Series: "21 Things You May Not Know About the Indian Act" (Joseph, 2018) #6 Resistance Is Futile

Chapter two of "21 Things You May Not Know About the Indian Act" by Bob Joseph (2018), identifies 3 results of the Indian Act:

5.  Could expropriate portions of reserves for public works. (p.  31)

6.  Renamed individuals with European names. (p. 34)

7.  Created a permit system to control Indians' ability to sell products from farms. (p. 36)

21 Things You May Not Know About the Indian Act by Bob Joseph

Series: "21 Things You May Not Know About the Indian Act" (Joseph, 2018) #5 The Beginning

Chapter One of "21 Things You May Not Know About the Indian Act" by Bob Joseph (2018), identifies four key initiatives of the Indian Act:

1.  Imposed the elected chief and band council system- 1869 to present day (p. 15)

2.  Denied women status- 1869 to 1985 (p. 19)

3.  Created reserves- 1876 to present day (p. 24)

4.  Encouraged voluntary and enforced enfranchisement- 1876 to 1985 (p. 27)

21 Things You May Not Know About the Indian Act by Bob Joseph

Series: "21 Things You May Not Know About the Indian Act" (Joseph, 2018) #4 The Indian Act

 "21 Things You May Not Know About the Indian Act", Bob Joseph provides a brief synopsis of how the Indian Act was created in Canada.

"The Roots of the Indian Act lie in the Bagot Report of 1844 that recommended that

control over Indian matters be centralized,

that the children be sent to boarding schools 

away from the influence of their communities

and culture,

that the Indians be encouraged to assume the 

European concept of free enterprise,

and that land be individually owned under an

Indian land registry system in which they could

sell to each other but not to non-Indians.

The Bagot Report provided the framework for the Indian Act, 1876." (p. 7)

"By the 1920s, Indian policy took on a much darker tone.

Duncan Scott Campbell, the Deputy Superintendent General

of Indian Affairs, wrote:

'I want to get rid of the Indian problem...

Our objective is to continue until there is not

an Indian that has not been absorbed into the 

body politic, and there is no Indian question,

and no Indian Department...' " (p. 8)

Important Note on Terminology:

Bob Joseph states:  

"I use the word 'Indian' in the first two sections of the book because of 

its legal and historical context.  It is not a term we would otherwise

use unless in reference to a community that has made that choice for 

their name.  One example of this is the Musqueam Indian Band." (p. 10)

21 Things You May Not Know About the Indian Act by Bob Joseph

Series: "21 Things You May Not Know About the Indian Act" (Joseph, 2018) #3 Key Information

 "21 Things You May Not Know About the Indian Act", Bob Joseph succinctly outlines key terminology and information to better understand the reading of the book, and the Indian Act.  This information is outlined as follows, in the appendices.

Appendix 1:  Terminology (p. 107)

Appendix 2:  Indian Residential Schools: A Chronology (p. 115)

Appendix 3:  Truth and Reconciliation Commission of Canada:  Calls to Action (p. 130)

Appendix 4:  Classroom Activities, Discussion Guide and Additional Reading (p. 162)

Appendix 5:  Quotes from John A. Macdonald and Duncan Campbell Scott (p. 169)

21 Things You May Not Know About the Indian Act by Bob Joseph

Series: "21 Things You May Not Know About the Indian Act" (Joseph- 2018) #2 Joseph's Introduction

21 Things You May Not Know About the Indian Act" was written by Bob Joseph (2018- Indigenous Relations Press).

In the introduction, Joseph states:

"I think it is critical that non-Indigenous Canadians be aware of how deeply

the Indian Act penetrated, controlled, and continues to control, most aspects

of the lives of First Nations.  It is an instrument of oppression." (p. 4)

Bob Joseph also states,

"In my personal life as an Indigenous person I look for opportunities to build 

bridges of reconciliation by providing information about Indigenous Peoples. 

My personal quest is to changes the world, one person at a time....This book 

is for people who want to walk with informed minds and hearts along the path

to reconciliation."  (p.4)

And on the final page of the introduction, Joseph says,

"It is time to dismantle the Indian Act once and for all- no further amendments,

no more bandaging or tweaking of the Act.  It will not be easy, but it can be done. 

In fact, it has been done by the Nisga'a Nation.  They are self-determining, 

self-governing, and, most importantly, self-reliant."  (p.5)

21 Things You May Not Know About the Indian Act by Bob Joseph

Series: "21 Things You May Not Know About the Indian Act" (Joseph, 2018) #1- My Intention

"21 Things You May Not Know About the Indian Act" by Bob Joseph (Indigenous Relations Press 2018), was first introduced to me when I arrived back in Canada in December 2018.

This blog series is meant to:
1. Help me better understand what has happened in the past, and how it continues to impact the present and future.
2. Share information in an effort to create a more informed society that may be well-intention, but is also able to affect change in a positive manner, for all people in Canada, including Indigenous People.
3.  Share some of the information that Bob Joseph has so eloquently presented in this book.  What I have chosen to write about is from my understanding.  I encourage you to read Mr. Joseph's book and gain your own knowledge!

Respectfully submitted for your consideration,

Cynthia Penner M. Ed.

Indigenous Corporate Training Inc.

Life Learning 6: Speaker's Worst Nightmare & Affirmations

Videos I enjoyed watching this week!

TED Talk: Colin Robertson: Improv Everywhere: A TED speaker's worst nightmare

J. Lo & Dr. Oz talk Health & Affirmations

#Facingadversity  #Buildingresilience  #Findingjoy

Policy Brief: Paris: 11/13/15 Analysis & Policy Options (Clingendael & ICCT, 2015)

A policy brief about the Paris, France attacks on November 13, 2015 was written by:

 Colijin, Singleton, van Ginkel, Chauzal, Zavagli & Paulussen (2015) and published by:

Clingendael- The Netherlands Institute of International Relations

www.clingendael.nl 

and

ICCT- The International Centre for Counter-Terrorism- The Hague

www.icct.nl

This brief considered four pressing issues:

1. Why France?

2.  Are the Attacks a Consequence of French International Military Actions in Syria?

3.  What are the Main Political/Security Consequences and What are the Next Steps?

4.  Finding the Right Balance between Preventive and Repressive Measures

Paris Policy Brief: 11/13/15

For more information on creating a Radicalization Prevention Framework,
contact Cynthia Penner M. Ed. at:

pennerconsulting@gmail.com

Refugee & Immigrant Adult Language Learning Policies

This is a survey of Australian language policy for Refugees and Immigrants (Nicholas, 2015).  The evolution of language learning policy has occurred in part, with a shift to a pluralistic or multicultural philosophy.  One of the results of this shift is a division of economic or workforce preparation from engagement or settlement facilitation.  There are many principles from this study to consider, when continuing to develop language learning policies for Refugees & Immigrants in Canada.

Australian Adult Language Learning Policy (Nicholas, 2015)

For more information regarding adult language learning policy for 

Refugees & Immigrants contact Cynthia Penner M. Ed. at:

Penner Consulting

Refugee Workforce Policy: Refugee Settlement Policy and Planning

In the following article, Darrow (2015) reviews refugee employment policies and how these policies are implemented within community agencies.  Darrow coins two terms, 'cherry-picking' and 'broadening the resource pool' in her review of the discourse of staff and management in hiring refugees in the workforce.  Darrow (2015) considers diverse employment policies in the settlement of refugees.

Getting Refugees to Work (Darrow, 2015)

By creating informed policy and a dialogue that considers a diversity of options, there are opportunities for refugees and immigrants to successfully enter the workforce in Canada.

For more information regarding Refugee & Immigrant Settlement in Canada,
 contact Cynthia Penner M. Ed. at:

 pennerconsulting@gmail.com

Refugee Workforce: Innovative Language Learning in the Workplace

Martinez Cabrera (2015) explores innovative ways to support language learning while being employed.  A digital learning tool that is mobile and does not require internet access is one of the innovative methods to deliver language learning in the workplace.  Examples of using this device include a bus driver who is able to use the language learning device, in between driving runs.

Workplace Language Learning (Martinez Cabrera, 2015)

For more innovative methods to facilitate language learning in the workplace,
 contact Cynthia Penner M. Ed. at:

pennerconsulting@gmail.com