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School
Memorial University of Newfoundland *
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Course
1005
Subject
History
Date
Apr 3, 2024
Type
Pages
4
Uploaded by DrMuleMaster1069
Student Name: Sheikh Mahdi Mansib Jion
Student Number: 202251961
Course Code: ARCH/HIST-1005-081/083
Introduction:
Indigenous studies are interconnected with stories that capture the complexity of both history and modern life, with themes of identity and self-determination emerging as powerful counterforces to the enduring powers of colonization.This essay will analyze the ways in which the narratives of identity and self-determination weave across the chosen texts, demonstrating the ongoing dispute of historical victimization and the assertion of cultural and political agency by Indigenous peoples.
Body Paragraph 1: The Educational Pathway to Self-Determination
Topic Sentence: The realm of education and health serves as a pivotal battleground for the expression of Indigenous self-determination.
Point 1: The incorporation of Cree ideas into the curriculum at Blue Quills First Nations College is an example of educational sovereignty (Steinhauer & Lamouche, 2018).
Example 1: By incorporating nehiyawak teachings into the curriculum, the colonial medical paradigm is challenged and an Indigenous framework for understanding health is provided.
Point 2: The Coast Salish people engage in community-based archaeology, which fosters cultural resilience and revives ancestry ties (Schaepe et al., 2017).
Example 2:
Archaeological practices led by Indigenous peoples
validate
traditional ecological knowledge and spiritual ties to the land, creating a powerful narrative of self-
determination..
Body Paragraph 2: Sovereignty Grounded in Land and Environment
Topic Sentence: The fight for Indigenous sovereignty and identity reassertion is represented in the pursuit of land rights and environmental stewardship.
Point 1: The close connection between land, sovereignty, and identity is shown by Coulthard's assessment of land claim negotiations in the Northwest Territories (Coulthard, 2014).
Example 1: Coulthard challenges the colonial system of government by describing how the Dene Nation's struggle for land rights is an essential part of their identity.
Point 2: By examining the Gitga'at community's response to climate change, Turner and Clifton highlight the creativity and adaptability that are fundamental to Indigenous ways of existence (Turner & Clifton, 2009).
Example 2: The Gitga'at have made modifications to their traditional means of gathering food, demonstrating a living practice of identity closely linked to environmental stewardship.
Body Paragraph 3: Decolonizing Education and History
Topic Sentence: A complex interplay of historical narratives and the affirmation of Indigenous identity is revealed by the representation of residential schools and wildlife management in education and policy.
Point 1: Gebhard highlights the necessity for decolonizing practices in his critique of residential school discourses in the Canadian Fields, highlighting how educational narratives can reinforce racism (Gebhard, 2017).
Example 1: The research recommends a teaching strategy that challenges stereotypes and encourages Aboriginal peoples to tell their own story of empowerment and self-identity.
Point 2: By highlighting the conflict between Inuit ecological knowledge and state led wildlife management in Canada, Kulchyski and Tester emphasize the importance of Indigenous knowledge systems (Kulchyski & Tester, 2007).
Example 2: The Inuit's self-determined approach to managing their natural resources and their ingrained identity are validated by their opposition to externally enforced game rules.
Body Paragraph 4: Reclaiming Identity Beyond Genetics
Topic Sentence: Relationality and kinship are promoted as the cornerstones of community and identity in the modern discourse on Indigenous identity, which goes beyond biological limitations.
Point 1: TallBear argues for a relational sense of identification that honors traditional notions of kinship, challenging the use of genetic genealogy to define Indigenous connection (TallBear, 2021).
Example 1: The argument that Indigenous identity cannot be derived from genetic markers is supported by a narrative that puts family and relational accountability above biological determinism
Point 2: By pushing for the recognition and integration of Indigenous epistemologies, Moreton-Robinson's work in critical Indigenous studies highlights the decolonization of academic discourse (Moreton-Robinson, 2016).
Example 2: The author supports a narrative that recognizes knowledge production as a crucial component of self-determination and cultural identity by highlighting Indigenous approaches.
Body Paragraph 5: Documentary Storytelling and Personal Narratives
Topic Sentence: The complexity of Indigenous experiences and multiple dimensions of identity are reflected in personal tales and visual storytelling.
Point 1: Gil Cardinal's struggle for identification within the foster system is highlighted by his endeavor to comprehend his Métis origin through "Foster Child" (Cardinal, 1987).
Example 1: The metaphor of larger cultural connections through the search for family and roots.
Point 2: According to Latimer (2020), "Inconvenient Indian" depicts the group battle for Indigenous futures and presence. Example 2: As a form of resistance and cultural continuity, creating future scenarios for Indigenous peoples. Conclusion:
Give a brief summary of each source's contribution to the main stories about identity and self determination. And emphasize the significance of these stories in posing questions about historical victimization and influencing the conversation about the rights and identities of Indigenous people.
Bibliography 1. Steinhauer, D., & Lamouche, J. (2018). Miyo-pimâtisiwin, "A Good Path": Indigenous Knowledges, Languages, and Traditions in Education and Health. In M. Greenwood, S. De Leeuw, & N. M. Lindsay (Eds.), Determinants of Indigenous Peoples' Health, Second Edition: Beyond the Socia
l (pp. 80-92). Canadian Scholars.
2. Turner, N. J., & Clifton, H. (2009). "It's So Different Today": Climate Change and Indigenous Lifeways in British Columbia, Canada. Global Environmental Change
, 19(
2), 180-190.
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3. Schaepe, D. M., Angelbeck, B., Snook, D., & Welch, J. R. (2017). Archaeology as Therapy: Connecting Belongings, Knowledge, Time, Place, and Well-Being. Current Anthropology
,
58
(4), 502-533.
4. Coulthard, G. S. (2014). In Red Skin, White Masks: Rejecting the Colonial Politics of Recognition
. University of Minnesota Press.
5. Gebhard, A. (2018). Reconciliation or Racialization?: Contemporary Discourses about Residential Schools in the Canadian Prairies. Canadian Journal of Education
, 40
(1), 1-30.
6. Kulchyski, P., & Tester, F. J. (2007). Kiumajut (Talking Back): Game Management and Inuit Rights, 1900-1970
. UBC Press.
7. Cardinal, G. (Director). (1987). Foster Child [Film] . National Film Board of Canada.
8. Latimer, M. (Director). (2020). Inconvenient Indian [Film]. National Film Board of Canada.
9. Hokowhitu, B., Moreton, R. A ., Smith, L.T., Andersen, C., & Larkin, S. (Eds.). (2021). Routledge handbook of critical indigenous studies. Routledge, Taylor & Francis Group. 10. Moreton-Robinson, A. (Ed.). (2016). Critical indigenous studies : engagements in first world locations
. The University of Arizona Press.