Devs 220 Journal 1

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Queens University *

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Dec 6, 2023

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Journal 1. Devs 220 Dr. Ian Fanning Darwyn Lewis October 22, 2023

Module 1 - Honoring the Medicine Wheel In module 1, I was introduced to the importance of the Medicine Wheel for the Anishinaabe and other indigenous communities. This symbol’s significance serves as a pathway to connect with Mother Earth and foster spiritual, mental, physical and emotional unity which embodies the concept from (Fanning, 2023) “harmony with nature and with all of our relatives.” The Medicine Wheel is created with four quadrants that each have their importance, they are distinctively separated by their colours, being: black, white, red and yellow. The colours symbolize cardinal directions, animals, seasons and the natural world. Also, in this module, we explored various indigenous terms such as Indian, NDN, aboriginal, indigenous, native, First Nations, matis and Inuit. Some of these terms throughout history have raised some controversy especially Indian, aboriginal, and First Nations, as they are associated with the Indian Act and colonialism, the most appropriate term to use is indigenous. Additionally, non-indigenous terms were introduced as well. Such as settler, non-native, white, settler colonialism, non-aboriginal European and non-indigenous. The most appropriate term I learned is non-indigenous as it focuses on indigenous experiences throughout history. Module 2 - Embracing Diverse Indigenous Identities

In Module 2, I was provided with an in-depth explanation of the landscapes surrounding indigenous identities. The book that I was intrigued by touched base with conflicting myths maintained by non-indigenous perspectives regarding the origins of the Indigenous peoples, specifically the Anishinaabe’s migration to Turtle Island and North America. This module also emphasized “status” which was introduced by the government in the Indian Act for monitoring the ingenious. Another point made in this module was that more than half of Canada’s indigenous population consists of non-status, including the Métis and Inuit, who are not recognized by the federal government. Throughout history, the targets for status removal were the indigenous women and children which was a troubling time of colonialism. The Indian Act stated that if an indigenous woman married a non-indigenous man, she would then lose her status as well as her rights. In 1985 there was a Bill that addressed this injustice, Bill C-31, which allowed non-indigenous individuals to claim indigenous status, which created many complications. This was later resolved in 2011 when indigenous women and children succeeded in reclaiming their status, although they continued to face discrimination and challenges integrating back into their communities. This module also exposed me to the issues surrounding the terminology associated with the Métis identity, being “half-breed”. The suggested alternative for this problematic term is “hybrid identity” (Vowel, 2016), this term offers a more respectable view. Questions arise along the lines of lineage when the Métis are brought up because their identities are intricate, particularly in the context of the concept of blood quantum. The Indian Act does not apply to the Métis due to their hybrid identity as well as the concept of quantum blood. This makes the Métis vulnerable to discrimination and judgement. Furthermore, this module explored the nuanced

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preferences regarding the term “Eskimo,” which in the Métis community can be acceptable or insulting depending on the community. Inuit populations found in Canada generally favour the term “Inuit”. After years of troubled hardships in Canada, the Inuit communities have successfully preserved their ancestral land, language and customs despite the historical discrimination such as the title of “Eskim” on their identification tags. Reflection and Personal Growth So far, this new education that I am exploring with the resources found within this course has expanded my view personally mentally, physically, spiritually and emotionally. The shift in my mindset and examination of Western knowledge helped me foster an understanding of how challenging these historical difficulties were for these indigenous and non-indigenous communities, not only has it helped me try and understand them from their perspective but has helped me understand how to challenge prejudices, misunderstanding and assumptions about the indigenous communities. The knowledge of the traumatic events the indigenous communities endured, such as the oppressive terms used resulting from colonialism in the Indian Act, the unjust treatment of the women and children, the imposition of “Eskimo” titles and the dispossession of their land touched an emotional response. It was equally inspiring learning how the indigenous communities fought back against all these unjust acts to save and preserve their culture. The use of this journal helps me reflect and touch back on the scenarios learned so far. This encourages me to participate further in indigenous classes and reviews. This journey so far has led me to make use of my questions on the Western values I was taught before being exposed to this historical knowledge. It has invited

me to imagine a life free from the enduring influence of colonialism and the associated beliefs. In conclusion, these modules have exposed me to the complexity and richness of indigenous cultures and identities as well as the process of regaining everything that was stripped away. So far, they have left an enormous mark on my growth and understanding. References Fanning, I. (2023). Module 1 - Week 1: Course Introduction and Terminology [PDF slides]. Queens University. https://onq.queensu.ca/d2l/le/content/771572/viewContent/4577077/View Fanning, I. (2023). Module 2 - Week 3: Indigenous Cultures and Politics of Indigenous Identity in Canada [PDF slides]. Queens University. https://onq.queensu.ca/d2l/le/content/771572/viewContent/4577079/View Fanning, I. (2023). Module 2 - Week 4: Indigenous Cultures and Politics of Indigenous Identity in Canada (Cont’d) [PDF slides]. Queens University. https://onq.queensu.ca/d2l/le/content/771572/viewContent/4577080/View Fanning, I. (2023). Module 2 - Week 5: Indigenous Cultures and Politics of Indigenous Identity in Canada (Cont’d) [PDF slides]. Queens University. https://onq.queensu.ca/d2l/le/content/771572/viewContent/4577081/View Vowel, C. (2016). Indigenous Writes: A Guide to First Nations, Métis & Inuit Issues in Canada. HighWater Press.