‘Mandatory Aboriginal Industry Propaganda’

From the increasingly-racist University of Manitoba:
“New students who are entering the Faculty of Arts starting in Fall 2021 will include at least three credit hours of ‘Indigenous’ {sic} course content in their studies in order to graduate with a ‘Bachelor of Arts’ degree.

{Hopefully, that will include the fact that Aboriginals are NOT ‘Indigenous’ to North America…but it’s unlikely…}

“The new requirement, passed by the Senate on November 4, aims to provide students with an ‘understanding’ {one-sided} of the place of ‘Indigenous’ people in Manitoba’s and Canada’s history, and gives future graduates more {biased} ‘tools’ to understand how that history is woven into many aspects of contemporary society.

“Starting in fall 2021, the first set of eligible courses will be available from Native Studies, History, Political Studies, Sociology and Criminology, and Women’s and Gender Studies, with more in development. The goal is to have as many departments in the Faculty of Arts add an eligible course to make it as easy as possible for students to fulfill the requirement as part of their degree and integrate this learning with their chosen area of studies.

“All courses approved for the ‘Indigenous’ content requirement contain 80% or more ‘Indigenous’ content and respond to the {Partial} ‘Truth’ and ‘Reconciliation’ Commission of…“Call to Action 57”, which calls upon provincial employees to learn the history of ‘Indigenous’ peoples through skills-based training in ‘intercultural competency’, conflict resolution, ‘human’ {‘Race’} rights and ‘anti-racism’ {They mean ‘anti-’white’. There is NO discussion of endemic Aboriginal racism. It’s not even acknowledged that it exists…}.

“Dr. Cary Miller, Associate Professor and Department Head of Native Studies, says that when developing the requirement, this was taken a step further to

   “consider the need for all those working in the public sector, including education, health care, social and community services and public works, to understand history, {‘reinterpreted’} treaty rights and ‘colonial’ {‘modern’} relationships for the work they do with students, patients, clients and the public”.

“This has far-reaching implications when it comes to the workplaces UM graduates will inhabit {!}.

   “For Manitoba’s workforce, almost one in five co-workers, supervisors, patients or customers are ‘Indigenous’,”
{They mean ‘at least partially Aboriginal’}
says Dr. Miller.
   “If you haven’t learned this content, then you will be at a disadvantage in the workplace.”
{Talk about clueless! She’s not even aware of the racist stereotyping that she’s engaging in…}

   “Students are often shocked when they learn about the ‘devastating effects’ of ‘settler colonialism’ {That’s because you only teach the negatives, ignoring all of the positives. That’s called ‘propaganda’, NOT ‘education’!} – the residential school system {without which, Aboriginals wouldn’t have been able to read or write, and where the majority of students had positive experiences}, the number of communities still under boiled water advisories {At least partly because mandatorily-employed Aboriginals have not been doin their jobs maintaining the systems}, and ongoing land and treaty ‘struggles’,”
says Dr. Heidi Marx {Perfect last name!}, Associate Dean of Undergraduate Affairs, Faculty of Arts.
   “Learning about ‘Indigenous’ resilience in the face of this history, along with the study of ‘Indigenous’ culture, language, and ‘ways of knowing’ builds respect and understanding and better equips young people to participate in the project of ‘reconciliation’ with ‘Indigenous’ peoples in ‘empathetic’, engaged, and informed ways.”

{NEVER is the focus on dysfunctional Aboriginal culture, and lack of accountability. Meanwhile, these Aboriginal Industry academics continue to feed off of emphasizing Aboriginal victimization…}

   “‘Indigenous’ faculty, staff and students have spent decades advocating for more content on ‘Indigenous’ matters, the history and impacts of colonization, and the importance and contributions of ‘Indigenous’ peoples”,
says Dr. Catherine Cook, Vice-President (‘Indigenous’) {A Race-based, segregationist title and position}.
   “It is critical {Why? Aboriginals are 4% of the population, with many of those mixed-Race} that everyone graduating from UM has a basic understanding of ‘Indigenous’ issues and where we live, especially those that are relevant to their discipline. The dedication and commitment of the people who worked through the process to bring the {segregationist} ‘Indigenous’ Content Requirement’ in the Faculty of Arts to fulfillment should be celebrated and thanked {They should be fired for their ignorance and bigotry!}. This demonstrates to other faculties a way to move ‘forward’.”

{Such linguistic confusion results from the Orwellian reality that social ‘regressives’ – those supporting tribalism in all its forms – have stolen and deliberately misused the term ‘progressive’…}

“The new course requirement is part of a longstanding, broader effort by the Faculty of Arts.

“The Faculty has established an ‘Indigenous’ Content Committee’ to ‘guide development’ {censor any opposing information} of courses with ‘Indigenous’ content. The committee includes representation from Arts academic departments, the Dean’s Office, Arts Student Services, Arts students and the community.

   “The committee is a strong example of ‘reconciliation’, bringing together ‘Indigenous’ and non-‘Indigenous’ people to work to make the ‘Indigenous’ content requirement in Arts a reality”,
said Dr. Miller, Committee Chair.

“The Faculty of Arts has also hosted a “Summer Institute on Literacy in ‘Indigenous’ Content” for UM faculty members for the past two years, with support from the {taxpayer-funded}‘Indigenous’ Initiatives Fund”, to increase awareness and knowledge of ‘Indigenous’ subjects and issues, and build capacity and knowledge for delivering ‘Indigenous’ content and respond to student questions across curriculum. Plans are underway to continue the program so more faculty can participate…

“Specifics on the new ‘Indigenous’ content course requirement will be included in the “2021-22 UM Academic Calendar”.”

–‘Faculty of Arts introduces Indigenous content requirement’,
University of Manitoba, JANUARY 11, 2021

Is there no one at the university with the spine to tell their timid and misguided leaders that they have lost their way?

Why is the university pretending ‘indigenous’ knowledge and science are the equivalent of our written knowledge base?

“I recently listened to an interview of the new head of the University of Manitoba’s ‘Indigenous’ Knowledge department on CBC radio. She articulately explained that “traditional knowledge” and “‘indigenous’ science” have been vital to the survival of the aboriginal culture.

“A hunter-gatherer culture depended on information about the movement of animals, weather changes and the medicinal properties of plants, for instance. This important information was passed on orally through many generations, she noted. Because aboriginal culture had no written languages, “keepers” of this knowledge had a special place in the culture.

“There’s no question that the speaker was accurately portraying the value of accumulated aboriginal wisdom. It’s truly remarkable that a culture with virtually no technology or writing not only survived but flourished {?} on such a cold and hostile part of the continent. Information transmitted orally through the generations obviously played a major role in this survival.
{After 12,000 years of occupation, a ‘flourishing’ culture in Canada would have had a far larger population base…}

“But the speaker went on to explain that aboriginal knowledge also had a spiritual dimension. Only certain people, who had to be aboriginal, could be entrusted with this knowledge or even understand it. Mystical concepts like the medicine wheel were involved. It was more than just factual information that was being passed through the generations, it was a combination of information and spiritualism. In fact, both the keepers of the information and the knowledge itself had a magical or mystical aspect that couldn’t be understood by non-aboriginal people – indeed even by aboriginal people who were not gifted with the keepers’ spiritual powers.

“It should be clear to all of us that the magic, or spiritual, component attributed to “traditional knowledge” and “‘indigenous’ science” removes them from the accepted definition of knowledge and science. They should certainly not be taught as such and it’s very wrong for the University of Manitoba to establish a department of ‘Indigenous Science’ or ‘Indigenous Knowledge’, passing it off as the equivalent of the written knowledge and science that has been accumulated and tested since writing first came into the world.

In the case of legitimate science, the ability to test is crucial. Scientists collect data and analyze that data. Drawing on their expertise, they then propound a theory. The theory is published in a recognized science journal. It can then be carefully scrutinized, and even attacked, by scientists from all over the world. Only after that testing process has been completed can it be considered legitimate – and even then, it can be freshly challenged if new information becomes available.

“But that’s not possible with “indigenous science”. A keeper claims special powers and only he has the ability to understand the information. He can’t be questioned, because only certain people of his own race or ethnic origin have the ability to understand the information.

“I’m sorry, but that’s not science. It’s junk science.

“The academics at the university know this very well. These are the same people who fight very hard to defend academic freedom and the other important principles that have allowed the world’s written knowledge to reach heights never before achieved in human history.

“So why is the university pretending that ‘indigenous’ knowledge and science are the equivalent of our written knowledge base? Why are they allowing – and even encouraging – this farce to unfold?

“The only answer I can come up with is that they’re so afraid of offending aboriginal sensibilities that they’re prepared to sell their souls to avoid doing so – political correctness run amok!

“What should be done is obvious. Include oral traditions of aboriginal cultures with the studies of subjects like anthropology and religion. ‘Indigenous’ mysticism and orally-transmitted information are important subjects. But pretending that information dependent on spiritualism is knowledge, is simply wrong.

“It makes the once-proud University of Manitoba the equivalent of one of those ‘Flintstones’ colleges to the south of us, where religious fundamentalists teach students that our ancestors co-existed with dinosaurs.

“Is there no one at the university with the spine to tell their timid and misguided leaders that they have lost their way?”

–‘University of Manitoba Succumbs to Politically Correct Nonsense’,
Brian Giesbrecht, Frontier Centre, July 4, 2017

See also:
The ‘Indigenization’ and ‘Racialization’ of Canadian Universities’ (U. Of Regina):
“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.”

Backlash At Manitoba Universities’ (U. Of Man./Brandon):
“The vandalizing of a teepee at the National Centre for {Partial} Truth and {One-way} ’Reconciliation’ on the University of Manitoba campus is a “disgrace”, says an ‘indigenous’ {they mean ‘aboriginal’} leader.”
“A teepee on the campus of Brandon University was destroyed in a fire overnight… Although police said the cause of the fire is unknown at this time, both Brandon University and a co-ordinator with the ‘Brandon Urban Aboriginal Peoples’ Council’, suggested it was intentionally set…”

Education or Indoctrination?’ (Mandatory ‘Indigenous’ Courses):
“It’s wrong to force students to take classes focused on one minority’s history — especially when that minority’s history is already widely-covered in Canadian K-12 curricula.”

Only One Culture Matters?’:
“Although there are students from many cultures, the University of Winnipeg continues to elevate one race/ethnicity above all others.”




Thank you from ERBL inc. Canada

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