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…sidestep important questions of Indigenous rights, Indigenous economies, and Indigenous histories (including the history of Indigenous-settler relations in the fisheries). Indigenous peoples are not “stakeholders;” they have conducted their traditional…

…get involved other than as observers. It is now generally recognized that the RCMP’s deployment of approximately 400 officers, along with increased government involvement both provincially and federally, marked the…

…in which colonial ideas perpetuated discrimination against Aboriginal women, it is important to understand the ways in which these ideas have been retained to the present day. This discrimination continues…

…the jurisdiction of Indian and Northern Affairs Canada (INAC), as stipulated in the Indian Act. Fraser concluded that INAC lacks the capacity and resources and is generally unprepared to provide…

…of Indian residential school history and its effects during this time. To learn more about what happened on campus, see http://irsi.aboriginal.ubc.ca. Please note that, as described on the parent page,…

…came together to instigate a change in the state of Aboriginal child welfare in Canada. The influential National Indian Brotherhood’s 1972 report Indian Control over Indian Education inspired Aboriginal leaders…

…the circle of civilized conditions,” Davin wrote in his 1879 Report on Industrial Schools for Indians and Half-Breeds (Davin’s report can be read here.) In the 1880s, in conjunction with…

…Indigenous Peoples as “proof” that Canada’s first inhabitants were ignorant, savage, and—like children—in need of guidance. They felt the need to “civilize” Indigenous Peoples. Education—a federal responsibility—became the primary means…