“In Canada, in particular, one of the things I think about is many Canadians identify as immigrants … There are many stories of survival, hardship, struggle that go with that. Turning all those people, all of a sudden, into ‘settlers’ who’ve displaced ‘indigenous’ peoples is tricky and quite often leads to acrimony.” {!} –Jill Scott, Queen’s University professor in the Department of Languages, Literatures and Cultures
“There’s a new {racial} buzzword rolling off the tongues of Canada’s university administrators: ‘indigenization’.
“Campuses are looking for new ways to welcome aboriginal students, recruit aboriginal faculty members and embed ‘indigenous’ content in the curriculum. Some schools are even requiring all students — no matter what their specialization — to take at least one ‘indigenous’ studies course before they graduate.
“…Some academics are urging schools to proceed cautiously: Don’t lose sight of the whole Canadian story.
“At the University of Regina, where the word “indigenization” or “indigenizing” appears 11 times in the school’s five-year strategic plan, all students in the ‘Faculty of Arts’ must take an ‘indigenous’ course.
“The school…has also created an ‘indigenous’ advisory circle to give guidance to the president and set up an ‘aboriginal student centre’ {Institutionalizing physical segregation…}.
“In Calgary, Mount Royal University’s strategic plan is similarly looking to establish “aboriginal-themed coursework” as a graduation requirement. The school is also developing an ‘indigenous’ research policy, a separate ‘indigenous’ student recruitment plan, new aboriginal concentrations, aboriginally-themed field schools and an ‘indigenous’ languages curriculum…
“Responding to the University of Saskatchewan’s plans to “indigenize” the school, Satya Sharma, a retired professor of religion and culture, wrote in the ‘Saskatoon Star-Phoenix’ this summer this was “not a desirable goal at all” and likely “impossible to implement”…
–‘Indigenization’ hits campuses aiming to give students ‘baseline knowledge’ about ‘First Nations’, Metis and Inuit’,
Douglas Quan, National Post, December 18, 2015
This episode is from the ‘University of Regina’ which, like a growing number of Canadian campuses, not only tolerates racism, but is encouraging and structurally embedding it:
“‘Indigenizing’ the academy is
“really about transforming the university at its very core,”
says Shauneen Pete, an associate professor of education and executive lead for ‘indigenization’ at the University of Regina.
“It’s about recentring ‘indigenous’ {tribal} world views as a starting point for that transformation and it’s a process of institutional ‘decolonization’ {‘de-intellectualization’}.”
“Academic ‘Indigenization’ refers to the ‘transformation’ {‘undermining’} of academic programs with an aim of both re-centering ‘indigenous’ {‘tribal’} content, epistemology and pedagogy, and through academic program ‘decolonization’. “100 ways to ‘indigenize’ and decolonize academic programs and courses” will provide some guidance on working toward ‘indigenizing’ and ‘decolonizing’ your academic work.
“Efforts to address racism and ‘Indigenize’ campuses are not always understood or accepted by some students {Let’s hope not!} and this forum provided us a chance to share our stories and develop strategies as ‘allies’… The summit provided a safe environment for ‘racialized’ and ‘indigenous’ students to gather and share their experiences and feelings.”
“The ‘Canadian Federation of Students’ brought student activists together from across the country for the first national ‘Racialized’ and ‘Indigenous’ Students’ Experience’ (‘R’‘I’SE) summit held from March 19 – 21…
“Larissa Wahpooseyan, a fourth-year Business Administration student at ‘First Nations’ University Canada and the Saskatchewan ‘Chair’ for the ‘Canadian Federation of Students’ (CFS), was excited to participate in the summit.
“The idea for this convention came up during the Federation’s ‘National General Conference’ as a way to create a national vision to ‘combat’ {‘advance’} racism on campuses across Canada”, says Wahpooseyan. “The summit provided a safe environment for ‘racialized’ {People who see themselves and others through racial lenses. This illness has somehow become a virtue on North American campuses…} and ‘indigenous’ students to gather and share their experiences and feelings.
“Efforts to address racism and ‘indigenize’ campuses are not always understood or accepted by some students {!} and this forum provided us a chance to share our stories and develop strategies as ‘allies’ in ‘addressing’ {‘advancing’} racism.”
“Jermaine McKenzie…newly-elected ‘University of Regina Students’ Union’ (URSU) President, also attended the conference.
“…We’re still behind in understanding ‘minority groups’ and ‘indigenous’ students’ needs, so attending the conference provided us with a better understanding of these needs and how we can improve relations on campus.”
“The influx of international students and the efforts to ‘indigenize’ the University are extremely positive developments, {?}” says McKenzie. “Understanding how educational institutions in Canada, which are built on the ‘colonial experience’, can change to adapt to the needs of newcomers and ‘indigenous’ people, who still only access University in small numbers, is critical.”
{No, THEY are supposed to ‘change and adapt’ (‘learn’) from the Western culture that invented the modern university. Anything else is ludicrous…}
“Information on the University’s ‘Indigenization’ efforts is available at:
http://www.uregina.ca/president/indigenization/index.html
–‘Student representatives participate in the Racialized and ‘Indigenous’ Students’ Experience summit in Toronto’,
Everett Dorma , U. Of Regina, March 25, 2016
http://www.uregina.ca/external/communications/feature-stories/current/2016/03-25.html
“…a key objective of the University of Regina’s ‘Strategic Plan’ is to ensure that wherever possible, ‘First Nations’ and Métis cultures are reflected in all aspects of campus life, in everything from our curriculum to our campus design and the ceremonies that are part of Convocation.
“In recent years, a number of important initiatives have been implemented to help ‘indigenize’ the University of Regina and support the success of aboriginal students, faculty and staff on campus. The ‘Aboriginal Student Centre’ has been expanded to provide a ‘culturally appropriate’ {‘segregated’} studying and gathering place for our students, for example, and an ‘Indigenous’ Advisory Circle’ (formerly called ‘Aboriginal Advisory Circle’) was created to regularly advise the President and Vice-Chancellor on measures that must be taken to ensure that the campus remains dedicated to, and focused on, meeting the needs of aboriginal students, faculty and staff.
“For further information about the University’s continuing efforts to ‘indigenize’ our campus, please contact Shauneen Pete, Executive Lead, ‘Indigenization’, at 306-585-4518 or shauneen.pete@uregina.ca .
‘Academic ‘Indigenization’
“‘Indigenization’ is a shared responsibility at the University of Regina. ‘Indigenizing’ academic programs is aligned with ‘Peyak Aski Kikawinaw’.
http://www.uregina.ca/strategic-plan/assets/docs/pdf/sp-2015-20-together-we-are-stronger.pdf
“Academic ‘indigenization’ refers to the transformation of academic programs with an aim of both re-centering ‘indigenous’ content, epistemology and pedagogy, and through academic program ‘decolonization’. “100 ways to ‘indigenize’ and ‘decolonize’ academic programs and courses” will provide some guidance on working toward ‘indigenizing’ and ‘decolonizing’ your academic work…
{For excerpts from this ridiculous document, “100 ways to ‘indigenize’ and ‘decolonize’ academic programs and courses”, see below…}
“’Indigenization’ is a shared responsibility. ‘Indigenization’ aims to transform the University of Regina by “including ‘indigenous’ knowledges, voices, critiques, scholars, students and materials” for ALL students, staff and faculty (‘IAC Strategic Plan 2015-2020, U of R Strategic Plan 2015-2020’). This is achieved by increasing the participation of faculty in ‘decolonizing’ {‘racializing’} our teaching…
“Some of our Faculties have made notable strides in ‘indigenization’. They have done so by integrating ‘indigenous’ content and ‘scholarship’ {?} into courses, hiring ‘indigenous’ faculty, and engaging in research with ‘indigenous’ communities…”
–‘Indigenization’,
University of Regina – Office of the President
http://www.uregina.ca/president/indigenization/index.html
‘100 ways to ‘indigenize’ and ‘decolonize’ academic programs and courses’
“’Indigenization’ at the U. Of Regina is understood as
“The transformation of the existing academy {?} by including ‘indigenous’ knowledges, voices, critiques, scholars, students and materials, as well as the establishment of physical and epistemic spaces that facilitate the ‘ethical stewardship’ of a plurality of ‘indigenous’ knowledges and practices {More racist claptrap} so thoroughly as to constitute an essential element of the university. It is not limited to ‘Indigenous’ people, but encompasses all students and faculty, for the benefit of our ‘academic integrity’ {which disappeared when you allowed racism to infect your studies} and our ‘social viability’”
(‘Indigenous Advisory Circle’, University of Regina)…
“1. Review and consider the implications {!} of the ‘UN Declaration on the Rights of ‘Indigenous’ Peoples’…
“3. Review and consider how to implement the recommendations posed by the {Partial} Truth and {One-Way} Reconciliation Commission.
“4. Recognize that exploring ‘indigenous’ knowledges in the academy serves the purpose of academic ‘decolonization’…
“9. Recruit and retain more ‘indigenous scholars’ and staff…
“17. Create physical spaces that reflect ‘indigenous’ peoples histories, contributions,
languages and diversities. Review and develop signage, bulletin boards, and
promotional materials…
“23. Prepare a Faculty response to allegations that ‘indigenous’ content somehow diminishes the perception of a quality higher education… {It doesn’t just diminish the ‘perception’, it diminishes the REALITY “of a quality higher education”.}
“26. Consider department based celebrations and welcoming events targeted at getting to know your ‘indigenous’ learners… {Racial tokenism that is the result of dividing students into racial categories, and treating them accordingly…}
“28. Undertake a department/Faculty self-study on efforts to ‘Indigenize’… {Why don’t you use an intellectual tool called critical analysis? Or have you forgotten how that works? And make sure to question the academic and intellectual validity of this entire race based exercise…}
“32. Nominate ‘indigenous’ scholars for recognition and awards in your field {More racial tokenism, based on a segregationist – and patronizing — worldview…}
“33. As a faculty, review progress towards ‘Indigenizing’ academic programs annually
“34. Seek out sessional and term hires who have experience in ‘Indigenizing’ teaching
“36. Utilize the local protocol norms (offering of a gift) in your relationships with ‘indigenous’ knowledge keepers {Cultural tokenism… Are they not also paid?}
“37. Work with HR and Financial Services to ensure that you follow the policies and practices supportive of respectful relationships with Elders and Traditional Knowledge Keepers (honorarium) {Use taxpayers funds to pay for racialization}…
“43. Recognize that
“a reorientation of post-secondary education to accept, incorporate, and improve aboriginal knowledges and ‘sciences’ in their community services, education and research, may require substantial redesign of university protocols and rules” {!}.
“Be prepared to inform policy reform. {Be prepared to undermine Western intellectual tools like the scientific method, in the name of appeasing a primitive culture at a far earlier stage of social evolution. Put their simplistic observations on a par, if not above, the knowledge of the modern Western world. Make an intellectual fool of yourself…}
“44. Through your relationships with ‘Indigenous scholars’, elders and community-based partners, begin to design courses reflective of ‘indigenous’ ‘epistemologies’ {?}…
“45. Some courses should be required of all learners (avoid academic ghettos) {EXACTLY — No one should be able to just attend ‘indigenous studies’. All aboriginal students need exposure to the entire curriculum, especially science and history…}
“These courses would take up topics associated with ‘settler’-’indigenous’ relations, ‘treaty responsibilities’ {on only one side, and not based on the actual treaties}, and actions aimed at {one-way} ‘reconciliation’. This is shared work: not just the work of ‘indigenous’ peoples.
{This is social and political work that should be done off-campus — if at all — and is designed to brainwash ‘non-aboriginal’ students, rather than give the necessary academic help to aboriginal students that so many of them need. Instead, you’re wasting the time and money of non-aboriginal students, while subjecting them to racial propaganda…}
“46. ‘Indigenous’ peoples seek skills, knowledge and experiences which will support their leadership toward community resiliency and ‘nationhood’…
{In other words, the university should train them to break up Canada…}
“49. Recognize ‘Treaty 4’ {‘surrendered, ceded’ former} territory in your opening remarks to your students and in your course outlines and other resources {It would make far more sense – and show more intelligence — to mention the builders of Saskatchewan, and of your university}; recognize that the U of R also offers programs in {‘surrendered, ceded’ former} ‘Treaty 6’ territory {Why? What is the point — much less, the necessity — of this???}.
“50. Name the Cree, Saulteaux, Dakota, Lakota and Nakota peoples of ‘Treaty 4’ territory in your opening remarks to students {And also mention the tribes they murdered, enslaved and drove out, when they stole their land…}.
“51. Recognize and name the 4 historically-Métis communities in this region (Lebret, Fort Qu’Appelle, Willow Bunch, as well as Lestock)… {Why???}
“53. Review course calendar …privilege ‘indigenous’ course options at the front of the list of electives {More overt racialism}…
“57. Recognize that ‘indigenizing’ our teaching is not just about culturally relevant teaching; ‘indigenizing’ our teaching aims to ‘challenge’ {‘rewrite’} the ‘dominant’ {‘Canadian’} narratives about our collective histories, contemporary aspirations and challenges. ‘Indigenizing’ our teaching is also about supporting ‘indigenous’ peoples and communities goals for the ‘self-determination’ and ‘sovereignty’ {sic}.
{More support for the break-up of Canada…}
“58. Consider how you are taking up ‘social justice’ {‘communist’} issues in your courses. Consider how you address ‘Treaty relationships’, the history of colonization in Canada {not including aboriginal colonization, like the Iroquois}, land use and development, {fictitious} ‘indigenous sovereignty’, {one-sided} residential school histories and recommendations aimed at {one-way} ‘reconciliation’ (‘{Partial} Truth and {One-way} Reconciliation Commission’ – TRC), Missing & Murdered ‘Indigenous’ Women {only} and other matters…
“61. Require learners to conduct a review of literature on a topic specific to ‘indigenous’ peoples {Again, why?}
“62. Critically exam ‘colonization’ and its effects {Point out the difficulties of working in the modern world with a primitive culture and its tribalism…}.
“63. Deconstruct the ‘construct of racism’ {Start educating ALL cultures to look in the mirror and examine their own racial prejudices. Aboriginal, Black, and Asian cultures have yet to begin to honestly address their own racial biases and bigotry…}.
“64. Deconstruct the neutrality of ‘whiteness’ {When one encounters such a racist statement in a document endorsed by the University of Regina, one can’t help but conclude that this is a racist institution and, as such, is no longer deserving of public support – particularly financial…}.
“65. Practice challenging notions of colorblindness and meritocracy
{Yes, because we’d sure hate to see our universities reflect such a racist construct as ‘merit’, right? Right here is where their racism and communism combine into one ugly, ignorant, failure-based ideology…}
“66. Practice challenging notions that
“it all happened a long time ago, get over it”.
{Yes, students of Iroquois heritage, for instance, should be frequently reminded of the attempted genocide of the Huron, and the need to apologize, ask for forgiveness…and PAY…}
“67. Identify, name, and work to correct ‘White’ dominance in the curriculum design, intended outcomes and resource material selection {For too long, textbooks have only been printed on WHITE paper. From now on, only textbooks printed on multicolour paper will be purchased by the university…}.
“68. “But I teach other people too”
“Folks often think that ‘indigenizing’ their teaching will somehow detract from addressing the needs of other diverse learners {Imagine that!}. Too often, ‘dominant group’ members want to fall back onto ‘discourses of multiculturalism’ as a way of practicing curricular inclusion.
“St. Denis (2011) explains that discourses of multiculturalism actually undermine ‘indigenous sovereignty’. {Political correctness meets racial correctness –and the University of Regina chooses aboriginal racism…}. She asserts that some ‘indigenous’ peoples believe that multiculturalism serves as a form of on-going ‘colonialism’… {Some ‘indigenous’ people need to be challenged on their racist worldview!}
“75. Actively challenge racism {but only in ‘white’ students}, ‘Eurocentrism’ {‘Principles of the Enlightenment’}, and dominant assumptions of knowledge, voice, quality and delivery of academic programs {Western intellectualism — the whole reason for the university’s existence…}.
“76. Identify the long term benefits of ‘indigenization’ {Good luck with that…} for you/your learners, the program, and your profession…
“78. Prepare responses to student questions about the level of ‘indigenous’ content (Learners will often complain – “there’s too much Aboriginal content”)…
{Gee, i wonder why??? And the fact that you’re forcing them, engenders resentment rather than ‘reconciliation’…}
“80. Disrupt {?} the ‘idea’ {‘fact’} that ‘indigenous’ ways of knowing are subordinate to ‘dominant’ {‘modern’} ways of knowing… {? In other words, ‘stop being a modern university’…}
“94. Initiate political actions {further politicizing education – a fundamental tenet of communism} in support of greater levels of academic ‘decolonization’ {‘lowering of standards’} (submissions or recommendations to university administration, local and federal political bodies).
“95. Reward and recognize efforts aimed at ‘decolonizing’ curriculum – tell your stories;
promote departmental initiatives through the website or through media…”
–‘100 ways to ‘Indigenize’ and ‘decolonize’ academic programs and courses’,
Dr. Shauneen Pete
http://www.uregina.ca/president/assets/docs/president-docs/indigenization/indigenize-decolonize-university-courses.pdf
More racist nonsense:
“St. Thomas University released a logo specifically for ‘First Nations’ students and alumni to better represent the ‘dual identities’ held by ‘indigenous’ alumni.”
http://www.atlas101.ca/pm/concepts/indigenization/
See also:
‘Education or Indoctrination?’ (Mandatory ‘Indigenous’ Courses):
https://endracebasedlaw.wordpress.com/2016/09/05/education-or-indoctrination/
‘U of R cheerleaders’ cowboys-and-Indians photo‘:
https://www.facebook.com/ENDRACEBASEDLAW/photos/a.336196793149227.59519.332982123470694/471472452954993/?type=1
‘A Bad Influence’ (American Political Correctness):
https://endracebasedlawcanadanews.wordpress.com/2016/08/10/a-bad-influence/
‘Aboriginal Education’:
https://endracebasedlaw.wordpress.com/2016/01/21/aboriginal-education/
‘Education: Honouring the Ignorance of Our Ancestors‘ (Widdowson):
https://www.facebook.com/ENDRACEBASEDLAW/photos/a.336196793149227.59519.332982123470694/449999048435667/?type=1
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Indians demanding that Canadians give the country back to the FN First Nations give would be on the same rational level as the White Man demanding the return of the European horses.
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