University of Victoria

Indigenous and Settler: Identities and Relationships in Research III

Indigenous and Settler peoples in what is now North America have long interacted across porous and rigid boundaries, in conflict and cooperation, and these historic and present-day dynamics play a critical role in shaping collective identities. These "mutually constituted" identities, and the varied relationships that inform and are informed by them, create both challenges and opportunities for sociologists working within and across Indigenous and Settler subjectivities. Building on popular past CSA sessions in 2011 and 2012 ("Indigenous Peoples and Contemporary Canada," "Indigenous Peoples and Social Research"), this session aims to interrogate the impacts of Indigenous and Settler identities and relationships on research, and vice versa. How are identities operationalized in research? How do relationships between researchers and community members impact on identity formation and enactment? And what does empirical research tell us about the complexity, diversity and interconnections of Indigenous and Settler identities today (e.g., Anishinaabe, Kwak'waka'wakw, Metis, multi-generational Euro-Canadians, recent immigrants of colour)? Our goal is to open dialogue on these often-unseen or overlooked - yet fundamental - aspects of research, in order to critically assess who 'we' are and how 'we' work together, but also to envision respectful, creative partnerships for the future.

Session Organizer: Emma Battell Lowman, University of Warwick, e.j.b.lowman@warwick.ac.uk ; Jeff Denis, McMaster University, denisj@mcmaster.ca

(Mis)guided Missions? Korean Women, Christianity, and Indigenous-(Im)migrant Relations in Canada

Ruthann Lee, University of British Columbia Okanagan, ruthann.lee@ubc.ca

This paper contributes to a growing field of critical scholarship that centralizes the ongoing context of settler state colonialism and Native genocide in its study of diasporic community formations. I take up recent debates among diasporic and Native feminist scholars concerning the difficulty of creating meaningful and sustained political alliances between Native and (im)migrant communities. I discuss the present role of diasporic Korean Christians—particularly Korean Canadian women—who may serve as “model minorities” through evangelical work with Aboriginal youth on Native reserves in Canada. I address key issues involving citizenship, land theft, sovereignty, multiculturalism, human rights, religion, and state violence. My objective is to investigate the changing social locations occupied by Korean diasporic women and Aboriginal youth and to study how both groups transform their subject positions as national or sovereign citizens in a settler state. The overarching goal of my project is to theorize and develop practices of social and cultural empowerment and political solidarity on behalf of Indigenous and Korean diasporic populations in the Americas.

Wednesday June 5, 2013 01:30 PM - 03:00 PM Building: Elliott Building, Room: E-168

An Illusion of Solidarity: A Critique of the Canadian Truth and Reconciliation Commission

Konstantin Petoukhov, Department of Sociology and Anthroppology, Carleton University., konstantin_petoukhov@carleton.ca

The primary objective of this paper is to examine the relationship between solidarity and the official model of reconciliation through which the Truth and Reconciliation Commission (TRC) of Canada is responding to the injustices of Indian residential schools. First, I attempt to situate the connection between solidarity and reconciliation in the broader context of literature on transitional justice and in particular the work of Rosemary Nagy on the South African TRC. Against this backdrop, I begin by drawing on the work of scholars such as Jodi Dean, Søren Juul, Nancy Fraser, and Ellie Vasta to assess the ways in which reconciliation, as mandated by the TRC, reflects the principles and values of solidarity, and secondly, to problematize the extent to which it takes into account Indigenous ideas of togetherness, identity, and belonging. By demonstrating the substantive and conceptual deficiencies of the Canadian TRC's model of reconciliation, this paper advocates for a more solidaristic approach to moving forward and highlights some of the alternative basis on which solidarity between Indigenous peoples and the Canadian public can begin to take shape.

Wednesday June 5, 2013 01:30 PM - 03:00 PM Building: Elliott Building, Room: E-168

Education, Employment, and Income among Aboriginal Men and Women: The New Metropolitan Aboriginal Elite

Linda Gerber, University of Guelph, lgerber@uoguelph.ca

In the past, little attention has been paid to the Aboriginal people living in urban areas. Interest in the movement of First Nations people from reserves to urban centres and back again meant that temporary rather than permanent urban residents were the focus. Most of the migrants who moved back and forth between city and reserve lacked the resources and skills required for successful adaptation to urban life. Recognition of the fact that many Aboriginal people are permanent residents—even second and third generation urbanites—is relatively recent. This study of Aboriginal men and women (Indian, Métis, and Inuit), who live in Canada’s metropolitan areas deals with the people who continue to struggle as well those whose education, employment and income levels match those of their non-Aboriginal neighbours. In doing so, it reveals the presence of an established urban Aboriginal elite.

Wednesday June 5, 2013 01:30 PM - 03:00 PM Building: Elliott Building, Room: E-168

The Academic Experiences of Aboriginal Students at a Western Canadian Undergraduate University: Results from a Qualitative Study

Andreas Tomaszewski, Mount Royal University, atomaszewski@mtroyal.ca , Tracy Powell, Mount Royal University, tlpowell@mtroyal.ca , Cynthia Gallop, Mount Royal University, cgallop@mtroyal.ca , Chad London, Mount Royal University, clondon@mtroyal.ca

Many fields of practice, e.g., nursing, social work, and justice, are intensifying efforts to recruit Aboriginal people to help support Aboriginal service users in culturally sensitive ways. In addition, Aboriginal communities themselves have identified a need to develop and implement Aboriginal-run programs and institutions in the health, social services, and community development fields. There is an associated strong need to increase the participation rate and success of Aboriginal students in educational programs that prepare them to work in these service organizations and therefore support their communities. Despite increasing numbers of Aboriginal university students and increasing support programs for them at their university of choice, many challenges remain.

This paper presents the results of a qualitative study, which explored how Aboriginal students enrolled at our institution understand and negotiate their academic experiences. This included examinations of issues such as recruitment, academic successes and challenges (which are associated with retention), and students’ future plans. Over the course of several weeks in 2011, we did a combination of a roundtable discussion and interviews with a total of 14 Aboriginal students. In addition to presenting our research results, we will compare them with the findings of other studies and present some characteristics of our participants. Further, we will discuss policy implications and suggest avenues for further research. It is our hope that the results of our study will assist our university and others in Canada to recruit and retain more Aboriginal students and lead to more Aboriginal communities receiving culturally competent services by Aboriginal service providers.

Wednesday June 5, 2013 01:30 PM - 03:00 PM Building: Elliott Building, Room: E-168

Racism Within the Canadian University Environment

Kerry Bailey, McMaster University, baileka@mcmaster.ca

In recent times, there has been an increasing focus within academia on the education levels of Indigenous peoples in Canada, particularly post-secondary achievement. The main focus of research has been how the levels compare to those of non- peoples. However, little investigation has been done that examines the experiences these students are having during their university careers. With the aim of furthering the understanding of daily life for Indigenous university students, this study explores the questions of: does racism against Indigenous peoples still exist in Canadian post-secondary institutions and how will this impact the students (personally and academically). Through the analysis of interview data it can be seen that despite some recent changes Indigenous university students are still encountering racism both in the classroom as well as the larger university environment.

Wednesday June 5, 2013 01:30 PM - 03:00 PM Building: Elliott Building, Room: E-168