Final Exam Notes - Course Goals
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School
University of Manitoba *
*We aren’t endorsed by this school
Course
2010
Subject
Philosophy
Date
Apr 3, 2024
Type
Pages
6
Uploaded by AgentStar113781
Course Goals
1.
Worldview and Positionality
Example Question: You're in a boardroom and one individual doesn't have connections to
indigenous communities, how might you understand their worldview and positionality?
Answer: I would encourage
open communication
by creating a space where individuals feel
comfortable expressing their thoughts and provide some educated feedback and insight that
might shift their worldview and positionality. I think having people
share their personal stories
and experiences
is also important to understand their perspective and worldview. I would also
promote
empathy
putting myself in peoples shoes depending where they grew up or their social
circumstance as that always shifts peoples positionality on certain subjects.
2.
Connecting from past to present
Example Questions: Indian Act, why it is relevant to the case, and questions we are discussing?
Answer: The impact we have all these communities and infrastructure and so on… The Indian
Act also outlines land claims and when these big corporations are working with Indigenous
Communities discussion of land must be important.
3.
Relationship Building
Example Question: How you might approach an Indigenous person for a business setting?
Answer: I would start by asking to go for lunch and at lunch not talk about business anything but
rather create a relationship with the person. I would continue this process and a while until we
are both comfortable talking business as the best relationships are built on trust. Learning about
their culture and family shows guinea care and interest in the individual. It also allows me to gain
more perspective and insight, further educating myself. Being transparent and honest is the best
foundation to building a long lasting relationship.
4.
Emerging Indigenous Economy
Example Questions: Relate to Dennis Meeches
Answer: successful communities such as Long Plain Reserve
5.
Future Vision
Compassion and a better understanding of people
Educating others, about historical events
Respecting values and listening
Equitable access to education and training
CTA #92 and UNDRIP (United nation declaration of right of indigenous peoples
Understand different council's accords frameworks
Bring voice to Indigenous Communities, allyship, relationships, and being brave
Collaborating with Indigenous Peoples
Learning about this in other courses
Prioritize the last reading CHAPTER 13 - take notes, reflect on it, think about your own self
●
UN Declaration on the Rights of Indigenous People— What did it say and why it is
important?
○
Right to Self-Determination: Recognizes the right of Indigenous peoples to freely
determine their political status, pursue their economic, social, and cultural
development, and maintain and strengthen their distinct identities.
○
Free, Prior, and Informed Consent (FPIC): Emphasizes the importance of
obtaining the free, prior, and informed consent of Indigenous peoples before
adopting and implementing legislative or administrative measures that may affect
them. This principle is particularly relevant in the context of development projects
on Indigenous lands.
○
Right to Participate in Decision-Making: Affirms the right of Indigenous peoples
to participate in decision-making processes that affect their rights, lives, and
well-being.
○
Right to Cultural Identity and Heritage: Recognizes and protects the right of
Indigenous peoples to maintain, control, protect, and develop their cultural
heritage, traditional knowledge, and expressions.
○
Land and Resource Rights: Affirms the rights of Indigenous peoples to own, use,
develop, and control their lands, territories, and resources. It emphasizes the
importance of respecting Indigenous traditional practices related to land and
resource use.
○
Protection from Discrimination: Prohibits discrimination against Indigenous
peoples and promotes their full and effective participation in all matters that
concern them.
○
Rights to Education, Employment, and Health: Ensures the rights of Indigenous
individuals to education, employment, and health, without discrimination.
○
Protection from Forced Assimilation: Protects Indigenous peoples from forced
assimilation and any action that aims at depriving them of their integrity as
distinct peoples.
○
Remedies and Redress: Ensures access to effective remedies for violations of their
rights and provides for mechanisms of redress.
○
Recognition of Indigenous Rights: UNDRIP acknowledges and affirms the rights
of Indigenous peoples, recognizing their distinct status and the need for protection
of their cultural, social, economic, and political rights.
○
Promotion of Cultural Diversity: The declaration promotes and protects the
diversity of cultures and ways of life of Indigenous peoples, contributing to the
overall preservation of global cultural diversity.
○
International Standard: UNDRIP sets an international standard for the treatment
of Indigenous peoples, providing a framework for governments, organizations,
and individuals to guide their actions and policies.
○
Framework for Dialogue: It serves as a foundation for constructive dialogue and
cooperation between Indigenous peoples, governments, and other stakeholders,
fostering partnerships that respect Indigenous rights and aspirations.
○
Addressing Historical Injustices: UNDRIP recognizes and addresses the historical
injustices and human rights violations that Indigenous peoples have often faced,
providing a basis for reconciliation and just treatment.
●
The 2008 Canadian Statement of Apology to First Nations Peoples— What did it say and
why was it important?
○
Recognition of Historical Injustices: The statement acknowledged and recognized
the historical wrongs committed against Indigenous peoples through the Indian
Residential School system. These schools were operated in Canada from the late
19th century to the 1990s to assimilate Indigenous children into Euro-Canadian
culture.
○
Apology for Cultural Genocide, Recognition of the Harm to Individuals and
Communities, Commitment to Reconciliation, Recognition of the Importance of
Education, Recognition of Survivors
○
Why it was Important: Acknowledgment of Historical Wrongs, Cultural
Reckoning, Beginning of a Reconciliation Process, Validation of Survivors'
Experiences, Increased Public Awareness
●
Free, prior, and informed consent— What is it and why does it matter?
○
Free, Prior, and Informed Consent (FPIC): Emphasizes the importance of
obtaining the free, prior, and informed consent of Indigenous peoples before
adopting and implementing legislative or administrative measures that may affect
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them. This principle is particularly relevant in the context of development projects
on Indigenous lands.
○
Respect indigenous Rights, and cultural sensitivity, avoid exploitation, promote
sustainable developments, enhance social license, address power imbalances,
legal recognition, conflict prevention
●
What is the outcome and significance of the Tsilhqot’in court decision?
○
The Tsilhqot'in court decision refers to a landmark ruling by the Supreme Court of
Canada in the case of Tsilhqot'in Nation v. British Columbia, delivered on June
26, 2014. This decision was significant in establishing the nature and scope of
Indigenous land rights in Canada and had far-reaching implications for resource
development, Indigenous rights, and the duty to consult.
■
The Supreme Court decision was to recognize aboriginal title, define
aboriginal title, establish criteria for aboriginal title, modifier of title,
consent requirement certain cases
○
The significance is land title recognition, the duty to consult and accommodate,
the impact on resource development, legal framework for land claims, shift in
indigenous-government relations
●
Doctrine of Discovery— What is it and why is it important to understand it in the context
of today?
○
The Doctrine of Discovery is a historical legal concept that originated in the
context of European expansion and colonization. It was a set of legal principles
and policies that provided European explorers and colonizers with a legal
framework to claim lands and territories that they "discovered" and to justify the
dispossession of Indigenous peoples from their ancestral lands. While the
Doctrine of Discovery was developed during a specific historical period, its
consequences continue to influence legal and social dynamics, making it
important to understand in the context of today.
●
Royal Proclamation— What is it and why is it important in the relationship with
Indigenous Peoples?
○
It played a crucial role in shaping the relationship between Indigenous Peoples
and European settlers, particularly in North America. The proclamation is
significant for several reasons: Land rights and treaties, recognition of indigenous
title, the establishment of Indian reserves, trade and commerce regulation, and
historical context for reconciliation.
●
“Unceded”— What does this term mean in relation to Indigenous Peoples, Crown land,
and fee simple lands?
○
The term "unceded" is often used in the context of Indigenous lands and refers to
territories that have not been surrendered, relinquished, or handed over by
Indigenous Peoples to any colonial or external authority through treaties,
agreements, or other legal means. In essence, when land is referred to as
"unceded," it signifies that it remains under Indigenous ownership, control, and
jurisdiction.
●
“Principles Respecting the Government of Canada’s Relationship Indigenous Peoples”— What are they and why are they significant?
○
They represent a commitment to transformative change, recognizing Indigenous
rights and charting a course towards a more equitable, just, and respectful
relationship between the government and Indigenous communities.
●
What is the Indian Act? What is an Indian reserve?
○
The Indian Act is a piece of Canadian federal legislation that has had a significant
impact on the lives of Indigenous Peoples in Canada. Originally passed in 1876,
the Indian Act has undergone several amendments but remains a key legal
framework governing the relationship between the federal government and
Indigenous Peoples, particularly those with Indian status under the Act.
●
What does it mean that Indigenous Peoples have constitutional rights? What are they?
○
Indigenous Peoples in Canada have constitutional rights that are recognized and
protected by the Canadian Constitution. These rights are grounded in historical
treaties, Indigenous legal traditions, and constitutional documents. The
constitutional recognition of Indigenous rights is a key aspect of the broader
process of reconciliation and the acknowledgment of the unique legal and
political status of Indigenous Peoples. Here are some key points about Indigenous
constitutional rights in Canada:
●
What is a treaty nation and a non- treaty nation? What is the difference?
○
In the context of Indigenous Peoples in Canada, the terms "treaty nation" and
"non-treaty nation" refer to communities or nations based on whether they have
entered into historical treaties with the Crown (the Canadian government) or not.
The difference between treaty and non-treaty nations lies in the historical
relationships and agreements that were established between Indigenous Peoples
and the Crown during the colonial period and beyond. Here's a breakdown of the
concepts:
○
Treaty Nation: A treaty nation refers to an Indigenous community or nation that
has entered into one or more historical treaties with the Crown (British or
Canadian government). Treaties are formal agreements that were negotiated and
signed between Indigenous nations and the Crown, typically involving the
exchange of land and other rights in return for certain promises and benefits.
○
Non-Treaty Nation: A non-treaty nation refers to an Indigenous community or
nation that did not enter into historical treaties with the Crown. These
communities did not engage in formal treaty-making processes during the periods
of European contact and colonial expansion.
Question: You're in a community and you're being told something about something and it is
incorrectly said, how do you address the situation?
Answer: I would start by trying to understand this person's worldview and positionality on why
they would think or say this thing. I believe that it is important to ask rather than be defensive
and argue because a lot of the time you cannot change a person's opinion. It is important to
mauve question the person and make them realize that what they are saying is wrong rather than
tell telling them they are wrong. Once I ask the person questions on why they think that I would
then try to give educational insight maybe based on historical events indigenous people have
suffered from and provide the person with more insight on their current situation is the way it is.
Provide positive facts such as how communities are growing rapidly in the business sector and
provide reasons of why it is so beneficial to incorporate yourself into their culture.
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