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Mamta Kumari; MBA Jan’2024

Indigenization: This is a new assignment where we want you to explore:

What it means to search for work on unceded territories of first nations (more
suitable but not limited to Canadians or permanent residents). We want you to
learn about the first nations of these lands, how colonization negatively impacted
them and, as newcomers, what we can do. You are more than welcome to use your
own cultural and historical knowledge of colonization, its effects and how we could
help each other improve our lives. Please submit one page of your reflection.

The xʷməθkʷəy̓əm (Musqueam), Sḵwx̱wú7mesh (Squamish), and səlilwətaɬ (Tsleil-


Waututh) peoples are the original inhabitants of the unceded land which is now
known as the city of Vancouver.
Introduction:
 Indigenization is the process of integrating Indigenous knowledge systems into various aspects
of society, including education, governance, and culture. It involves recognizing, respecting, and
incorporating the wisdom, traditions, and perspectives of Indigenous peoples into mainstream
practices. By indigenizing spaces, places, and hearts, communities aim to foster understanding,
collaboration, and mutual respect among different cultural groups. This process seeks to honor
Indigenous heritage, promote social justice, and create more inclusive and equitable
environments for all. The three meanings—Indigenous inclusion, reconciliation indigenization,
and decolonial indigenization
 Decolonial indigenization proposes a radical transformation of the academic landscape, aiming
to rebalance power dynamics between Indigenous communities and mainstream society. It
seeks to overhaul knowledge production by centering Indigenous perspectives, wisdom, and
ways of knowing within educational institutions. This process envisions a complete reorientation
of the academy to create a more dynamic and inclusive space that reflects the diversity of
Canadian society. By challenging colonial structures and privileging Indigenous knowledge
systems, decolonial indigenization strives to foster greater equity, understanding, and
collaboration across cultural divides.
 Indigenous inclusion is a policy that aims to increase the number of Indigenous students,
faculty, and staff in the Canadian academy. It does so largely by supporting the
 adaption of Indigenous people to the current culture of the Canadian academy.
 Reconciliation indigenization represents a vision that seeks to find common ground between
Indigenous and Canadian values, particularly in the context of integrating Indigenous
perspectives into academic institutions. It aims to establish a broader consensus on key issues
such as defining knowledge, reconciling Indigenous and Western knowledge systems, and
determining the nature of relationships between academic institutions and Indigenous
communities. This approach prioritizes building understanding, respect, and collaboration
between different knowledge systems and cultural perspectives. By fostering dialogue and
cooperation, reconciliation indigenization strives to create inclusive academic environments that
honour Indigenous heritage while embracing diverse forms of knowledge and fostering mutually
beneficial relationships with Indigenous communities.

Concepts:
 The policies and actions implemented to colonize Indigenous Peoples in Canada have been
widely criticized and described as constituting cultural genocide. This characterization
acknowledges the deliberate efforts to undermine Indigenous cultures, languages, and
identities. However, when examining the long-term consequences through the lens of the social
and environmental determinants of health framework, it becomes evident that the impacts
extend far beyond cultural loss. These policies have had profound effects on the physical and
mental health of Indigenous Peoples.
 From a social determinants of health perspective, colonial policies have resulted in systemic
inequalities that contribute to health disparities among Indigenous communities. Factors such as
inadequate access to healthcare, housing, clean water, and education have been persistent
challenges for Indigenous Peoples in Canada. Historical traumas, including the intergenerational
impacts of residential schools, forced relocations, and the loss of land and resources, have also
contributed to higher rates of substance abuse, mental illness, and suicide among Indigenous
populations.
 Furthermore, the environmental determinants of health have been significantly affected by
colonial practices such as resource extraction, pollution, and environmental degradation on
Indigenous lands. These activities have compromised traditional ways of life, disrupted food
systems, and exposed Indigenous communities to health hazards, including contamination of
water and land.
 Comparing collective traumas experienced by different groups, especially given their differences
in magnitude, strategy, and duration, is deemed impossible and inappropriate. The motivations
behind these atrocities also vary significantly. While some assaults aimed to exterminate entire
groups through violence, others focused on cultural genocide, involving dispossession of
homelands and destruction of spiritual and cultural practices, leading to the gradual
disappearance of a people over time. Indigenous Peoples globally, including in Canada, have
endured assaults on their survival, culture, land, and ways of life across generations. The Truth
and Reconciliation Commission of Canada labelled the Indian Residential Schools program as
constituting cultural genocide. Despite differences in how genocide manifests, all such events
have caused severe and lasting harm to survivors. The cumulative impact of historical traumas
on Indigenous Peoples has been described as a "soul wound" that profoundly affects individuals
across generations.

Conclusion:
 The concept of genocide, as defined by international law, encompasses various acts committed
with the intent to destroy, in whole or in part, a national, ethnical, racial, or religious group.
These acts include killing members of the group, causing serious bodily or mental harm,
imposing conditions of life calculated to bring about physical destruction, preventing births
within the group, and forcibly transferring children. While direct acts of genocide have received
attention, less consideration has been given to indirect impacts such as trauma, poverty, food
scarcity, forced migration, and loss of cultural values, all of which significantly affect health and
well-being.
 In Canada, numerous legislative policies, including the Indian Act and unilateral land
appropriations, have limited Indigenous Peoples' capacity to maintain their connections to the
land and disrupted the transmission of cultural knowledge across generations. Treaties, initially
understood as resource-sharing agreements, were often unilaterally interpreted, and acted upon
by colonizers, leading to the loss of ancestral lands and confinement to reserves.
 The ongoing systemic neglect faced by Indigenous Peoples has resulted in poor housing
conditions, food insecurity, and lack of access to clean water in some reserves. Policies
undermining birthing rights and maternal health, as well as the forcible removal of children,
have caused significant bodily and mental harm. These conditions may constitute acts of
genocide under international law, particularly regarding the deliberate infliction of conditions of
life calculated to bring about physical destruction, through environmental, social, and cultural
degradation.

References:
 Matheson, K., Seymour, A., Landry, J., Ventura, K., Arsenault, E., & Anisman, H. (2022). Canada’s
Colonial Genocide of Indigenous Peoples: A Review of the Psychosocial and Neurobiological
Processes Linking Trauma and Intergenerational Outcomes. International Journal of
Environmental Research and Public Health, 19(11), 1–28.
https://doi.org/10.3390/ijerph19116455
 Schultz, A., Nguyen, T., Sinclaire, M., Fransoo, R., & McGibbon, E. (2021). Historical and
Continued Colonial Impacts on Heart Health of Indigenous Peoples in Canada: What’s
Reconciliation Got to Do With It? CJC Open, 3(12). https://doi.org/10.1016/j.cjco.2021.09.010
 Barker B., Sedgemore K., Tourangeau M., Lagimodiere L., Milloy J., Dong H., Hayashi K., Shoveller
J., Kerr T., DeBeck K. Intergenerational Trauma: The Relationship Between Residential Schools
and the Child Welfare System Among Young People Who Use Drugs in Vancouver, Canada. J.
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 Caldwell J., Sinha V. (Re) Conceptualizing Neglect: Considering the Overrepresentation of
Indigenous Children in Child Welfare Systems in Canada. Child. Ind. Res. 2020;13:481–512.
doi: 10.1007/s12187-019-09676-w. [CrossRef] [Google Scholar]
 Cunsolo Willox A., Harper S.L., Ford J.D., Landman K., Houle K., Edge V.L. Rigolet Inuit Community
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