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I am an exceptional communicator with a strong work ethic who is experienced in researching Aboriginal and Metis history, exhibition design, and collaborative problem solving. As a mature student at the University of Alberta, I focused my Bachelor of Arts degree on Canadian History, and believe my experience and passion for history would contribute greatly to the Royal Alberta Museum’s relationships with, and experiences of, Alberta’s Aboriginal and Metis peoples. Prior to going to university, I worked for an Edmonton-based plumbing supply company for nearly six years. Despite quickly progressing into a leadership position, and gaining valuable experience there, recently I decided to transition my career towards what I am passionate about, and have focused my educational and work efforts on changing career paths. I have a strong passion for history, especially Canadian history, and would love to utilise my experience and education to help make history more accessible and enjoyable for everyone. …show more content…
Through extensive undergraduate research into these peoples I gained comprehensive knowledge into aspects of their cultures, relationships with colonial forces and the various levels of government, and ceremonial and spiritual aspects of their lives. This historical knowledge is buttressed with a well-developed understanding of exhibition design, FNSCORA, and the interpretation and mediation of historical subjects. In addition to this, I undertook exhaustive research into several case studies on the topic of the mistreatment of aboriginal history: The Spirit Sings exhibition at the Glenbow Museum in 1988 and the Expo 1967 in Montreal. While this is far from an exhaustive analysis of such exhibitions, it provides me additional insight into the complexities of the presentation of aboriginal
21st century media and popular culture has encouraged and normalized the idea that Aboriginal history and Canadian history are two unconnected entities. The nativity and ignorance of most individuals in modern Canadian society has resulted in the thought of distinct separation between Canadian history and Aboriginal history. In a common goal to further educate Canadians about the lives and history of Aboriginal People it requires Aboriginal People and Non Aboriginal People to acknowledge and relate to one another, respecting one another’s laws and institutions, educating and empowering one another and working together peacefully to create social justice for the mutual benefit of the entire society. Self-awareness serves as a catalyst for the goal of Aboriginal education.
The Royal Alberta Museum holds a sacred object of the First Nations groups of Alberta and Saskatchewan, the Manitou Stone. This sacred object has a vast history to the Aboriginals but also has much controversy that surrounds it. Hundreds of years ago the object was removed from its original spot and was moved back and forth across the Canada, eventually ending up in Edmonton at the Royal Alberta Museum. This sacred object was said to have many powers for the First Nations people and when it was taken it brought great hardship to the First Nations groups that believed in the power of the Manitou Stone. This is only the beginning of the issues that surround this sacred object. Many different Aboriginal groups claim to own the piece but no decision has been made as to where the object should be placed. With the Manitou Stone now in the Royal Alberta Museum issues arise about the proper housing of the item and whether or not it should be retained in a museum or if it should be on First Nations land. Where the Manitou Stone is placed brings many complications and struggles for the Aboriginal people that claim ownership of the sacred object. When researching this object I was initially unaware of the significance that a museum could have to groups of people and the struggles that this could bring to these groups. This paper will explore the significance of the stone, the various viewpoints on why the object was moved originally from Iron Creek, who claims ownership to the object, and whether or not a museum is the proper place for sacred objects like the Manitou Stone to be kept.
Winona Wheeler’s essay, “Cree Intellectual Traditions in History” analyzes the oral history of First Nations Elders. She specifically questions the identities of the Elders telling their story and how they have attained the stories that they are telling. Wheeler’s thesis is that the Elders are not mere storages of knowledge, they are humans. And as the days go on, few of them remain which makes it even more relevant to take in what they have and pass it on to the newer generations.
Throughout history, there has been a continuous movement of people, including European settlers and aboriginal tribes. The movement of these two groups of people has assisted in shaping and refining the world as we know it today. With each moving experience these groups of people had their own set of challenges and various difficult aspects present at various times throughout their journey. Whether they faced a foreign language upon arrival, or the difficulty with navigating a new place, challenges became their norm. A specific movement of people would be the Europeans arriving in Atlantic Canada and having contact with various aboriginal tribes. During the fifteenth century, the Europeans set out to find new land, natural resources and spices. The Europeans had contact with one particular group of aboriginals known as the Beothuk, who resided in Newfoundland. The relationship with this tribe and the European settlers was like no other. The conflict between these two groups was quite evident and caused trouble between the Beothuk and Micmac as well. The Beothuk tribe no longer exist. There are various reasons why researchers and historians believe this tribe has disappeared,one of which would be their way of life. The disappearance of this tribe has provoked a great
Until the 16th century, Aboriginal people were the only inhabitants of what is now Canada, hence, they were an independent and self-governing people till the Europeans had the capacity to dominate Canada's original inhabitants and possessors (Elias 1). The European Invasion brought about The 1876 Indian Act, which was developed over time through separate pieces of colonial legislation regarding Aboriginal peoples across Canada such as the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869. In 1876, these acts were consolidated as the Indian Act (Hanson). This essay aims to explain how the Indian Act tried to destroy the Aboriginal culture through residential schools and unequal recognition of women, successive acts,
Although the Canadian government has done a great deal to repair the injustices inflicted on the First Nations people of Canada, legislation is no where near where it needs to be to ensure future protection of aboriginal rights in the nation. An examination of the documents that comprise the Canadian Constitution and the Charter of Rights and Freedoms reveal that there is very little in the supreme legal documents of the nation that protect aboriginal rights. When compared with the United Nations Declaration on the Rights of Indigenous Peoples it is clear that the Canadian Constitution does not acknowledge numerous provisions regarding indigenous people that the UN resolution has included. The most important of these provisions is the explicit recognition of First Nations rights to their traditional lands, which have a deep societal meaning for aboriginal groups. Several issues must be discussed to understand the complex and intimate relationship all aboriginal societies have with the earth. Exploration into the effects that the absence of these rights has had the Cree of the Eastern James Bay area, will provide a more thorough understanding of the depth of the issue. Overall, the unique cultural relationship First Nations people of Canada have with Mother Earth needs to be incorporated into the documents of the Canadian Constitution to ensure the preservation and protection of Canadian First Nations cultural and heritage rights.s
Generations of native people in Canada have faced suffering and cultural loss as a result of European colonization of their land. Government legislation has impacted the lives of five generations of First Nations people and as a result the fifth generation (from 1980 to present) is working to recover from their crippled cultural identity (Deiter-McArthur 379-380). This current generation is living with the fallout of previous government policies and societal prejudices that linger from four generations previous. Unrepentant, Canada’s ‘Genocide’, and Saskatchewan’s Indian People – Five Generations highlight issues that negatively influence First Nations people. The fifth generation of native people struggle against tremendous adversity in regard to assimilation, integration, separation, and recovering their cultural identity with inadequate assistance from our great nation.
Major settlements occurred after the nineteenth century. The British had quickly out-numbered the Aboriginal community, leaving them powerless to the changes or the invasion. The belief systems of the Europeans overpowered the aboriginal’s way of life, pressuring them to conform to the...
After colonization began there were countless detrimental changes to the indigenous way of life that took place. Neu (2000) discusses these detrimental changes in detail. The author accounts for the lost of their land and natural environment, the discouragement of their lifestyle focused on hunting and gathering, the separation of families via the residential school system, and the punishment received for the usage of traditional customs and language. In many ways the colonists disrespected the Aboriginal people by disregarding their fundamental needs and wants. Additionally, the process of colonization implemented some drastic gender role changes into Aboriginal culture. Colonization imposed European patriarchy, accompanied by racism and sexism, on the matriarchal Aboriginal cultures. As a result, the Aboriginal women of Canada lost their sense of purpose and responsibility, burdening them with less respect and power compared to the men. This loss contributed to many negative effects for these women and made them feel a strong sense of cultural estrangement.
Fleras, Augie. “Aboriginal Peoples in Canada: Repairing the Relationship.” Chapter 7 of Unequal Relations: An Introduction to Race, Ethnic and Aboriginal Dynamics in Canada. 6th ed. Toronto: Pearson, 2010. 162-210. Print.
In “The Fish” by Elizabeth Bishop, the narrator attempts to understand the relationship between humans and nature and finds herself concluding that they are intertwined due to humans’ underlying need to take away from nature, whether through the act of poetic imagination or through the exploitation and contamination of nature. Bishop’s view of nature changes from one where it is an unknown, mysterious, and fearful presence that is antagonistic, to one that characterizes nature as being resilient when faced against harm and often victimized by people. Mary Oliver’s poem also titled “The Fish” offers a response to Bishop’s idea that people are harming nature, by providing another reason as to why people are harming nature, which is due to how people are unable to view nature as something that exists and goes beyond the purpose of serving human needs and offers a different interpretation of the relationship between man and nature. Oliver believes that nature serves as subsidence for humans, both physically and spiritually. Unlike Bishop who finds peace through understanding her role in nature’s plight and acceptance at the merging between the natural and human worlds, Oliver finds that through the literal act of consuming nature can she obtain a form of empowerment that allows her to become one with nature.
The Indian act, since being passed by Parliament in 1876, has been quite the validity test for Aboriginal affairs occurring in Canada. Only a minority of documents in Canadian history have bred as much dismay, anger and debate compared to the Indian Act—but the legislation continues as a central element in the management of Aboriginal affairs in Canada. Aboriginal hatred against current and historic terms of the Indian Act is powerful, but Indigenous governments and politicians stand on different sides of the fence pertaining to value and/or purpose of the legislation. This is not shocking, considering the political cultures and structures of Aboriginal communities have been distorted and created by the imposition of the Indian Act.
On January 29, 2015, I attended Pamela Palmater’s book launch for her book, “Indigenous Nationhood,” which was a two-hour event that started from 6 PM to 8 PM. Palmater is a well-known lawyer, activist and academic from the Eel River Bar First Nation in northern New Brunswick. The event started with an opening performance from the Hidden River Singers. Palmater then addressed the crowd for around 30-40 minutes, in which the audience, including myself, sat in awe at the passion and intensity in her voice in empowering Indigenous people. She emphasized the importance of exercising peoples’ voices, both allies and Indigenous people, in advocating for Indigenous rights and freedom. A question and answer portion then followed and Palmater answered
Similar to other marginalized groups affected by colonialism due to the government in power, the Indigenous peoples of Canada have struggled as a nation due to the unequal treatment they have encountered in the past. The governing bodies that control these Indigenous communities have continued to have colonialistic tendencies that attempt to put the ‘white man’s’ needs before the Indigenous peoples.
Discuss in detail the first scene in Act Two of ‘The History Boys’ considering ways in which this extract contributes to Irwin’s characterisation of the play. At the beginning of Act 2, Irwin is reintroduced mirroring Act 1. Bennett uses this scene to give the audience insight into Irwin’s future (foreshadowing events later on in the play) as well as how his character has evolved or arguable devolved later on in his life and during his career . An initial way in which this extract in Act 2 contributes to Irwin’s characterisation is how it paints a clear picture of Irwin’s character, despite Bennett’s use of prolepsis, has not developed, and if anything, has regressed.