Children that live on reserves either have to go to the calls there that are severely underfunded or have to go to only off, where they are away from everything they know and hatred by the people at their schools, and many of them suffer from mental illnesses like depression and anxiety because of them. ● She concludes by saying that the term colonizers isn't one that can only be used in the past tense because the indigenous Community constantly faces colonization and a simulation in today's society in Canada. whether it be from the lack of support of the reserves The Taking of their lands that they have left or forcing their children to go to school off those reserves because they are underfunded isn't just a term where they say, I'm sorry for what happened except to everyone. It is something that has to show constant growth and real remorse for the actions that happened to the indigenous people of Canada. Summary This entire chapter was basically talking about how Canada's Truth and Reconciliation Act, the apology that they gave to the indigenous Community since 2008, and the TRC Act are all basically frauds because no matter how many times they say they're sorry or how many times they show that they want to really change, they haven't actually done anything to help the indigenous community in Canada. All their claims are either false or half ass to the point where they think they can get away with it. They think just because they put it on the news and come up with some events showing that they're sorry is enough when they haven't really shown actual change to what they did. She continues showing examples of having to go to different schools because of a lack of resources and how their children are still facing hardships because they have to go to different schools away from everything they've ever known in order to get a proper education because the schools are underfunded. Settlement and colonization still exist; it's just something that isn't as prominent anymore. PAPM Week 2 Tutorial Honoring the Truth, Reconciling for the Future PG 1-22 Introduction

practices, and oral history stories to guide reconciliation efforts. As Indigenous communities access and revitalize their cultures, languages, laws, and governance systems, non-Aboriginal Canadians are encouraged to understand and respect these Indigenous approaches. ● Reconciliation goes beyond human relationships; it also involves reconciliation with the natural world. This perspective highlights the interconnectedness of all living beings and the importance of reciprocity and mutual respect. ● Throughout the work of the TRC, there have been powerful moments of truth sharing and acts of reconciliation. Survivors of residential schools have shared their experiences, often for the first time, and sought reconciliation with their families, communities, and themselves. For non-Indigenous Canadians, bearing witness to these stories has been transformative, leading to a commitment to change and reconciliation. ● In summary, reconciliation in the context of the TRC involves an ongoing process of establishing respectful relationships, repairing trust, revitalizing Indigenous traditions, and fostering understanding among all Canadians to create a new way of living together. It is a multifaceted and complex concept that encompasses various aspects of healing, understanding, and change. Summary The text explores Canada's historical attempts to assimilate Indigenous populations, primarily through the traumatic system of residential schools. These schools were instrumental in the government's mission to erase Indigenous culture, traditions, and identity. Indigenous children were the primary targets, subjected to harsh conditions, physical, mental, and sexual abuse, all in an effort to replace their heritage with Christianity. Despite these brutal tactics, the government's efforts to assimilate Indigenous peoples ultimately failed. Survivors of the residential school system played a critical role in revealing the horrors that took place within these institutions. Their courageous accounts of abuse and suffering prompted the establishment of the Truth and Reconciliation Commission (TRC), a response to the urgent need to address the extensive harm inflicted on Indigenous communities. However, there is ongoing debate regarding the TRC's approach, particularly its focus on land restitution. Many Indigenous individuals argue that a more comprehensive approach to reconciliation is necessary. This approach should encompass not only the return of land but also a profound acknowledgment of historical injustices and a heartfelt apology. Furthermore, addressing systemic disparities and improving living conditions on reservations, including access to essential services, is crucial for genuine reconciliation to occur. Ultimately, reconciliation is a shared journey that requires mutual respect, understanding, and meaningful actions to heal the wounds of the past and create a more equitable future.

PAPM Week 2 Honoring the Truth, Reconciling for the Future PG 37 -55 The History What were the primary reasons for Indigenous children in Canada being sent to residential schools, and what were the traumatic experiences they endured during their time there? Can you explain the significance of the Doctrine of Discovery in the colonization of the Americas and its impact on Indigenous land rights? How did the traumatic experiences of Indigenous children in residential schools contribute to the broader conversation around truth and reconciliation in Canada? How did the concept of assimilation shape government policies towards Indigenous populations in Canada, and what are the ongoing challenges in achieving true reconciliation? Note Taking Column ● This passage talks about how Indigenous kids in Canada had really hard times when they were taken away from their families and sent to special schools. These schools were managed by different people, like Indian agents, priests, and police. Sometimes, kids were taken from their families, and they had to say long and sad goodbyes. They were scared and didn't know what to expect in these new schools. ● Getting to these schools was also tough. Some kids had to travel really far on buses, trains, or planes. Many of them cried because they missed their families a lot. ● When they got to the schools, things didn't get much better. They were given new clothes and lost the things their families made for them. The schools had strict rules, and the kids felt scared and lonely. Brothers and sisters were kept apart, and they couldn't talk to each other much. They weren't even allowed to show their feelings, so they felt like no one cared about them. ● This passage also tells us that the conditions in these schools were very tough, and the people running them were not kind. It briefly mentions that some people thought it was a good idea to send Indigenous kids to these schools to make them act more like Western people and follow Western religion. ● The stories in this passage come from what kids who went to these schools said to the Truth and Reconciliation Commission of Canada. It's clear that this part of history had a really big and lasting impact on Indigenous people. ● It also tells us that these schools were part of a bigger plan to change Indigenous people and make them be like Europeans. This was happening because powerful European countries and Christian churches were working together. They wanted to take over Indigenous lands and make Indigenous people adopt European ways of life. ● European countries started doing this back in the 15th century, when they began exploring and taking over new lands. They even had a belief called the Doctrine of Discovery, which said they could take Indigenous lands because they thought no one lived there. This was unfair. ● Europeans believed they were better than Indigenous people in terms of race and culture, so they treated them poorly. Missionaries played a big role in this by trying to make Indigenous people become Christians and give up their own cultures. The schools were used to take kids away from their families and make them act like Europeans. ● So, in short, this passage tells us that European countries and churches wanted Indigenous people all over the world to be more like them. In Canada, they used these schools to try and make it happen. Summary This passage discusses the difficult experiences of Indigenous children in Canada who were forcibly separated from their families and sent to residential

this one. She gives an example of how, not just in America but also in Canada, there are many minorities that face similar incidents like this that are covered up, but because of how big this one was and was caught on camera, showing the brutality that minorities, especially black people, face towards the police, it was unavoidable and had to be addressed. Because of this, many people took time to research what goes on in their government to be more aware and knowledgeable. This entire incident was one that could not be ignored by anybody, and it's something that cannot be reversed. This is one that caused a real change in policymaking and how the police handled the situation. I called for a sense of accountability to be held towards our government, even though these could be considered two separate events. They happened at a time when people wanted to learn things, and it was an intertwining event that will go down in history. PAPM Week 3 How To Do Public Policy Page 1- 31 Chapter 1 ● This chapter discusses the ideas behind government rules and plans, which are known as public policy. It's about creating effective policies. ● In the 21st century, there were protests in France because the government raised taxes on fuel to support clean energy, but it didn't go well. This chapter is about understanding how to make policies based on evidence, learn from the past, and consider the politics involved. It also talks about the different aspects of creating public policy: the process, the policies themselves, and having the right skills and knowledge. ● The passage explores the challenge of making policies that work for complex issues, taking into account politics and societal context. It emphasizes that relying solely on problem-solving tools and rules often ignores the political realities that affect policy outcomes. The book aims to offer practical guidance for navigating this dynamic policy-making landscape by highlighting the importance of considering context, institutions, and critical thinking instead of relying only on best practices or technical tools. It also introduces the concept of evidence-based policy and distinguishes between different branches of policy analysis, using real-world policy cases as examples throughout the text. ● Evidence-based policy-making has become the modern standard for creating public policies. Governments aim to use scientific knowledge to develop effective solutions. This approach was promoted by the British government in 1999, emphasizing the need for evidence-based, forward-thinking, and results- oriented policies, rather than short-term fixes. Many governments worldwide have adopted this approach, and international organizations like the OECD and World Bank prioritize using evidence to address important issues like poverty. However, implementing evidence-based policies is challenging. Evidence doesn't always play a central role in policy-making, and politics remains influential. Policies often rely on assumptions about who benefits and who loses and may clash with citizens' values. Governments might manipulate research or cherry-pick evidence to fit their preferences, leading to "policy- based evidence." It's important to recognize that evidence isn't always straightforward and requires interpretation and consideration of various factors. This book aims to provide guidance on navigating these complexities in the

real world of policy-making. ● While using evidence in policy-making is important, it's unrealistic to think that evidence alone can completely solve policy problems or eliminate political conflicts. Evidence-based policy-making isn't a magic solution that leads to entirely neutral or purely scientific decision-making. In fact, the term has shifted to "evidence-informed" policy-making to reflect its limitations. Even though evidence is crucial for improving public policies, it comes with its own challenges. For example, the Paris Agreement, which aims to reduce greenhouse gas emissions to combat climate change, seems like a technical problem that requires adopting clean energy and reducing emissions. However, these policies also have significant impacts on people's lives and can create winners and losers. Implementing such policies can be politically contentious, as seen in the gilet jaunes protests in France against higher petrol prices due to efforts to reduce emissions. It's crucial to have a broader policy strategy that considers who benefits and who loses and provides support for those who are negatively affected. Additionally, even with a well-thought-out strategy and strong scientific evidence, other factors like trust and political support can hinder policy implementation. Scientists working on climate issues often face resistance from "merchants of doubt" who use questionable evidence to cast doubt on the need for strong climate policies for political or economic reasons. ● Policy analysis emerged after World War II with the aim of improving decision- making by incorporating scientific research methods into the political process. It grew as a field with the help of research institutions and think tanks, and by the 1960s, policy analysis had become central to government efforts in Western countries. Today, policy analysis is considered a profession focused on developing, implementing, and evaluating public policies and their outcomes. Public policies are deliberate actions taken by governments to address societal problems. Importantly, policies can involve both action and inaction, like tolerating informal housing as a policy related to poverty alleviation. Policies are distinct from programs, which are the practical execution of policies. Policy analysis explores how political actions address societal issues within three dimensions: policy (the substantive aspect of political action), polity (the institutional system and rules), and politics (the interactions among actors involved). Policy analysis is primarily concerned with understanding the policy-making process, which involves identifying problems, developing interventions (policies or programs), implementing them, and evaluating their impact, with the goal of addressing societal issues. This process is often represented as a continuous policy cycle. ● Policy analysis, as a field, has gained importance in recent times, aiming to inform and improve the way governments, international organizations, and NGOs develop and implement policies to address societal problems. This growth in demand for policy analysis comes in waves, with professional schools and programs dedicated to training future policy-makers established worldwide. However, despite these efforts, public policy schools have faced challenges in solving complex societal problems, often referred to as "wicked" problems. ● One significant challenge is the increasing complexity of policy issues. Existing problems like climate change, poverty, and public health remain unsolved, while new challenges emerge, such as the global financial crisis and the COVID-19 pandemic. These problems require persistent efforts to improve policy design and implementation. Additionally, the toolbox of government tools for addressing these issues has evolved, with new policy instruments like "nudges" and greater involvement of private sector organizations and NGOs in policy delivery. This adds to the demands on policy-makers analytical skills. ● Furthermore, changes in the policy-making system have made policy analysis more challenging. Power has dispersed to various actors, including