Review #6 - Indigenous Traditions

Winter 2023 RLGN 1324 – Introduction to Western Traditions Review #6: Indigenous Traditions Indigenous Traditions  Problems with terminology – which cultures are Indigenous and which are not? How can you even be the ‘original’ inhabitants of a land? (Fails to account for migration, etc.)  Generally, it is non-Indigenous governments that impose these terms on people  Patterns of belief and practice but no unified system that is common to all ‘Indigenous’ groups  Defined through kinship and location  Problematic assumptions: ‘us vs. them’, primitivity, static cultural entity Common Elements:  Orality – storytelling is an integral part of knowledge transmission (mythological narratives, moral imperatives, important historical figures, etc.) and often includes elements dealing with the afterlife, tricksters, and stories of universal origin  Connection to Place  Emphasis on community and relationship  Sense of time as rhythmic, not linear or even necessarily circular  Greater concern with life, not afterlife  Authority of Elders in the community  The sacred as a dynamic entity, not a static thing  Complementary Dualism – connects to gender roles  Gender roles (i.e. hunting as male and healing as female) but some groups are matrilineal and others are patrilineal so this understanding of gender doesn’t always privilege one over the other Ritual - Common themes include the journey (i.e vision quest) and sacrifice (importance of communal practice and location) Cultural Expressions – Sacred thread, carvings (masks & totems), and tattoos (note the significance of symbolic representations) Buildings – Ancestral homes and shrines Colonialism – loss of land, culture/identity, language, and religion; impact of residential schools in Canada; current attempts to mitigate negative effects of colonization in Canada Terms: Colonization : is the action or process of setting among and establishing control over the indigenous people of an area. Elders: men or women whose wisdom and authority in cultural matters are recognized by their community. Elders are not necessarily old in years but are understood to possess greater knowledge of tradition than other and often to be more closely in touch with spiritual forces.

Winter 2023 Residential Schools: church- run schools, funded by the Canadian federal government, designed to facilitate the assimilation and Christian conversion. Of indigenous people. Families were forced to send their children to the schools, where they remained for months or even years at a time, forbidden to speak their own languages and often subjected to neglect or abuse. This system was established in the 1840s, and the last school did not close until 1996. In total more than 150,000 indigenous children attended residential schools. Vision Quest: fasting ritual undertaken in many native north American communities to induce visions through contact with spirits. A vision quest typically lasts several days and involves a solitary journey into the wilderness; it may be undertaken as a rite of passage to adulthood or during other key life events, such as preparation for war. TRC: Truth and Reconciliation Commission was to establish harmonious relationships between indigenous communities and government/ settlers MMIW: Missing and murdered indigenous Women- A formal commission and official inquiry that was set up to look into the serious issue of missing and murdered indigenous women. Study Questions: 1. What are some of the issues surrounding the use of the term ‘Indigenous’? Be sure to comment on problems of origin, the use of this term, and by whom it is generally employed.  Which cultures are Indigenous, and which are not? How can you even be the ‘original’ inhabitants of a land? (Fails to account for migration, etc.)  Generally, it is non-Indigenous governments that impose these terms on people  Patterns of belief and practice but no unified system that is common to all ‘Indigenous’ groups  The term “Indigenous” is problematic since it obliges us to ask which cultures and people are “indigenous” and which are not.  Question is loaded with legal and political implications.  Usually, the non-indigenous governments that impose the definitions 2. How can we understand the term Indigenous and to whom it applies?  The term “indigenous’ id often used to refer to the religious traditions of the peoples who inhabited a particular geographical area before colonization or the arrival of other cultural or religious influences, “Original to the land”.  Places like India and Africa have very ancient histories of migration and interaction between various groups. How can anyone possibly determine the “original” inhabitants of such lands.  The term indigenous (or aboriginal) community is one that is defined booth by its members genealogical relations to one another and by its connection to a particular place. The people who make up this community may or may not be the first or “original” inhabitants of this place.

Winter 2023 6. What sort of emphasis do Indigenous cultures place on relationships (interpersonal or with the environment)? Give at least one example.  They place a strong emphasis on relationships, both interpersonal and with the environment. One example of this can be seen in the world view if many Native American’s tribes, which emphasizes the interconnectedness of all things in the natural world. In this worldview, humans are seen as a part of a larger web of relationships that include animals, plants, and other natural phenomena.  For example, the Lakota people have a concept known as Mitakuye Oyasin, which translates to “all my relations”. This idea reflects the belief that all living beings are related and connected to each other, and that humans have a responsivity to respect and care for the natural world. This emphasis on relationships is reflected n many aspects of Lakota culture, including their spiritual practices, their relationship with the land, and their traditional social structures. 7. How are gender roles understood within Indigenous communities?  Traditionally, everyone in an indigenous community had dearly defined roles, and often those roles were gendered. In general, hunting and warfare were male occupations, wh1le food preparation and healing were the responsibility or women. Maori carvers were men, and Maori weavers were women. . The Bunun Yoruba men were responsible for growing cotton, and the women for turning it into doth. Men and women depended on one another and yet were also independent important ways. The heads of most Indigenous Societies have typically been male. Yet many instances’ women have been inherently' involved with any dec1sions affecting the entire community. And in some Instances, such decisions are normally made by women and then carried out by men. gender classification can be somewhat fluid in many Indigenous societies. Sometimes women might participate in men's work, and vice versa. Within Indigenous societies, there is no definitive gender pattern with respect to kinship. Some arc matrilineal. tracing ancestry primarily through the mother, while others are patrilineal, focusing on the father. 8. What is the most common motif in rituals like the vision quest?  Most common motif in rituals like vision quest is a period of isolation or seclusion , often in a natural setting such as a wilderness area. During this period, the individual seeks spiritual guidance, insight or a vision from a higher power, which may involve fasting, prayer, meditation, and sometimes the use of psychotropic substances.  In many indigenous traditions, the vision quest is a rite of a passage or initiation ceremony that marks a transition from childhood to adulthood, and is often accompanied by physical ordeals and trials, the vision or insight gained during the quest is believed to provide guidance and direction for the individuals future life path and spiritual journey. 9. Explain the symbolic significance of sacred thread, carvings, and tattoos.  Sacred Thread - to weave is to be part of an ancient trust, a gift brought to humanity by Niwareka, daughter of the lightning god Uetonga. The traditional colours used in weaving are black, red, and white - symbolize the basic forces of creation. In Maori tradition, all weavers a female. A prospective weaver is selected as a baby and a special prayer is spoken over her. As she grows up she learns from the

Winter 2023 women in her life until the art becomes a natural part of her. The more she learns the more the women discourage her from weaving as a test to see whether she will continue. Carving - the various marking and carving styles are highly specific to particular communities and locations. The meaning of each totem pole depends on its particular use Tattoos - identify both the individual and his or her relationship to the community. Some Moko (tattoo) elements may signify education level, personal and family rank, tribal history, or ancestral connections. 10. What was the impetus and justification for colonization by Europeans in places like the Americas?  Primarily driven by economic, political, and religious factors. Europeans saw colonization as an opportunity to expand their empires, access new resources and establish new markets for trade. 11. How has colonialism affected Indigenous cultures?  In some cases, Indigenous traditions died out altogether (ie. cargo cults in the pacific northwest) and in others, colonial influence resulted in syncretistic blending and in other cases, the religion of the colonizers completely overtook Indigenous practice  Land re-appropriation has also been a major issue, in Canada and elsewhere, in terms to trying to give Indigenous groups land back that they once inhabited  Loss of land and resources  Forced assimilation  Cultural genocide  Economic exploitation  Intergenerational trauma 12. What are the main categories of loss in examining the history of colonialism on Indigenous peoples of Canada?  Lasting and adverse effects on Indigenous communities include loss of language, loss of culture, loss of identity, loss of family, loss of collective cultural memory, and physical and emotional trauma (PTSD)  Other socio-economic effects include poverty, violence, addiction, etc.  Loss of religion  Loss of language  Loss of land  Loss of identity/culture 13. Describe the circumstances of residential schools in Canada and explain the effects of those schools on Indigenous children and their families.  Residential schools were a system of a boarding schools that were established in Canada. The schools were run by churches and funded by the Canadian government with the goal of assimilating indigenous children into Canadian society. o Forced removal of children o Abuse and neglect o Suppression of culture into Canadian language

Winter 2023 15. Explain the term cultural appropriation. Why is this problematic? Be sure to give a specific example from the chapter on Indigenous traditions.  Cultural appropriation refers to the adoption of elements from a culture by members of another culture, often without regard for the original context, meaning, or significance of those elements. Can include the use of cultural symbols, practices, or styles for fashion, entertainment, or other purposes.  Cultural appropriation can be problematic because it often involves taking elements from a culture that has been historically marginalized or oppressed and using them in ways that are disrespectful or exploitative. This can perpetuate harmful stereotypes, erase the history and cultural significance of those elements, and undermine the voices and experiences of member of the original culture.  One specific example of cultural appropriation in the context of indigenous traditions is the use of headdresses by non- indigenous people. Headdresses are a sacred symbol in many indigenous cultures and are traditionally earned through acts of bravery or leadership.  However, in recent years, headdresses have been appropriated by non- indigenous people as a fashion accessory, often worn at festivals or events. This practice is considered disrespectful and offensive by many indigenous people, as it trivializes the significance of headdresses and contributes to a broader pattern of cultural erasure and appropriation.