tag:blogger.com,1999:blog-4607461441515739732024-03-13T09:50:35.399-07:00Where are the Sheep?Ey Sweyel and hello! Welcome to my blog dedicated to Indigenous Education and other issues related to being Indigenous here in Canada.Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.comBlogger153125tag:blogger.com,1999:blog-460746144151573973.post-85097442175879264872017-07-08T17:18:00.003-07:002017-07-08T17:22:07.530-07:00Indigenous Science: Petroleum Jelly<!--[if gte mso 9]><xml>
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<span style="background-color: black;"><b><span style="font-family: "tahoma" , sans-serif; font-size: 13.5pt;"> </span></b><b><span style="font-family: "tahoma" , sans-serif; font-size: 13.5pt;"> </span></b><b><span style="font-family: "tahoma" , sans-serif; font-size: 13.5pt;"> For </span></b><b><span style="font-family: "tahoma" , sans-serif; font-size: 13.5pt;">the longest time, I never
knew that Vaseline was a brand name. Much like Kleenex and Band-aids, Vaseline
has become more or less synonymous with what is known as petroleum jelly.
Petroleum jelly is used as an ointment and moisturizer that can be used to
prevent skin chapping and dress wounds. I use it in my noise as a moisture
barrier for when the air is dry I get nose bleeds otherwise. </span></b></span>
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<span style="background-color: black;">It is also something that was developed by First Nations
people. The following is from the Aboriginal Innovations Handbook developed by
Lakehead Universiy:</span></div>
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<span style="background-color: black;"><i><span style="font-family: "tahoma" , sans-serif; font-size: 13.5pt;">Name: Petroleum Jelly - </span><span style="font-family: "arial" , sans-serif; font-size: 13.5pt;">Olefin
hydrocarbons and Methane</span></i></span></div>
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<span style="background-color: black;"><i><span style="font-family: "arial" , sans-serif; font-size: 13.5pt;">gela</span></i></span></div>
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<span style="background-color: black;"><i><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZhczjhb3YuEituGK0JGz30lzkGh2Z0dgwzN8jk_ibzQcb7pVeTGqzqcQqHUO1zipXxNM8RPQ_-5kCZ9odMo8u0eT5niG_T3WJToGvFOFHuOySu-KN0fj7I55zR072bsOO3KH1hpiWC6AI/s1600/Aboriginal_Innovations_Handbook2002.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="195" data-original-width="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZhczjhb3YuEituGK0JGz30lzkGh2Z0dgwzN8jk_ibzQcb7pVeTGqzqcQqHUO1zipXxNM8RPQ_-5kCZ9odMo8u0eT5niG_T3WJToGvFOFHuOySu-KN0fj7I55zR072bsOO3KH1hpiWC6AI/s1600/Aboriginal_Innovations_Handbook2002.jpg" /></a></i></span></div>
<span style="background-color: black;"><i>tinous
ointment</i></span><br />
<span style="background-color: black;"><i>
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<span style="background-color: black;"><i><span style="font-family: "tahoma" , sans-serif; font-size: 13.5pt;">Description:</span></i></span></div>
<span style="background-color: black;"><i>
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<span style="background-color: black;"><i><span style="font-family: "arial" , sans-serif; font-size: 13.5pt; line-height: 105%;">North American Indians used olefin hydrocar- bons and methane
gelatinous ointment to aid wound healing, and to protect and moisturize human
or animal wounds.</span><span style="font-family: "arial" , sans-serif; font-size: 14.0pt;"> </span><span style="font-family: "arial" , sans-serif; font-size: 13.5pt; line-height: 105%;">Petroleum jelly is known around the world for its healing
properties and qualities.As a moisture barrier, it is useful for diaper rash
and wound dressings; it prevents skin chap- ping and wind burn. In the desert,
it is used to</span><span style="font-family: "arial" , sans-serif; font-size: 13.5pt; line-height: 105%;"> protect hair and skin from the drying and burning effects of the
sun's rays.<span style="letter-spacing: 3.0pt;"> </span>Wherever fat was
traditionally used, petroleum jelly was substi-tuted due to its odourless
qualities.</span>
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<span style="background-color: black;"><br /></span></div>
<span style="background-color: black;"><i>
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<span style="background-color: black;"><i><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;">Innovator(s): North American Indians</span></i></span></div>
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<span style="background-color: black;"><i><span style="font-family: "arial" , sans-serif; font-size: 12.0pt; line-height: 213%;">Date of Innovation: Unknown Origin: North
and South Americas</span></i></span></div>
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<span style="background-color: black;"><i><span style="font-family: "arial" , sans-serif; font-size: 12.0pt; line-height: 106%;">Source:
Weatherford, Jack How the Indians of the Americas Transformed the World
(Fawcett Columbine: New York, 1988; pages 186-187): Britannica Ency- clopedia
Online (Britannia.Com Inc)</span></i></span></div>
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<span style="background-color: black;"><i><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;">Image source: Lakehead University Archives</span></i></span></div>
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Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com2tag:blogger.com,1999:blog-460746144151573973.post-64418365893202823462017-07-01T18:09:00.001-07:002017-07-01T18:09:08.406-07:00Indigenous Science: Willow bark as pain reliever<div class="separator" style="clear: both; text-align: center;">
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I once heard research about bears chewing on willow bark when they had been experiencing pain. The researcher was surprised to realize that willow bark was filled with ASA, an active ingredient in pain relievers. My Mom and Dad were not surprised as I was. Well, yeah, we know that. It was something that I didn't realize for quite some time. I later came across the handbook from Lakehead University called Aboriginal Innovations and showed it to my Mom. She was also not surprised, her Grandpa told her about willow bark ages ago.<br />
<a name='more'></a><br />Anyway, here is the description from that handbook for your edification. Learning is cool:<br /><br />**The active ingredient in pain relievers such as aspirin was known to Aboriginal peoples for centuries, as well as Hippocrates in Greece, 5th Century B.C. This ingredient is found in species of the willow tree and was used to treat ailments among Aboriginal peoples.**<br /><br />**The derivative that the Aboriginal peoples were extracting from willow bark was called salicin, the pharmacological relative of a family of drugs called salicylates or in scientific terms, acetylsalicylic acid. The phar- macological formula for aspirin was developed by German industrial chemist Felix Hoffman in the 19th century. A formula that was less acidic, and easier to tolerate internally, was syn- thesized acetylsalicylic acid or ASA. This drug reduced fever, relieved moderate pain, and at substantially higher doses, alleviated rheumatic and arthritic conditions. It is an analgesic that is effective both as a pain reliever and anti-inflammatory agent, relieves swelling associated with arthritis and minor injuries, and reduces fever.**<br /><br />**Aspirin is the principal active ingredient in an excess of 50 over-the- counter drugs. Over 40 million pounds of aspirin are produced annually in the United States alone, which equates to about 300 tablets per year for every person. Americans consume approximately 80 billion aspirins per year.**<br /><br />*Innovator(s): Aboriginal peoples across Canada and the Americas*<br />*Date of Innovation: Pre-European* <br />*Contact Origins: North America (Willow Trees)*<br />*Source: Imbris Inc.*<br />*Ken Flieger, Aspirin: A New Look at an Old Drug. Department of Indian and Northern Affairs Canada Mayo Health<br />Food and Drug Association of Ontario*<br /><br />Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-82570060687068604452017-07-01T05:33:00.001-07:002017-07-01T05:33:39.723-07:00Chief Dan George's "Lament for Confederation"<div style="font-family: ".sf ui text"; font-size: 17px; line-height: normal;">
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<span style="color: black;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifRTt7ge1HLhBZnQHbJ3Gh2GQxzlTxY7dFtzDDsCtkxeg-TM9f3d6wk_VzNtFnphdwm5NWg5f1La7UYDAACv0jFubsm1p2v4yAyW8dUjZjB0-DB6CNVe9m2MLjRQyIhUwbykWyInozbhOk/s1600/IMG_2674.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="809" data-original-width="1080" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifRTt7ge1HLhBZnQHbJ3Gh2GQxzlTxY7dFtzDDsCtkxeg-TM9f3d6wk_VzNtFnphdwm5NWg5f1La7UYDAACv0jFubsm1p2v4yAyW8dUjZjB0-DB6CNVe9m2MLjRQyIhUwbykWyInozbhOk/s320/IMG_2674.JPG" width="320" /></a></span></div>
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<div style="font-family: ".sf ui text"; font-size: 17px; line-height: normal;">
<span style="font-family: ".sfuitext"; font-size: 17pt;">How long have I known you, Oh Canada? A hundred years? Yes, a hundred years. And many, many seelanum more. And today, when you celebrate your hundred years, Oh Canada, I am sad for all the Indian people throughout the land.</span></div>
<div style="font-family: ".sf ui text"; font-size: 17px; line-height: normal;">
<span style="font-family: ".sfuitext"; font-size: 17pt;"></span></div>
<a name='more'></a><span style="font-family: ".sfuitext"; font-size: 17pt;">For I have known you when your forests were mine; when they gave me my meat and my clothing. I have known you in your streams and rivers where your fish flashed and danced in the sun, where the waters said ‘come, come and eat of my abundance.’ I have known you in the freedom of the winds. And my spirit, like the winds, once roamed your good lands.</span><br />
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<span style="font-family: ".sfuitext"; font-size: 17pt;">But in the long hundred years since the white man came, I have seen my freedom disappear like the salmon going mysteriously out to sea. The white man’s strange customs, which I could not understand, pressed down upon me until I could no longer breathe.</span></div>
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<span style="font-family: ".sfuitext"; font-size: 17pt;">When I fought to protect my land and my home, I was called a savage. When I neither understood nor welcomed his way of life, I was called lazy. When I tried to rule my people, I was stripped of my authority.</span></div>
<div style="font-family: ".sf ui text"; font-size: 17px; line-height: normal;">
<span style="font-family: ".sfuitext"; font-size: 17pt;">My nation was ignored in your history textbooks – they were little more important in the history of Canada than the buffalo that ranged the plains. I was ridiculed in your plays and motion pictures, and when I drank your fire-water, I got drunk – very, very drunk. And I forgot.</span></div>
<div style="font-family: ".sf ui text"; font-size: 17px; line-height: normal;">
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<span style="font-family: ".sfuitext"; font-size: 17pt;">Oh Canada, how can I celebrate with you this centenary, this hundred years? Shall I thank you for the reserves that are left to me of my beautiful forests? For the canned fish of my rivers? For the loss of my pride and authority, even among my own people? For the lack of my will to fight back? No! I must forget what’s past and gone.</span></div>
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<span style="font-family: ".sfuitext"; font-size: 17pt;">Oh God in heaven! Give me back the courage of the olden chiefs. Let me wrestle with my surroundings. Let me again, as in the days of old, dominate my environment. Let me humbly accept this new culture and through it rise up and go on.</span></div>
<div style="font-family: ".sf ui text"; font-size: 17px; line-height: normal;">
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<span style="font-family: ".sfuitext"; font-size: 17pt;">Oh God! Like the thunderbird of old I shall rise again out of the sea; I shall grab the instruments of the white man’s success – his education, his skills, and with these new tools I shall build my race into the proudest segment of your society. Before I follow the great chiefs who have gone before us, Oh Canada, I shall see these things come to pass.</span></div>
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<div style="font-family: ".sf ui text"; font-size: 17px; line-height: normal;">
<span style="font-family: ".sfuitext"; font-size: 17pt;">I shall see our young braves and our chiefs sitting in the houses of law and government, ruling and being ruled by the knowledge and freedoms of our great land. So shall we shatter the barriers of our isolation. So shall the next hundred years be the greatest in the proud history of our tribes and nations.</span></div>
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<span style="font-family: ".sfuitext"; font-size: 17pt;"><br /></span></div>
Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-59833205099905014702017-06-18T16:39:00.002-07:002017-06-18T16:39:22.992-07:00Nation to Nation... Right, he Mutters Sarcastically<!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
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I have been trying to write a response to the comments made
by Canada’s Governor General, David Johnston, regarding Indigenous peoples
being immigrants to Canada (See the CBC Radio interview on The House or the
transcription below by Jonathon Goldsbie of Canadaland), but I am not sure how
to proceed. Mr. Johnston is following a straw man argument that is pulled up
regularly by colonial governments and scholars who are trying to reinforce the
idea of Terra Nullius, or the idea that these lands were uninhabited and
therefore open to settlers to control. In this case, they argue that the
Indigenous claim to the land over settlers is invalid because we too are
immigrants, albeit several tens of thousands of years earlier. I first
encountered this argument in the book First Nations, Second Thoughts by Thomas
Flannigan, the long discredited but still influential former advisor to Prime
Minister Stephen Harper, whom appointed Johnston. I say it is a straw man
argument because it has no validity, particularly in light of the face that
several tens of thousands of years of occupation means you are no longer an émigré
and even if it were, stealing the land of another émigré is counter to the
whole legal tradition Canada claims to adhere to. </div>
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Regardless, the fact that this is continually brought up, in
this day and age, and by Canada’s Head of State, is very problematic. While he
may not have many official powers, he is the Head of State and the signatory on
all laws that are passed and given Royal Assent. What he says matters, whether
we like it or not and he is downplaying Indigenous peoples, our rights and our
claims to sovereignty over our lands, unceded or otherwise. That he says this
days after the current Prime Minister signed a problematic Memorandum of
Understanding with the Assembly of First Nations, a lobby group, to ostensibly renew
a nation-to-nation relationship with First Nations just furthers the view that
Canada is only paying lip service to their statements and promises to First Nations
and other Indigenous peoples.</div>
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Like I said, I don’t know what to say from here. </div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-LvAMNWWh-6IKrHNToTTIcB19phe8xOxPgybOu1hwXzNxJXvyKUvb66JFFrUdurhrCNg_MFbeh1vVeHKod1mmAq0zySq9hPiJOy3f_9mihaeWrdaPJ_nyb_I0oY9l4AjCS26ZH0IDiVhe/s1600/DCniY61XgAIWzoh.jpg+large.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="183" data-original-width="515" height="113" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-LvAMNWWh-6IKrHNToTTIcB19phe8xOxPgybOu1hwXzNxJXvyKUvb66JFFrUdurhrCNg_MFbeh1vVeHKod1mmAq0zySq9hPiJOy3f_9mihaeWrdaPJ_nyb_I0oY9l4AjCS26ZH0IDiVhe/s320/DCniY61XgAIWzoh.jpg+large.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">photo courtesy of @goldsbie on Twitter</td></tr>
</tbody></table>
Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-28765729554764482452017-06-12T19:44:00.002-07:002017-06-12T19:44:48.334-07:00Seduction, Complicity, Outrage, Repeat: Some thoughts on the AFN/Canada MOU<!--[if gte mso 9]><xml>
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The more things change, the more
they stay the same. June is Aboriginal History Month and is being subsumed by
the overwhelming, and annoying, Canada 150 activities and preparations, while
the Canadian government is continuing to not do the right thing while promoting
how they are doing the right thing. The difference, of course, is this is Mr.
Trudeau and not Mr. Harper, which seems to be a surprise to everyone except
those of us who have ever paid attention. The Canadian government has always
acted against the interests of First Nations people, regardless which of political
party has been running the show at any given time. Trudeau promised a new
relationship, a Nation-to-Nation relationship with First Nations. As per the
norm, this is proving not to be the case.</div>
<a name='more'></a><br />
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<br /></div>
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Into this regular feature of
Canada-First Nations relations, the Assembly of First Nations has re-emerged as
the titular voice of the First Nations, despite the fact that this is just not
true. The AFN represents the Canadian recognized Chiefs of the First Nations and
not the actual people. It is mind-boggling that they keep claiming the voice of
the people, well, not really, they keep making the claim and the federal
government keeps acknowledging them as such despite the fact that they are not
a representative body, they are a lobby group for Chiefs and they are all too
often not in step with the needs and challenges faced by First Nations people
on the ground. In fact, the current leadership pushed out the former leadership
because of its too cozy relationship with the Harper regime and its presumption
to be able to sign binding agreements with the government on behalf of First
Nations people. The outcry, led by Idle No More, #nofnea, Theresa Spence and
many other “grass roots” actually toppled that former leadership and left a
rift between First Nations and Canada which was quite an interesting and
amusing thing to see. The Feds were awfully vindictive and Trudeau was able to
make all sorts of promises that the new leadership chose to believe.</div>
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<br /></div>
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And continue to believe despite
the fact he has gone against many of his promises: he approved Site C; he
approved the TransMountain pipeline; he continues to ignore the court orders to
implement Jordan’s Principle and properly fund and protect Indigenous children;
fought against equality for Native women in Bill S-3; failed to follow through
on his promise to increase funding to First Nations’ schools… it goes on and
on. </div>
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<br /></div>
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Today, AFN Chief Perry Bellegarde
signed a memorandum of Understanding with Trudeau to start making progress on
First Nations issues, regardless of the fact that he does not have the
authority to do so, NOT BEING A REPRESENTATIVE AUTHORITY for First Nations
people and the fact that this is just another photo-op for the Prime Minister.
AFN fell into the trap it always falls into: it was flattered, told it was the
voice of the oppressed, by the oppressor and jumped at the chance. They forget
that this has always been the way it works. The Federal government handpicks
the people it will work with from the First Nations, makes them the leaders and
then controls them. If not, they seduce the new leadership with promises of
power or change and eventually bring them over. The people wake up, push back,
remove these “Indian Act leaders,” there is a cold spell, repeat. So we are in
the situation we were in with Atleo, only now with Bellegarde, one of the
loudest AFN critics of Atleo’s relationship with Harper.</div>
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The AFN isn’t a representative
body and shouldn’t be treated as such by the Federal Government. It isn’t
treated as such by the rest of us not in it. Just because we may or may not
have elected a Chief of our First Nation does not mean that we have endorsed an
AFN body. In fact, I suspect that many would prefer someone other than the
Chief as a representative to a larger body. I do not know if it is time to
start having that conversation about whether we need a representative body to
work with Canada, but I know that the AFN is not it, whatever Canada and the
AFN try to tell you.</div>
Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-46777605046650675302017-06-11T23:19:00.000-07:002017-06-11T23:19:12.260-07:00REAL, INDIGENOUS PEOPLE! Some Brief Reflections on Wonder Woman, Thunderheart & (sort of) Teaching<!--[if gte mso 9]><xml>
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Inside the behemoth hit film, Wonder Woman, a welcome and
long overdue newcomer to the all-white male movie superhero landscape, stands a
supporting character known as Chief, portrayed by Blackfoot actor, Eugene Brave
Rock. By all accounts, the character is not just another caricature, Brave Rock
and director Patty Jenkins were allowed to create a real, complete character
even for the supporting role he was playing. The character is complete beyond
stereotype. Irritatingly, the last Native character I saw in a superhero film
was Adam Beach’s role in Suicide Squad and he emerges from a car, hits a woman
and says she deserved it. I haven’t had the opportunity to see Wonder Woman
yet, I really want to but am watching my money at the moment. It will be the first
one I see when I can.</div>
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<a name='more'></a><br />
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Current views of Dances with Wolves aside, the white savior
motif et al., I, and many Native people were excited to see the film when it came
out back in the early nineties. Not for the journey that Keven Costner made in
the story, and his sacrifices to help the Native people survive in the last
real west, but for those Native people. There was Graham Greene speaking
Lakota! There was Tantoo Cardinal! There was a buffalo hunt with real,
Indigenous people! There was real, Indigenous people! There were real,
Indigenous, young people too.</div>
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ON. THE. MOVIE. SCREEN. IN. FRONT. OF. ME!</div>
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<br /></div>
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For me, even more powerful was Thunderheart, bringing back
Graham Greene yet again, but also introducing Val Kilmer as a light-skinned,
mixed blood, Indigenous FBI agent who returns to the reservation and meets with
mixed reactions from the residents. Story of my life, except for the FBI part.
The film presented a reserve that I recognized, albeit on a macro scale. It
presented people that I recognized.</div>
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<br /></div>
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Every few years, when I was teaching, the Native kids in my
classes would suddenly start saying, “Hey Vic-torrrr,” and I would know that
another film with real, Native characters had entered their lives. Smoke
Signals was another film, this one from a Native writer and Native director and
Native actors, told a Native story in a uniquely Native setting that was
decidedly contemporary. These were real characters not caricatures or
stereotypes (although they did exhibit stereotypical behaviour, it’s a fascinating
balancing act), and they were contemporary. I can’t stress that enough. One of
the complaints about Dances with Wolves, and much of the Settler view of
Indigenous peoples, is that we are very much a part of the past. For our kids,
Smoke Signals was about young people in contemporary times. For us, and the
students every few years, they could be the people down the street.</div>
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It’s useful to remember that representation matters,
especially if you are a teacher or are in another position of authority for our
youth. Too often we see the Johnny Depp as Tonto, Rooney Mara as Tiger Lilly,
Pocahotties stories that harm more than help. Too often we see the ongoing
mascot challenges that continue to reverberate and we are often attacked with
the strawman arguments that there are more important issues that we should be
fighting for. It is important to remember that these are all connected. The
mascot and the white actor playing Indian create a worldview and a climate that
allows the other, more important challenges to thrive. Too often we encounter
the casual racism, the “get over it” mentality on those challenges and a large
part of that is because the way we are portrayed, as mascots, as pretend, as
not real or really important, teaches our society that it is okay, or that it
is, somehow, our fault. </div>
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Teaching against this is hard, especially online, and that
is why we need to be the proper teachers our children need. When choosing the
media you show the students, make sure that it is making real representations
of Native people. When choosing the novel you want to read about a Native
story, who wrote, what does it say, why does it say it? And are we stuck in the
past? My favourite Graham Greene performances is in Thunderheart but also in Die
Hard with a Vengeance. He plays a cop in both. One is much more “Indian” but he
is humourous and competent, real. His speech about having a vision is priceless
in Thunderheart. I love, love, love the novel, Dreadfulwater Shows Up, by
Thomas King (writing as Hartley Goodweather), because it is a modern story of a
cop, who happens to be Native, solving a murder. Plus, it’s funny.</div>
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I cannot wait to see Wonder Woman, admittedly not just for
the Chief, it is nice to see a superhero that isn’t just the white male motif
of everything else. Truthfully, I am suffering from superhero fatigue, but I am
happy to see this because it is from filmmakers that are trying to make changes
within the box and succeeding. It is exciting that more of us are being allowed
to see ourselves in popular culture. I hope it continues and I hope that the
clapback is held in check against women, against people of colour, against Indigenous
people, and we are able to move forward somewhat. Until then, I will enjoy this
film and the other ones I mentioned (even the white savior one) and the others
that have been popping up lately (whatever you think of the Fast & Furious
franchise, it is awesomely diverse!).</div>
Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-78929590144664355382017-06-10T20:29:00.000-07:002017-06-10T20:58:09.409-07:00Particular Relationships: Some Belated Thoughts on the #appropriationprize<br />
<br />
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif;">I had been
contemplating, for some time now, a return to writing and blogging. The itch
was there and needed scratching, my last post on my education blog, <a href="http://wherearethesheep.blogspot.ca/" target="_blank">Where Are the Sheep</a>, having been in early 2014,
with a short one-off in 2016 addressing the whole Boyden thing. The itch had
been tempered by a number of challenges, not the least of which was the feeling
that I had very little to say and the acknowledgement that there were, and are,
others speaking much more articulately and thoughtfully than I ever was ever
able. Further to it is the ongoing challenge that I have witnessed this past
week in social media and Canadian mainstream media: the ongoing effort to
marginalize and silence Indigenous voices that speak out. A contributing factor
to my hiatus from blogging was the angry, mainstream, usually white, voices
that pushed back rather violently against us when we presented our
epistemologies and views online, in the classroom or anywhere that the dominant
Canadian colonial worldview and understanding has been maintained and
encouraged. I was driven out because I could not emotionally handle that
silencing. I worry that I still can’t, as evidenced by my limited attempts to
engage online beyond a lot of retweeting and article sharing, choosing instead
to let other voices carry the flag. This violence pushed me out of my teaching
career and into my currently fledgling film career. I still want to have a
voice and say what I need to say but I am still looking for the right way to do
it.</span><br />
<a name='more'></a></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif;">As I was
leaning into restarting my blogging, I was trying to decide if I wanted to just
continue with Where Are the Sheep or leave it as an artifact of the time I was
most active as an advocate for Indigenous Education. I am still very interested
in Indigenous Education and still want to speak on that issue and I don’t think
that Sheep is the forum for it anymore as my own thought processes have taken
me beyond that time in my life and I want to explore a larger forum and have
more freedom than what I had imposed on myself with that one. At the same time, understandably why remake from scratch something that is already here and functioning. I am full of contradictions.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif;">I almost
dropped the idea when all the events of the past week took place, from the
#appropriationprize brouhaha to Barbara Kay’s racist attacks on all things
Indigenous. Some very strong voices, Alicia Elliot and Jesse Wente among them,
spoke against the anger with eloquence and with emotion and power that we are
usually denied. The white supremacist default that backed up Ms. Kay’s assaults
and the #appropriationprize discourse lack real gravitas with which to hang
their arguments and it is hard to argue for “objectivity” when “objectivity”
means so long as it isn’t Native or so long as it agrees with the version of
facts that you grew up with. The attempt to reframe the conversation as one of
free speech and then a lashing out against Native peoples generally is an
attempt to re-centre the dominant discourse as the only one that matters. More
and more often, it is failing, which is what you see here, which is why the
lashing out is getting more violent and more deranged.</span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;">Where Are
the Sheep in Mainstream Media’s Reflexive Self Defence?</span></b></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="font-family: "arial" , sans-serif; font-size: 12.0pt;">The following section is from an old post <a href="http://wherearethesheep.blogspot.ca/2011/01/okay-so-what-did-you-think-i-meant-by.html" target="_blank">Where Are the Sheep</a>. I reposted it mostly because I think it might be somewhat relevant
to the #appropriationprize issue: </span></div>
<div class="MsoNormal" style="line-height: normal;">
<br /></div>
<div class="MsoNormal" style="line-height: normal;">
<span style="color: lime;"><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;">In the beginning of my Grad program, I was assigned
an article to read, There are no sheep in post-structuralism, by Dr.
AudreyThompson (it is unpublished and unavailable online, I looked,
sorry).<span style="mso-spacerun: yes;"> </span>Within the article, she argues,
that when we consider race and culture, we tend to start from generalities, and
by starting from generalities, we are not necessarily going to get very far
from where we started.<span style="mso-spacerun: yes;"> </span>She tells the
story of a class she was teaching that was looking at the culture of the Inuit
by reading the stories of three white teachers working in an Inuit
community.<span style="mso-spacerun: yes;"> </span>One of her students put up
her hand asked, “Where are the sheep?”<span style="mso-spacerun: yes;">
</span>This stopped her cold.<span style="mso-spacerun: yes;"> </span>Not
because she was wondering about sheep in northern Canada, but because, in her
efforts to decenter whiteness, to remove that aspect of white privilege from
the classroom that reinforces the idea that the western ideal is the proper and
right one, she was reinforcing it.<span style="mso-spacerun: yes;"> </span>The
teachers in her story were grossed out when they were offered blubber (if I
recall correctly), and considered it a victory, later, when they came around
enough to be able to say no and not feel like they were offending their Inuit
hosts.<span style="mso-spacerun: yes;"> </span>What her student brought up to
her was the fact that she was, in trying to bring in a less-white perspective,
she was reinforcing it, because the teachers were not<span style="mso-spacerun: yes;"> </span>immersing and understanding the culture and
the worldview.<span style="mso-spacerun: yes;"> </span>They were maintaining
their worldview by resisting being grossed out by the other, but not learning
it.</span></span></div>
<span style="color: lime;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: lime;"><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;">Thompson
argues that in post-structuralism starts with generalizations about race
instead of relationships and the acknowledgement of difference.<span style="mso-spacerun: yes;"> </span>In attempts to decenter whiteness in
coursework, to incorporate the “other”, Thompson found that it merely reinforced
White privilege, because race and culture was framed by the white understanding
of it.<span style="mso-spacerun: yes;"> </span>White, Black, Indigenous, Asian,
Gay, Straight, male, female all have general assumptions that can be made about
them to identify them.<span style="mso-spacerun: yes;"> </span>What do we really
know about the person or the group, even after their status is made known?<span style="mso-spacerun: yes;"> </span>When we teach about otherness, we teach in a
way that the discoveries will match our expectations of what makes the “other”.</span></span></div>
<span style="color: lime;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<span style="color: lime;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: lime;"><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;">Sheep are
central to the lives of the Navajo, defining relationships, identity, place and
power.<span style="mso-spacerun: yes;"> </span>They are central to economy and
to education, wherein the children learn to care for the sheep, in order to
learn how to develop their social responsibilities. Thompson, in her article,
quotes Hasbah Charley, 1996: “My sheep are here, and I think of them as my
parents…they are the ones that keep me going day after day.”<span style="mso-spacerun: yes;"> </span>You can’t recognize sheep in
post-structuralist generalizations of race.<span style="mso-spacerun: yes;">
</span>The importance of sheep to the Navajo is that they “represent a
distinctive way of organizing a world."</span></span></div>
<span style="color: lime;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<br /></div>
<span style="color: lime;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm;">
<span style="color: lime;"><span style="font-family: "arial" , sans-serif; font-size: 12.0pt;">To look
at my beloved Stó:lō', for example, where do we live?<span style="mso-spacerun: yes;"> </span>Stó:lō means river.<span style="mso-spacerun: yes;"> </span>Do you see an important relationship that
might be particular to the Stó:lō people?<span style="mso-spacerun: yes;">
</span>The sockeye are our forefathers, they are our food and the food of our
children.<span style="mso-spacerun: yes;"> </span>They are central to how we
came to be.<span style="mso-spacerun: yes;"> </span>To you see a particular
relationship there?<span style="mso-spacerun: yes;"> </span>What happened to the
Cree, Saulteaux and other Plains nations when the Canadians and Americans
decimated the bison herds?<span style="mso-spacerun: yes;"> </span>Do you see an
important relationship that might be particular to these nations?</span></span></div>
<span style="color: lime;">
</span><br />
<div class="MsoNormal">
<br /></div>
<span style="color: lime;">
</span><br />
<div class="MsoNormal">
<span style="color: lime;"><span style="font-family: "arial" , sans-serif;">What is missing
because we do not know how to value it?<span style="mso-spacerun: yes;">
</span>We look at the Cree and Inuit from the perspective of the white women
and their point of view, which doesn’t see any particulars in the culture they
are “helping”, except as it affects them.<span style="mso-spacerun: yes;">
</span>Non-Aboriginal people might need to re-examine their own understanding
of themselves (as should we all), accept a little humility and be willing to
examine how a race or culture is shaped by the need to get up and take care of
the sheep, or pay the proper respect to the sockeye.</span></span><br />
<br />
<span style="color: lime;"><span style="font-family: "arial" , sans-serif;"> </span></span>Audrey Thompson's article is published, in Philosophy of Education 2008
(Ronald Glass, Ed., Urbana, IL: Philosophy of Education Society). It's
on p. 193-201.</div>
Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-19541761446058556112016-12-29T10:15:00.001-08:002017-06-10T20:59:25.065-07:00A Very Incomplete Thought on the Whole Boyden ThingWhy does this whole Boyden controversy matter? Why are we so obsessed
with this whole identity thing? I wish I could say it doesn't but
unfortunately that would be a lie because we live in a society that
seeks to categorize us by who we are or aren't and permits us our
identity as Indigenous peoples within some narrowly defined parameters.
Parameters that are defined by the Settler Canadian majority and
impressed upon us by their acceptance of the few voices that non-Native
Canada chooses to privilege with "authenticity." The rest of us are
forced to defend our own Indigenous authenticity to non-Natives in
constant, repeating cycles while those granted a voice are permitted a
straight course of acceptance within Canadian society. As a result, when
we, needing to decide regularly if we want to go through the fight
again and again, see inconsistencies in the one privileged by Canada
with a voice, we want to question said inconsistencies because that free
pass he has may have been granted as a result of him being the Indian
they want, not the Indian we are.<br />
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I have been torn on how to respond
to this whole thing as an educator and within that category is the
challenge. As an educator I have been challenged as an Indian as if the
idea of being a teacher is something Indians don't do. As a Status
Indian I have also been challenged as a teacher: are you a REAL teacher,
etc, etc. I don't know, I think so. I'm solid matter, I take up space, I
have mass... really real. The Indigenous people "attacking" Boyden on
social media and Aboriginal media (notably not in the REAL media) are in
turn being attacked by non-Native people on social media and REAL
media, and the undercurrent inherent in this discourse (I use the term
loosely) seems to be that the acceptable Indian shouldn't be subject to
this from the angry ones who need something to be angry at. How do our
children witness this, already learning from a young age that society
has a specific box for them that they are expected to stay in, and not
feel further marginalized when even their own concerns are shut down as
angry and not fitting in with "the reconciliation that all of Canada
seeks?"<br />
What this conveniently ignores is that the entire idea of
reconciliation appears to be only if it is on Canada's terms as is the
whole idea of what is an acceptable Native person.<br />
<br />
I don't know if
the attacks on Boyden's identity is justified or fair, I have always
been an advocate of self-identification and, being forced to defend my
identity all the time, don't believe one should have to be forced to
defend their identity. At the same time, people who assume an identity
that isn't theirs and then accept the mantle of being permitted to speak
for all Indigenous people is very wrong as well. I am very critical of
our Chiefs presuming they speak for all Indigenous people as well and I
don't like how Canada picks and chooses the Indians it will hear and how
they all play along. I know I am unhappy, as an artist who happens to
be Native, that his voice is one of the few REAL Canada will accept,
especially if he is the false idol he is being accused of being. His
narrative is filled with contradictions.<br />
<br />
I do know that the attacks
against the Native people calling him out are unjustified and unfair.
They are Canada punching down at the powerless in our relationship and a
reinforcement of the terms that Canadian society has seen fit to impose
on Indigenous people.<br />
<br />
This is an incomplete thought I'm still
working through and while I use Indian, Indigenous and Native all over
the place, randomly, I'm cool with it. And because this post means I'll
have to defend me again:<br />
<br />
Ey sweyel, my name is Robert Genaille. I am
Stó:lō and Saulteaux and I am a member of the Peters First Nation. My
mother is Fran Genaille, of Peters, and my father is Vernon Myles
Genaille of Keeseekoose First Nation in Treaty 4. My traditional names
are Kulpamuaten and Minopinase. And despite all that I believe I'm a
real person <span class="_5mfr _47e3"><img alt="" class="img" height="16" src="https://www.facebook.com/images/emoji.php/v6/fbf/1/16/1f62c.png" width="16" /></span>Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-77382508336360591582014-03-17T17:40:00.000-07:002017-06-10T21:02:39.826-07:00Permission: Why Cowboys & Indians and Tiger Lily MatterWhat was fun about teaching was being able to experience the sense of discovery over and over again. You learn with your students and as they have that spark that brings the fire into their eyes when they engage with their learning, you also feel that spark and you learn something new about what you are teaching as the new perspective brings new knowledge, new understanding, new questions and new wisdom. From the grade two students looking at the little frogs in the classroom aquarium asking questions, I never even thought to ask, about frogs- driving me to look it up with them to share in our learning as students together- to the teenager putting forth her hypothesis on why the Indian Act has evolved the way it has- approaching it from an Indigenous-Feminist viewpoint- I have always come away from the encounter with a new understanding, a new thought, a new appreciation. I hope that it has been the same for my students.<br />
<br />
Scrolling the vastness of social media, I have watched an interesting evolution that has been a learning experience for me, but I have wondered if it has been for those that I have interacted with. Seeing the news on Indigenous issues today feels like deja vu. Stories today remind me of stories I was writing about two years ago, only the names have been changed. Two years ago, it was Gwen Stefani and Victoria's Secret and Tonto. Today it is the daughter of the Governor of Oklahoma, the University of Regina Cheer Squad and Tiger Lily. The commentary is the same, the comments are the same: "get over it," "over-sensitive," "PC police," "it's all in good fun," and on and on and on...<br />
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What is missing is the willingness to discover, to learn, to understand. If I could explain to you that the governor's daughter wearing a headdress is offensive and makes a joke of my culture without being called names, I think we could make discoveries about what culture means, especially to those of us who have had it stripped away and mocked in the name of civilising. What would it mean if I could tell you about the history of Cowboys & Indians? I could tell you that my dad always played the cowboy because he and his brothers didn't want to be the Indians. I could tell you that we, as a people were taught to be ashamed of our Indianness and this game reinforced it. To see it put on display for amusement and titillation only reminds of a shame we are working to outgrow. We could learn this together if you weren't busy telling me to get over it, stop being over-sensitive. We could come to an understanding as to why casting a white woman to play Tiger Lily is not right and that Tiger Lily herself isn't appropriate if you weren't telling me that we are past race and they cast a black guy as the Human Torch. I think you would understand that casting non-Native actors to portray Native people marginalizes Native people, removing us from the real world by removing us from the mediums we consume. Furthermore, I think you would understand that Tiger Lily isn't an Indigenous character, rather she is a composite of stereotypes invented by non-Native people living in other parts of the world, consuming the popular cultural tropes of their era and society's views of Indigenous people. I think you would get this if you weren't busy shouting me down.<br />
<br />
I believe that if you weren't calling PC police on everyone calling out these problems, you might listen and gain some wisdom on why this all matters. It isn't over-sensitivity or lack of a sense of humour. Instead it is permission. Not permission to do this stuff. Permission to look down on me. Permission to look down on my family, my Nation, my culture. When people do this appropriation they are giving themselves, and everyone else, permission to think less of Indigenous peoples. They are giving everyone permission to hyper-sexualize First Nations women. They are giving permission to think of First Nations people as less deserving of fairness and equity and trust. They are giving permission to treat us as stereotypes because they are reinforcing the stereotype instead of seeing the human being. They are giving permission for the conditions that lead to murdered and missing women and the horrible treatment we receive from the government and regular "taxpayers," Canadians, Americans and, yes, other nationalities. In demeaning us permission is given for others to demean us. Offend, get called out, attack, repeat. <br />
<br />
Meanwhile, the marginalizing has real affects on real people. People are lost, rights are being ignored, people are suffering. The strawman argument: why fight the little stuff when the big stuff is more important? Well, the little stuff gives permission for the big stuff. Your redskins defense makes it easier for First Nations women to disappear because you are refusing to see them as real people rather than red skins. Your Pocahotass makes it easier to be stolen because you've removed their minds, their hearts, their souls and turned them into one thing. Being labeled "dumb," "lazy," "leaching off of the system"... how easy is it to fall through the cracks of a system that uses the little stuff to justify the big stuff?<br />
<br />
Why does Aboriginal Education matter? I think that is something we can discover together but I need you to stop giving permission to yourself to ignore it, to other it and to demean it. Challenge the little stuff and support those who are doing the same. Once you understand how the "little stuff" affects the "big stuff," I hope you can see why it matters so much.Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-51453755786305834992014-02-28T04:24:00.001-08:002017-06-10T21:03:06.213-07:00An Incomplete Thought On Letting GoI have wondered what I am going to say when this moment arrived. I have, admittedly struggled with this decision and worried at length that I am abandoning my principles and my convictions. I had hoped I had something deep and meaningful to say, some powerful statement to offer up as a remembrance of my thoughts but none occur.
<br />
<br />
Today is my last real day as a teacher. I haven't worked as an educator in a classroom in nine months and have been unaffiliated with any school district for the past six. This date marks the end of my membership in the BC Teachers' Federation which means, essentially, I'm just some guy now.
<br />
<br />
I spent four of the past ten years teaching in a classroom, one year as a First Nations Support Worker and six years waiting for calls to work. Basically, on one level, I can't afford to teach anymore. On another level, the challenges, many students I worked with, faced took their toll on me and I found the need to take breaks to try and recover my own health. I struggled, and continue to struggle, with depression and it takes a lot of the fight out of you. Add to this, the politics of working in district and the challenges imposed by the BC government and I found myself losing ground and my own identity.
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I have always been an advocate of Aboriginal Education and I have seen the tides come and go with regard to it. The two areas wherein I always felt valued was in the classroom and advocating for Aboriginal Education with the BCTF. It felt just to be doing this work for our students and teachers of Aboriginal ancestry. It was meaningful.
<br />
<br />
After I returned from my medical leave, it was not the same. I struggled in the classroom. I struggled to have a voice as an advocate. In both I was very conscious of the fact that a) the supports I needed were not there, and b) I was failing my students. I could lay blame for the lack of supports at the doors of the district or the BCTF (and they should have some of it) but I have to take my share in that I was unable to articulate my needs and still struggle to explain what I need to be the teacher my students deserve and need.
<br />
<br />
Am I abandoning my principles? In light of what I have always perceived as a lightweight dedication to Aboriginal Education from the provincial system and a joke from the federal government, is walking away, in a way, giving up? Possibly. I've made no secret of my growing cynicism over the past ten years and it has become far more acute since I got sick. It is hard to promise a brighter future for our kids when I can't seem to break out of the cycle despite my education. When you remain at the bottom, telling your students that education will raise them up feels hollow.
<br />
<br />
Am I abandoning my convictions? How do you tell someone that education will bring equity when they still face the systemic discriminations that I face? How do you transform the education system when the system believes that Aboriginal Education is for Aboriginal people only and no one believes they are part of the problem? Aboriginal graduation rates mean nothing if they are graduating into a world that is not accepting of who they are.
<br />
<br />
In my return to the classroom, my students saw an extremely unhappy person who was unsure of himself, unsure of his passion and displeased with the curriculum he was teaching.
<br />
<br />
It has been an honour and a privilege to be a part of the educational journeys of the many students and teachers I have encountered over the past ten years. Trust me when I say that the successes hearten and the failures tear at me constantly, joining the ghosts that follow after me. It has filled me with joy when young adults approach at the mall and introduce me to their children or when they have contacted me to share their successes and challenges. Not all success is reflected by grades. When I told kids to resist by succeeding, I was after that fire you see sparking in their eyes when they gain understanding and that didn't always translate into good grades but in confidence, self-esteem and pride in themselves. It was great to see sometimes.
<br />
<br />
I have always understood that, as a teacher, as an individual of First Nations ancestry, my life lived is, by default, political. I am a role model whether I want to be or not, in whatever I choose to do. Our students need to see us succeeding, living well, making good choices. And they need to see us learning to leave something that is not working for us. They need to see us taking control of our own destinies. They need to see us making the choice to walk away from something that is unhealthy.
<br />
<br />
Yeah, we're always finding teachable moments.
<br />
<br />
I want to try something new, perhaps find that place where I belong or a new way to look at the world with wonder. I don't know if I am done with the education system, or this blog, but it is time for something new.
<br />
<br />
Take care.Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com1tag:blogger.com,1999:blog-460746144151573973.post-13976785977558143122014-01-24T04:39:00.000-08:002014-01-24T04:39:49.165-08:00My Brother's Book, Tales From Indian Country: The Apple, Now Available!Hi everybody!<br />
Just wanted to drop an announcement on you! My brother has published his first novella, TALES FROM INDIAN COUNTRY: THE APPLE, and I encourage you to check it out. He is a very talented writer with two of his screenplays having been produced (TWO INDIANS TALKING and JOHNNY TOOTALL). TWO INDIANS TALKING won the audience award for Best Canadian Feature at the Vancouver International Film Festival a couple of years ago. He also co-created and produced the Leo Award-winning TV show BACK IN THE DAY (airing on APTN in Canada and FNX in the United States).<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrUVhW0Yerr3WpxCIyv7BOmgRVLqOIve2B9YLPdmiY8fQOgY3xJK6i6L07SxcLIGO2hpW5PXab35k7X3yovIeBauc27Ed1HlVrI4rsQdrsp4H49ML5P66JuAw0_FFztdHA4tanXBgjG7s0/s1600/51D400CmQHL__SY344_BO1,204,203,200_.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjrUVhW0Yerr3WpxCIyv7BOmgRVLqOIve2B9YLPdmiY8fQOgY3xJK6i6L07SxcLIGO2hpW5PXab35k7X3yovIeBauc27Ed1HlVrI4rsQdrsp4H49ML5P66JuAw0_FFztdHA4tanXBgjG7s0/s1600/51D400CmQHL__SY344_BO1,204,203,200_.jpg" height="320" width="213" /></a></div>
<br />
From the Press Release:<br />
<br />
<div>
<span style="color: #660000;">Tales From Indian Country: The Apple</span></div>
<div>
<br /><span style="color: #990000;"><span class="ecxApple-style-span" style="color: #333333; font-family: Arial,"Helvetica Neue",Helvetica,sans-serif; font-size: 14px; line-height: 20px;">Seven Short stories throughout the life of an Indian man that's considered an 'Apple' to his reserve, red on the outside but white on the inside. These stories chronicle his attempt to be more accepted by his community by going on a vision quest, his time dating a spiritual person, the time he played poker with a dying racist man; and the time as a ten year old that he discovered residential schools. It's an overall story about a man that struggles with how he sees himself and how others do.</span></span></div>
<div>
<span class="ecxApple-style-span" style="color: #333333; font-family: Arial,"Helvetica Neue",Helvetica,sans-serif; font-size: 14px; line-height: 20px;"><span style="color: #660000;">About the Author</span></span></div>
<div>
<span class="ecxApple-style-span" style="color: #333333; font-family: Arial,"Helvetica Neue",Helvetica,sans-serif; font-size: 14px; line-height: 20px;"><span style="color: #660000;">Andrew Genaille is a First Nations writer living in Canada; to date he's written several feature films including "Johnny Tootall," and "Two Indians Talking," which won the Audience Award at the Vancouver International Film Festival. He also wrote and produced with his siblings the documentary series "Back in the Day." for the Aboriginal Peoples Television Network.</span></span></div>
<div>
<span class="ecxApple-style-span" style="color: #333333; font-family: Arial,"Helvetica Neue",Helvetica,sans-serif; font-size: 14px; line-height: 20px;"><span style="color: black;">Check it out here:</span></span></div>
<div>
<span class="ecxApple-style-span" style="color: #333333; font-family: Arial,"Helvetica Neue",Helvetica,sans-serif; font-size: 14px; line-height: 20px;"><div>
It's available as an E-book at</div>
<div>
Amazon <a href="http://www.amazon.com/dp/B00HYT7VMU/" target="_blank"><span style="color: #0072c6;">http://www.amazon.com/dp/B00HYT7VMU/</span></a></div>
<div>
<u><br /></u>Barnes and Noble <a href="http://www.barnesandnoble.com/w/tales-from-indian-country-andrew-genaille/1118141225" target="_blank"><span style="color: #0072c6;">http://www.barnesandnoble.com/w/tales-from-indian-country-andrew-genaille/1118141225</span></a></div>
<div>
<u><br /></u>Smash Words <a href="https://www.smashwords.com/books/view/396271" target="_blank"><span style="color: #0072c6;">https://www.smashwords.com/books/view/396271</span></a></div>
<div>
</div>
<div>
or as a soft cover book here at Amazon: <a href="http://www.amazon.com/dp/1495291391" target="_blank"><span style="color: #0072c6;">http://www.amazon.com/dp/1495291391</span></a></div>
<div>
It is coming soon to iTunes.</div>
<div>
</div>
<div>
Please support Indigenous talent in arts & entertainment!</div>
<div>
</div>
<div>
PS I made the drum on the cover.</div>
</span></div>
Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-535148434280673702014-01-12T21:45:00.000-08:002014-01-12T21:45:47.074-08:00A Couple Thoughts on Teach for Canada and the First Nations Education Act
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Randomly fascinated by the discourse on Twitter and in
some blog posts about the whole “Teach for Canada” idea that seems to have
captured the imaginations of many educators and non-educators alike. Can this
upstart organization come into our most vulnerable communities and turn around
the huge failure rates and high turnover of teachers? I am going to step aside
from the whole debate about whether teachers can be good teachers with or
without training, it is being well-argued by better people than me who have
fallen into two camps: “Lefties” and “Righties.” One blog, admittedly argues
that the founders of TFC is small-L Liberal, whatever that means, but that really
is irrelevant, as is the left wing versus right wing discourse. Political
spectrum has very little to do with this issue and that has to be realized and
understood by all.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Teach for Canada identifies those most vulnerable
communities as First Nations communities and, in so doing, makes the same
mistake that the Conservative Government made with the First Nations Education
Act: failed to ask the First Nations what we want. While it is unfair to
compare these two notions to the residential school experience, I do not
believe it is unreasonable to be suspicious of their motivations. I am under no
illusion that the altruism on display is completely selfless. Teach for Canada
is out to make money from what I can understand; the government, to impose
their agenda and ideology on First Nations (I’m guessing, but when you say
reform before funds when many of these schools would be condemned buildings
anywhere else…). Both seek to supersede agreements already in place with First
Nations in order to carry out their plans. Both claim Indigenous supporters but
both choose to ignore the majority voice that has ascribed to ideal that we have
a say in how our children are educated and the old paternalism is not
acceptable.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">The feeling I get when I read all of these posts and
tweets and articles and websites and legislation is that an outside party has
decided they know what is best for “our” First Nations and they will supersede
the will of First Nations in order to save them. We are not Canada’s First
Nations. We do not devalue education, we seek education that is relevant to us,
which is reflective of our worldviews and which is useful to our needs and
wants. We need to be free from silencing and to be allowed to present what we
need and then supported in accomplishing the idea, not condescended to and
patronized. I wish I could say that this was limited to these national
institutions but I have experienced silencing at all levels of the education
system. The belief that we do not know what is best for ourselves or our
children appears to be one of the most entrenched conventions in Canada’s
history. <o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">Both groups approach Indigenous peoples from a much
generalized perspective, one couched in white privilege and not respectful of
the inherent differences in 600 First Nations in Canada. Assumptions about the
needs and, more importantly, the wants of First Nations people have been made
and they have been made from the perspective of a privilege that is not “ours”
but “yours.” The entire conflict around Idle No More and the pipeline/fracking
protests continues to confuse and infuriate the government and many Canadians
because they refuse to understand that the values of these cultures (Plural!)
may not be the same as the values of the government or Canada, which is looking
at the issues economically. It is not a right wing or left wing political
spectrum thing but a values choice couched in a worldview that has little to do
with politics. <o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12pt; line-height: 107%;">The relationship is what is important. Our relationship
to ourselves, to others, to the land. I hear the voices, “here we go again…”
but that is why there is misunderstanding. \the Stó:lō live on the river,
depend on it. The sockeye are our forefathers, they are our primary source of
food. Without them and without the river, we die out. A poor run in a year and
families go hungry, even in the “rich” Fraser Valley. Damage to the river or the
land around it damages my home. The river is a source of our economy and our
education. No one has figured that out. I can learn biology on the river. I can
learn earth science on the river and the surrounding land. The river is the
source of many of the stories that make up our history. The first white man in
these parts arrived on the river. The river is central to our lives and could
be a central part of our education, but nobody asked because no one cares about
that and no one is interested in looking past the saviour complex and actually
addressing what we need and want.<o:p></o:p></span></div>
Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com1tag:blogger.com,1999:blog-460746144151573973.post-33875123618109986802014-01-06T19:09:00.000-08:002014-01-06T19:09:02.941-08:00That Eleven Facts and Questions Everyone is Doing
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<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">Hi folks. Playing along, not sure why but @starleigh_grass
sent this to me so I thought "well, I've got nothing better to do..."
It has been flying around the PLN and I've been seeing it everywhere. So here
for your entertainment and edification:<o:p></o:p></span></div>
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<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">11 random facts about me:<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">1. Growing up, I wanted to be an archaeologist, not a First
Nations archaeologist but a "Classical" one, Roman, Greek and
Egyptian, perhaps Aztec and Mayan. I want to learn how they lived through their
material culture. I found it all fascinating. Barring that, I was interested in
paleontology because dinosaurs are awesome.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">2. I love reading and it is one of my favourite ways to pass
the time, even though I haven’t been able to in a long time. I read it all: The
Hardy Boys, Alfred Hitchcock presents The Three Detectives, Robert Ludlum, Tom
Clancy, Michael Connelly, and Jim Butcher. I devoured books as a kid.<span style="mso-spacerun: yes;"> </span>I devoured books on archaeology particularly
and there was a time when I would be visiting the library every day.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">3. I’m sort of tired of the whole superhero comic book
movies playing right now. I wouldn’t mind the film world exploring some other
comic or graphic novel stories, something other than a superhero story would be
nice.<span style="mso-spacerun: yes;"> </span>Also tired of zombie movies and found
footage stuff. Why do I say this? Why not.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">4. I’ve been disillusioned of the whole education system for
some time now. I find it talks a good game on Aboriginal Education but I have a
hard time seeing anything real and concrete happening. While there are things
that are being done and they are great, the real necessary change at the
institutional level is not happening and I don’t believe that any real
transformational change is going to happen any time soon.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">5. I wanted to be an actor when I was growing up and my
undergraduate degree is in Drama and History. I never took the risk of going to
the city to try to get work, either Edmonton (near where I went to school) or
Vancouver. I live with regret on that particularly because it is something I
continue not to do. One of my professors in my final year said something to me
that caused it all to crash down: “Bob, you’re a good actor, but you’re
uncastable.” After that, the plan to move to the city and get an agent or start
the theatre company didn’t have the same urgency.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">6. I consider August 29<sup><span style="font-size: x-small;">th</span></sup> to be a second birthday
right now. On this day in 2013, I signed my resignation letter and left my
school district. I am unsure whether I will be continuing as a teacher as yet,
but that decision is one that I am happy with because it was not just a letting
go of an unhealthy work relationship but it was a stepping out of my comfort
zone on many levels, including a small attempt to be more social, some attempts
to move forward with some film ideas, the taking of a holiday that threw me
into some new experiences that I will always cherish. So, while I am currently
unemployed (although I can argue self-employed with the film company) and poor,
I am happier than I have been in a long time. Going to need to look for work
soon though ;)<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">7. My favourite movie is Ghostbusters.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">8. I often wonder if I am missing something but since it isn’t
in my life I also wonder if I am just overthinking it.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">9. I have always watched Doctor Who in some way, with my Mom
and with my Grandpa.<span style="mso-spacerun: yes;"> </span>Of the Classic
Series, the Fifth Doctor was always my Doctor, controversial I know, but not
all of us were enamoured of Tom Baker.<span style="mso-spacerun: yes;">
</span>He was good, yes, but Peter Davison was the Doctor I remember.<span style="mso-spacerun: yes;"> </span>I've never seen the 1996 movie, I'd like to
but it just hasn't ever been around for me to see.<span style="mso-spacerun: yes;"> </span>I never watched the new show when it debuted
seven years ago with the Ninth Doctor, just wasn't interested, I was too busy
with my balancing act, two disparate "careers" and graduate school in
the evenings.<span style="mso-spacerun: yes;"> </span>I never gave it a second
thought and, from what I hear, that was a good thing: at the time it aired on
CBC here in Canada and they were allegedly brutal with their edits. A couple of
years ago, I took a leave of absence from my job and stopped trying to run my
small business. I was diagnosed with severe depression and anxiety. One of the
things that I did in my “recovery year” was to start watching the new series of
Doctor Who and I do believe that it is important because it made me feel
better.<span style="mso-spacerun: yes;"> </span>I have always tried to look at
the world with wonder and I had lost that.<span style="mso-spacerun: yes;">
</span>Watching the Ninth, Tenth and Eleventh Doctor save the Earth, get in
trouble, get out of it, deal with their past and always look at the universe
with a sense of wonder... well it helped.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">10. I am not a strong practitioner of any of the traditional
activities or ceremony events of either of the Indigenous cultures that I am a
part of. This is not because I am “colonised” or “inauthentic.” I am happy with
my current level of participation, I have been active trying to create a better
tomorrow for our youth through the education system and through the television
projects I have carried out. I buy into Thomas King’s pronouncement at the end
of The Inconvenient Indian that Native people want the right to live their
lives in the way that they choose and I am trying to do that, so the fact that
I don’t smudge, or sweat or fish or whatever does not make me less Indian. I
have made choices on where I want to focus my energy. Please respect that as I
am respectful of your choices.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">11. I love Las Vegas, but I want to go to the Skywalk at the
Grand Canyon.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">11 questions from Starleigh:<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpFirst" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">1.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">What element of your personal background most
influences your teaching?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">I was very unhappy with my high school
education (drama class notwithstanding), particularly the lack of
representation of First Nations’ experience and what felt like a bias against
it in my learning. I think I take that forward with me in my teaching
experience.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">2.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">What's the most memorable classroom activity you
experienced as a K-12 learner?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">When I was in grade 4 in CFB Kingston,
Ontario (Dad was a soldier), I was sitting in class waiting to learn about the Native
peoples of British Columbia and the teacher was excited and talking about how
we had a special guest coming in to talk about his tribe and culture. In walks
my Grandpa.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">3.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">Who is your educational change role model?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">Sorry Starleigh, it’s you. It was your
encouragement to try out the blogosphere and your willingness to share your work
and experience has been inspirational.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">4.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">Which professional learning event/organization
has made the biggest difference in your practice?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">None really. I want to be able to say FNESC
or BCTF, the Ministry, something, anything but I haven’t found anything that has
inspired me in my practice. I’m very interested in the Aboriginal focus schools
in Prince George and Vancouver but I haven’t heard anything recently about them
and I haven’t been so affected as to have it make a difference in my practice.
Silencing plays a huge part in that, I suspect.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">5.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">What actions do you take to combat racism?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">I try to explain its effect on the victim
and to teach the historical oppression behind the racism as expressed. I am not
strong at calling it out when I hear it from a student as it has been generally
directed at me when I have heard it.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">6.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">Why do you blog?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">Peer Pressure.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">Well, no, it’s an attempt to share my
understanding of Aboriginal Education, why it matters and some ideas on how to
change the system.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">7.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">Who's traditional territory do you currently
live and/or work on?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">I live in the community of the Peters First
Nation, my home community. We are an independent Band of Sto:lo people. I am
unemployed currently, except for the film company (which is unpaid) and I do
that stuff on my reserve.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">8.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">How would you describe your interactions with
the first peoples on whose territory you currently live and/or work on? <o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">Complicated and tiresome.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">9.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">What is one thing that you started in 2013 that
you hope to complete in 2014?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">My redefinition of my life.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">10.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">What is one thing that you hope to do
differently and/or better in 2014?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">Oh, so many things. Pursue some of my dreams
as opposed to ignoring them all the time.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt; mso-list: l0 level1 lfo1; text-indent: -18pt;">
<!--[if !supportLists]--><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"><span style="mso-list: Ignore;"><span style="font-family: Calibri;">11.</span><span style="font-size-adjust: none; font-stretch: normal; font: 7pt/normal "Times New Roman";">
</span></span></span><!--[endif]--><span style="font-family: Calibri;">What were you doing ten minutes before you got
onto your computer?<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpMiddle" style="margin: 0cm 0cm 0pt 36pt;">
<span style="font-family: Calibri;">Rearranging furniture.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 8pt;">
<span style="font-family: Calibri;">I am breaking the chain because I see much of you educator
types have done this already and I am tired and don’t want to think of any
questions. Sorry.<o:p></o:p></span></div>
Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-3711198760646667732013-12-06T00:25:00.001-08:002013-12-06T00:31:36.673-08:00An Incomplete Thought on Mr. Nelson MandelaWords sort of fail me sometimes. I am at a loss how to process the passing of Mr. Nelson Mandela of South Africa. I understand that he was 95 and so it was expected at some point but I am still in a state of confusion over how to proceed with this post.<br />
<br />
Nelson Mandela was a leader of the African National Congress and fought to end apartheid in South Africa (something that was actually modeled on the Indian Act/reserve system of Canada, but I digress), spending 27 years in prison and becoming the first Black president of South Africa. He fought oppression, for human rights and to be dignified. He was, and is, a person that managed to inspire hope in a heck of a lot of people.<br />
<br />
I am disappointed in some of the stuff I have read online about his "terrorist activity," including claims I have been unable to find any corroborating statements or evidence to support. I don't know what to make of this type of stuff anymore. I saw similar stuff after Elijah Harper passed away and any number of people who stand up to oppression and I find myself always just feeling disappointed with humanity in general. Fortunately it has been in the minority but it is still there. I have often wondered how Mr. Mandela endured what he has endured and what kind of fortitude was required to move both himself and his nation into a revolution that would bring down the old regime and rebuild it as something better than apartheid.<br />
<br />
<div class="_1x1">
<div class="userContentWrapper">
<div class="_wk">
<span class="userContent" data-ft="{"tn":"K"}">"I have no epiphany, no singular destiny, no moment of truth, but a steady accumulation of a thousand slights, a thousand unremembered moments, produced in me an anger, a rebelliousness, a desire to fight the system that imprisoned my people."<br /><br /> As the ongoing struggle here in Canada, on the land and in our education system, can attest, the work that Mr. Mandela did is far from over. Oppressed people the world over have looked to him for inspiration, looked to his compassion and his honesty in the post-apartheid years as a means to remember and hold on to our own humanity. He sought justice.</span></div>
<div class="_wk">
<span class="userContent" data-ft="{"tn":"K"}"></span> </div>
<div class="_wk">
<span class="userContent" data-ft="{"tn":"K"}">Rest In Peace Nelson Mandela. Have a safe journey. You will be missed.</span></div>
</div>
</div>
Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-25761139719697789082013-11-07T18:04:00.001-08:002013-11-07T18:04:30.344-08:00Why Aboriginal Veterans' Day Matters: A Remembrance<html><head><meta http-equiv="content-type" content="text/html; charset=utf-8"></head><body dir="auto"><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);">You remember in army cadets that one time, you were on exercise and the troop was given the task of building shelters. You were handed rope and tarp and other little essentials with which to carry out the project. Your Dad, one of our instructors, then came up to you and took everything away. You protested but he silenced it when he said "What are the odds you will have everything you will need to survive?" No one explicitly said this is how to build a shelter, but as you stood there, your Dad nudged a broken branch with his foot and always sort of stood near the next piece of the puzzle, making you figure it out on your own, although you realize now that you were never alone. By the end of it, you had a full audience of cadets and instructors who applauded the completed (but far from perfect) shelter. The only response that mattered was the soft "Well done" from your Dad.</span><div> </div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);"><br></span></div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);">Your father was Saulteaux and Métis-Cree and he joined the Canadian Armed Forces when he was seventeen, an Engineer, though, for the life of you, you can't remember which Corps. In this career, he served in Gagetown, Chilliwack (where he added a wife to the army life and you as well), West Germany back when there was a West Germany, Chilliwack, Esquimalt, Kingston, Borden, Vancouver and retirement. While serving, he also worked as a radio deejay and a television commentator. He taught in the army cadets.</span></div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);"><br></span></div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);">Not content to retire, he joined the RCMP and continued to serve, taking a special interest in seeing that the Aboriginal youth in his posting were treated fairly. He started the Seabird Island Army Cadets to give them something to do (it saddens you to see the Native youth were forgotten and abandoned by the Corps after his passing). You remember one night, after a long shift as a night security officer at the provincial park, he pulled you over, full sirens and everything, only to be told to "Call your mother, she hasn't heard from you in days."</span></div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);"><br></span></div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);">One night, right before Christmas 2002, he went out and never returned. He died of natural causes but he died in the line of duty. He is and was a veteran. He served.</span></div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);"><br></span></div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);">Every year, you remind anyone who will listen to acknowledge and teach about Aboriginal Veterans' Day. You do it for Cst. Vernon Genaille and all the others who step up to serve. They choose to serve for many reasons: to escape the Rez, to protect their ancestral homelands, to honour the treaties, because they believe in something better (hard to understand when you think of how Canada is treating First Nations at the moment). They served in hostile environments within their own countries, their own units. They watched the military deployed against their own people on some occasions. On Friday, you will put out some tobacco, take a moment of silence and then continue to look for, in your role as educator, as filmmaker, as blogger, that better tomorrow you are sure he was working on creating. And hopefully, someday, you will hear a soft "well done" in that space between sleep and awake.</span></div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);"><br></span></div><div><span style="color: rgb(102, 102, 102); font-family: 'Trebuchet MS', Trebuchet, Verdana, sans-serif; font-size: 22px; line-height: 30px; background-color: rgb(255, 255, 255);">Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-68293609731049801372013-11-07T01:35:00.000-08:002013-12-06T00:50:39.517-08:00BCTF Survey of Teachers Self-identified of Aboriginal Ancestry UPDATE: *DEADLINE EXTENDED TO NOVEMBER 20*The BC Teachers' Federation has put up a request inviting teachers, who self-identify as having Aboriginal ancestry, to complete a survey to help the Aboriginal Education Advisory Committee (I used to be a member) determine a) the needs of Aboriginal teachers, b) how they can be supported and c) get an idea of the numbers that are currently in our education system.
<br />
<br />
From the site:
<br />
"The purpose of the survey is to collect data that will assist the BCTF in providing support and encouragement to Aboriginal teachers. The information will be used to guide the BCTF in ways to provide support to new teachers, to assist current teachers in their work, and to support the planning and implementation of employment equity for Aboriginal staff throughout the education system."
<br />
<br />
I hope that, if you self-identify, you'll consider checking out and completing the survey. There is so much support needed that we do need to find out how to build our community.
<br />
<br />
The survey can be found here: <a href="http://survey.bctf.ca/AboriginalEducators2013/2013-survey-of-teachers-of-aboriginal-ancestry.htm">http://survey.bctf.ca/AboriginalEducators2013/2013-survey-of-teachers-of-aboriginal-ancestry.htm</a>Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-47233725457486655042013-11-05T19:08:00.000-08:002013-11-05T19:08:50.090-08:00Call for Articles for English Practice: Starting a Circle<span style="font-family: Arial, Helvetica, sans-serif;">When we move into a circle, we are moving into a space where there is no hierarchies, no boss and employee, no teacher and student. In a circle, we are all on the same level and all are offered the same opportunity to contribute and to share, with the larger group, our experiences and truths. Generally, we pass around something considered imbued with power, I usually use an eagle feather but I also have a pouch of stones that are meaningful to me (and, as such, have power) as well as talking stones, talking sticks, something with meaning. We pass the object around and we share, in safety. A circle can be used to just share but it is also a place where we can learn, a place to explore what we know and what we want to know. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Which is why BCTELA's journal, English Practice, has titled its next issue Starting a Circle: Exploring Aboriginal Education. I am guest co-editing this issue and would like to invite you to submit articles, lesson plans, reviews or arts and literary based pieces on this theme. From the BCTELA website:</span><br />
<b><span style="font-family: Arial, Helvetica, sans-serif;"></span></b><br />
<span style="color: #660000;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Spring 2014. Theme: Starting a Circle: Exploring Aboriginal Education</b><br /> This issue is devoted to exploring the vital importance as well as challenges of integrating First Nations, Métis and Inuit perspectives, voices, texts, curricula and teaching and learning practices within English Language Arts. We invite educators and scholars from British Columbia and beyond to explore significant issues arising from landmark events and curricular shifts in BC, which reflect larger questions related to the future of Aboriginal Education and English Language Arts. </span></span><br />
<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">In October 2013, the Truth and Reconciliation Commission held a national event in British Columbia, and the TRC Education Event drew more than 5000 students from across BC. What does reconciliation mean in our classrooms? How can we support students in finding their role within reconciliation? What legacies of residential schools remain in BC schools and beyond, and how can we as Aboriginal and non- Aboriginal educators address these in our practices? </span><br />
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<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">The inclusion of Aboriginal focused outcomes in every subject and at every level is an important element of change to the BC curriculum. How do we increase our ability to integrate Aboriginal content throughout our educational practice? How do we work proactively as a professional community towards these ends? </span><br />
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<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">In British Colombia and elsewhere, the graduation rate for Aboriginal students continues to lag far behind non-Aboriginal students. Aboriginal students are overrepresented in courses such as BC's Communications 12 course, which offers a modified pathway towards graduation. What approaches support engagement, inclusion, powerful outcomes and greater success for Aboriginal learners in English Language Arts? What practices support increased Aboriginal graduation outcomes? </span><br />
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<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">BC has one the most innovative Indigenous literature courses in the world - English First Peoples 12 - which utilizes engaging texts, is founded on the First People Principles of Learning, and is supported by a teacher's resource guide. Yet only a few hundred students take this course each year. How do we meaningfully and ethically integrate First Peoples' texts and curriculum into our practices? What barriers and tensions exist and how do we address these? </span><br />
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<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">Closing date: February 15th, 2014.<br /> Contact: Robert Genaille </span><a href="mailto:rvgenaille@hotmail.com"><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">rvgenaille@hotmail.com</span></a><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">, or Pamela Richardson </span><a href="mailto:pamela.richardson@ubc.ca"><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">pamela.richardson@ubc.ca</span></a><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Below is the criteria for the journal, which can also be found on their website, </span><a href="http://www.bctela.ca/"><span style="font-family: Arial, Helvetica, sans-serif;">www.bctela.ca</span></a><span style="font-family: Arial, Helvetica, sans-serif;">.</span><br />
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<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">Criteria for English Practice</span></h4>
<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">English Practice provides you with the opportunity to write and be read. Your viewpoints, lessons, opinions, research (formal or informal) are welcomed in formats ranging from strategies, lesson plans and units, to more formal compositions and narratives exploring big ideas in teaching and learning, to creative writing. </span><br />
<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">English Practice publishes contributions on all facets of language arts learning, teaching and research, focusing on the intermediate, middle and secondary grades. The journal offers teachers of a practical, user-friendly guide to research-based practices. </span><br />
<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">We have four sections with the following guidelines to assist you in preparing and submitting your writing: </span><br />
<b><br /><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;"> Teaching Ideas (teaching strategies, lesson plans, unit plans)<br /> Articles should</span></b><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">: </span><br />
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<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">have a clear purpose (i.e. articulate specific learning goals for students)</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">acknowledge your perspective/background/role (i.e. grade 6 teacher; have used reading workshops for 10 years; trying to embed more targeted strategy instruction in my teaching)</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">provide a description of instruction that outlines how modeling or scaffolding is used</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">offer specific classroom practices that are grounded in research (backed up with current thinking, research reference(s))</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">be well organized and clear</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">ensure that any student samples, graphic organizers, and/or handouts are readable and reproducible</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">ensure that formative and summative assessment are aligned with instruction </span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">include information on any student and/or professional resources that may be useful for readers</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">include a summary and/or reflection</span></li>
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<span style="color: #660000;"><span style="font-family: Arial, Helvetica, sans-serif;"><b> Investigating Our Practice (action research, reflection on practice over time, narrative)</b> </span></span><br />
<span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">Articles should: </span><br />
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<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">introduce and outline the purpose and process of inquiry</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">explore a big idea in teaching and learning over time</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">acknowledge your perspective/background/role in relation to issues, big ideas, and/or inquiry question(s) (i.e. "I believe in democratic schooling, but I hadn't recently looked at how what I do was or was not working"; "I have been teaching for 18 years and oral language has always been important to me. However, I want to know how I can help my students actually improve their speaking and listening abilities.")</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">include reflections made before and after the teaching practice</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">typically be narrative in style</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">relate your own thinking and practice to current thinking and research</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">be well organized and clear</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">include synthesis and/or next steps </span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">include a list of references in APA format</span></li>
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<span style="color: #660000;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Salon (literary and arts-based explorations, or opinion pieces) <br /> Pieces should</b>: </span></span><br />
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<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">be related to teaching and learning, curriculum theory and philosophy, language and literacy, or English language arts</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">use form effectively </span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">be engagingly written (first person, present tense, ideas are effectively linked and language choice heightens meaning)</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">acknowledge your perspective/background/role, especially in opinion pieces</span></li>
</ul>
<span style="color: #660000;"><span style="font-family: Arial, Helvetica, sans-serif;"><strong>Check This Out (includes reviews, announcements of contests and conferences)<br /> Articles should</strong> </span></span><br />
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<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">acknowledge your perspective/background/role (i.e. teach grades 9-12 English; looking for novels related to the theme of...; "I am always looking for new ideas related to diversity in the classroom")</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">have clearly explained and supported ideas and/or opinions</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">Book, website, or other resource reviews should include a target audience and some ideas for application in the classroom.</span></li>
<li><span style="color: #660000; font-family: Arial, Helvetica, sans-serif;">Authors must not have a personal or a financial stake in what is being announced or reviewed.</span></li>
</ul>
<span style="font-family: Arial, Helvetica, sans-serif;">I am honoured to have been asked to be a part of this project with the BC Teachers of English Language Arts and look forward to hearing from you and reading your submissions.</span>Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-43128228292642712592013-10-15T10:13:00.001-07:002013-10-15T15:23:02.061-07:00When we have agency: An Open Response to John Richards' Commentary in the Vancouver Sun, October 15, 2013<html><head></head><body dir="auto"><div>
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Such a loaded word. What springs to mind when you hear the term? Mr. Richards seems to be implying that a "Traditionalist," at least among the Chiefs of the Assembly of First Nations, to be someone opposed to progress and someone opposed to improving the education outcomes of Aboriginal students across Canada. Mr. Richards' defence of the Conservative Government's work on Aboriginal Education, <em>Tories get no respect on native file (</em><a href="http://www.vancouversun.com/touch/story.html?id=9036464">http://www.vancouversun.com/touch/story.html?id=9036464</a> ), is misleading at best, outright prejudicial and designed as propaganda at worst. Interesting tactic considering the presence in Canada of the UN Special Rapporteur investigating this country's treatment of Indigenous people. Mr. Richards has launched an attack on First Nations while promoting the work done by the government to improve education outcomes in spite of our opposition to their work.</div>
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He works hard to frame the business of government as a progress that is needed despite Tradititionalist opposition, without defining what Tradititionalist means. In addition, he argues that this legislative answer is the best way forward, citing British Columbia's somewhat "better institutional arrangements for aboriginals students - both on reserve and in provincial schools" as a possible reason for our better outcomes here than in other provinces despite the fact that the First Nations Education Steering Committee (part of our institutional arrangement) is opposed to the First Nations Education Act.</div>
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Yes, Mr. Richards, it is easy to mock past policy, and many are, but the opposition from these "Traditionalists" has more to it than that. Traditionalist is not one opposed to progress in this case. The term is outmoded and boneheaded. A traditionalist is one content to continue to let the government arbitrarily rule our lives as wards of the state. Past policy isn't mocked here, it is brought up as a reminder to all that if we are to improve education outcomes, we need to have agency in our own lives. Nowhere is the lack of real consultation with the people who will be directly affected mentioned in this article. Nowhere is the needs addressed or considered. I would argue that these "Traditionalists" are progressives in that they demand agency, a say in the way they will live their lives and succeed within Canada.</div>
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I am a teacher. I am First Nations and a member of an Indian Band. I live on my reserve. I have taught in public schools, and in a reserve school, at all grade levels and in a wide variety of class compositions, class sizes and I have taught many different types of courses to many different types of learners. I have a Masters degree in Education. What I have learned in all of this is that we are finding our way by taking control of our education. What I have learned is that a student finds that fire to learn and succeed when he or she sees themselves reflected in their learning. When they have agency.</div>
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The FNEA takes away that agency in their communities. A school board type system might be the answer, I do not know, but cutting us out of the process is condemning us, and our students, our children, to further marginalization because you are removing our power to decide for ourselves. I tell my students that they do not have to give up a part of themselves to succeed in Canadian society. How do you resist assimilation? Resist by succeeding. Resist by learning to live in both worlds without giving up who you are. The FNEA is telling them that they have to give up a part of themselves, their agency, to succeed because you are taking that away from their parents, their communities.</div>
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And that is unacceptable.</div>
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</body></html>Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-52655266511926428822013-09-24T02:40:00.000-07:002013-09-24T02:42:46.262-07:00An Open Letter To #BCED On The Subject Of Truth & Reconciliation<br />
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Last week, I attended the Truth & Reconciliation Gathering and, while I was deeply affected by it- the various statement gatherings and words from panelists and witnesses and survivors are personal and moving- I have been more than a little ambivelant about reconciliation. I don't know what it means or what is expected of everyone. Not to take away the experience of any of my friends and colleagues, I can't help but think that, in many ways, it feels like we aren't seeking out true reconciliation. </div>
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The day after the Walk for Reconciliation, The Nanaimo Daily News posted another letter decrying the special status accorded First Nations and making misinformed comments about the lack of evolution in thinking, etc., etc. This follows commentaries in other newspapers over the summer that I couldn't be bothered to respond to because of how distasteful I found them. This latest, however, is problematic for two reasons: the first is the fact that the paper has been called to account over the overtly racist commentary that it has seen fit to publish in the past; and the fact that it might be perceived that the latest was timed to coincide with the national TRC gathering, when emotions were at their most raw.</div>
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If we are taking reconciliation to mean to cause to submit to or accept something unpleasant, than we are on the right track. Neither side, First Nations or Canada, seem happy with each other right now and neither side seems reconciled to the fact we need to find a way to walk together.</div>
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Why then, dear #bced, am I sending this letter to you? I saw many, many teachers and students at the education day at the TRC event and I was happy to see so many engaged in learning about this unknown piece of history. It is nice to know that the stories we have always known in our communities, the nightmares our families' experienced and experience, were getting an audience that desperately needs to know them. Things like this fill me with a tempered hope because the stories are being given voice but I worry that this is where it will stop. What comes next,#bced? Now what?</div>
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Teachers, Administrators, Support Staff, Parents, Ministry, Government, "Stakeholders", Students, I am asking you "Now what?" The event ended and the next publication printed the next misinformed diatribe. What comes next #bced? When I look at the responders to this piece and the last one and the one before that and so on and so on again, I see the same people responding. I see the same people challenging and talking back to these voices that belittle and bemoan "special rights" and "refusing to evolve." I reconciled myself a very long time ago to the unpleasant unease that co-existing here requires. I reconciled myself a long time ago to picking and choosing which of these attacks I would talk back to because it takes a lot out of me to challenge them and I put myself at risk in the attempt. I let some pass because sticking my neck out is not worth it in every case. I bring this up because I am asking you, after seeing my history writ large in Vancouver, in the voices of our youth, our Elders, survivors every one of them, WHAT COMES NEXT?</div>
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If you participated in the powerful Kairos Blanket project, where they tell the story of colonialism with the audience standing on blankets while the blankets were folded up and the people were forced onto smaller and smaller pieces until there are very few people crowded onto tiny pieces of land, what did you take away? If I tell you that you can go back home after that demonstration while I return to my little piece of "land reserved for Indians," will you be reminded that it is more than just a history lesson? WHAT COMES NEXT?</div>
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You have had the privilege of getting a glimpse of the intergenerational trauma and ongoing oppression that has been visited upon the First Nations and Indigenous people in Canada and you get to return to your lives while our youth, our Elders and our families will return to ours. We will be grateful for having been allowed to share, however briefly, and we will hope that something we have said will be heard beyond the purely visceral emotion of sadness about it all. I want to know, Teachers, Administrators, Support Staff, Parents, Students, Ministry, Government, Stakeholders, what are you going to do about it now? WHAT COMES NEXT?</div>
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Does it stop here? The Federal response seems to be that "we apologized, get over it". What is your response? Get over it? How, when it is still happening? And I wonder if that is something that has been truly learned in this event. This oppression, this marginalizing, demeaning and blaming is still going on. The above-mentioned letter is merely a symptom of this. You, #bced, have an enormous responsibility here and it is one that you have failed miserably at. These comments, letters, opinion pieces in the news media, on television, on social media are your responsibility. Yes, I blame you #bced for how this flourishes, checked only, it feels like, by the same Indigenous voices trying to educate and inform.</div>
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Where were you when these thoughts were being formed? Where were you when I asked you for help in challenging these last year and the year before? Where will you be tomorrow when the defenders of these types of diatribes launch their defenses of the commentaries? Are you finished your units on First Nations issues now that the event is over? Did you only feel sad over what you were hearing and seeing or did you actually listen to what was being said and shared with you? Indigenous people shouldn't have to be victimized over and over and left to defend ourselves in a void. #BCED, you have been entrusted with teaching our children, all of #bced, and your silence is deafening. What are they learning from your silence?</div>
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Dear #bced, you have an opportunity here that you shouldn't, cannot, pass up. This is a moment that can change lives for the better. If we want reconciliation to mean something other than accepting something unpleasant or to cause to submit, than you need to realize that you hold the key to changing the non-Indigenous voices that demean and misinform and attack. Truly hear what our survivors were telling you and take it into your heart because we can't do it alone and our truths need to be shared. I have asked before and I will likely continue to ask in the future: Challenge these commentaries. Don't remain silent when something comes up. Our children are watching and listening. Teach them that you care and that it isn't okay to attack the victimized again and again and again. Teach our children that it is okay to be First Nations, that they shouldn't have to give up a part of themselves to be a part of Canada, that they deserve the time to heal before they "get over it." Don't let the stories you witnessed fade with the end of the gathering, learn from them, teach with them and seek transformation through them.</div>
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As ever, thank you for your time and consideration,</div>
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All my relations,</div>
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Robert Genaille</div>
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(Stó:lō/ Saulteaux)</div>
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Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-16044986316661590032013-09-21T21:49:00.001-07:002013-09-21T21:49:40.203-07:00What Does Reconciliation Mean?- An Incomplete ThoughtThe question you've struggled with for a long time: what does reconcilation mean? <br />
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You've wandered the around the Truth & Reconciliation event in Vancouver. You've made an effort to hear a couple of stories and witnesses at the Statement Gathering, you've wandered through the education centres at the event. You've listened to Kim Harvey and her rallying cry that filled you with inspiration; you've been heartened by Dr. Stephen Lewis, so often an advocate and fighter for human rights overseas, acknowledge the terrrible challenges in his own backyard and pledge to do better here.<br />
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You've strived to learn what you could about the histories and stories that make up the Indigenous experience in Canada because you are Indigenous and because you are a teacher attempting to uncover for your students and help them understand it, as you hope to understand it yourself.<br />
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More than that, you've heard your grandparents' stories of their experiences in residential schools, been forced by your twisted little synapses to visit the Kamloops School whenever you have been to that community; struggled and failed to ignore the ghosts there and everywhere that remind you that they never had justice, even with the rolling TRC events and lipservice that is handed out at official events and announcements.<br />
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What does reconciliation mean? Restore friendship? Submit? Resolve differences? You can't impose your thoughts on the survivors that find resolution and meaning with the TRC. You can question the meaning to you though. Intergenerationally, you are as much a victim of the system, though you would never cal your experience anywhere near what theirs has been. You were lucky but you have had your own struggles. <br />
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Enough that you look upon reconcilation with suspicion.<br />
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Has there been anything to leaven your suspicion, your anxiety or your expectation? What has happened since Idle No More rose up and inspired you? You watched the Federal Government ignore it. You watched them pass the bill to change the rules around the reserve lands and water rights anyway. You watched them change the rules around social assistance on reserve, pushing it to workfare; change the divorce rules on reserve- something that on the surface seems good but the lack of consultation is concerning. You've watched as they announce plans to change education of First Nations children without the input of First Nations people. You've watched them commit to Shannen's Dream and Jordan's Principle and then ignore those two issues. You've watched them underfund reserve schools and fight against funding medical care for Native kids. <br />
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You've watched as they ignore the murdered and missing women.<br />
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You've watched them defund Native organizations all across Canada and fight in court the ones that seek to get First Nations foster care funded equitably, going so far as to spy on First Nations people to try and shame us into submission. You've listened to them minimize your concerns about all the new "discoveries." You knew about the medical experiments long before the non-Native historian did, you'd heard stories, even into the sixties and away from residential schools but who would believe you? You weren't there and you don't have the credibility that comes with being non-Native in Canada. You've watched them block their own TRC from getting all the documents they need to do the job properly.<br />
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Reconciliation seems to mean get the First Nations to submit. At least for Canada. All the rhetoric has been around First Nations and reconciliation. There has been very little in the way of discourse around the need for Canada to reconcile with First Nations as well. And there have not been a great deal of non-Native people at the TRC event this past week to help you change your mind. Is submission what we are expected to do?<br />
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<strong><span style="font-size: large;">"Including First Nations"</span></strong><br />
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The phrase "including First Nations" was removed from a supporting statement in a motion you were considering today. You won't go into the details but the longer phrase was along the lines of "Canada, including First Nations" and it was replaced with "all Canadians." This is a piece of the problem that lies within the complexity of the relationship between Canada and the First Nations here. Not all First Nations people, yourself included sometimes, feel that you are a part of Canada. Often you don't feel welcomed by Canada, ironic because your people were here first.<br />
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You've listened to the deafening silence from the Federal Government when Canadians went on a rampage of anti-Native rhetoric online and in the media. What does that mean? Further to it, what does the rhetoric itself mean? It frightens you.<br />
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Are First Nations included here? In the "All Canadians" phrase it seems to be that they are expecting you to submit to a more dominant force. This idea is rejected out of hand. Far too long you have had to submit, give up a piece of yourself as have your ancestors and all First Nations, to this day. Settlers and Newcomers came to Canada, either as an immigrant or refugee, but they chose to settle here, meaning they chose to be Canadian. They are allowed to keep their identities intact. You were never given the choice, your family, your people having been here when the first non-Native person showed up here. Why must you give up who you are? Again and again and again?<br />
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What does reconciliation mean? You wish you knew. What should it mean, you wonder. Perhaps it should be the two worldviews and groups coming together to share their differences and to come to terms with those differences then step forward, side by side. You don't know. Kim talked about everyone, Native and non-Native learning the truth and then finding a way to serve our communities to improve them. Dr. Lewis seemed to confer the idea of bringing the perpetrators to justice and to work towards achieving justice for the current challenges: the water, the economic servitude, the missing and murdered women, the racism in our society.<br />
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Reconciliation is something broken, you think. It is a good idea but it is an undefined idea. It is an idea though that needs fixing.Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-9726939106091870812013-09-19T14:30:00.001-07:002013-09-19T14:30:20.740-07:00Jenny's Medicine Walk<html><head><meta http-equiv="content-type" content="text/html; charset=utf-8"></head><body dir="auto"><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i>Over the summer, I was asked to present a workshop activity on the legacy of residential schools. At the time it was an unexpected and unplanned presentation that I could not figure out how to start, how best to introduce the subject and highlight the legacy issues. I told the following story, mostly off the top of my head (yes, I'm proud of that). I decided I liked the story, it stayed with me after the presentation and I decided to write it out and tweak it a little. I wasn't sure whether I was going to share it but my friend Marj talked me into it. Please respect my ownership and please be kind. Thank you, </i></span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i><br></i></span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i>Robert Genaille</i></span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br></span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><b><u>Jenny's Medicine Walk</u></b></span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br></span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Good evening ladies and gentlemen! Thank you all for coming out to celebrate this incredible achievement in the life and career of my Jenny- sorry! The wife said "Don't call her that! She has a phd!" So, thank you for coming out to celebrate this great achievement by Doctor Jennifer Renée Charlie!</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I don't mean to brag but I take full credit for this discovery. It was after all me that contributed the brains to the package. Thank god she got her Mom's looks! Heh, heh, heh, I'm going to pay for that later. I did show her how to use willow bark to deal with the pain she had when she knocked out that tooth when she was a little girl. My Jenny was out climbing that old cedar out back of the house, took a great fall.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I'll be damned if that didn't catch on. I live in fear whenever she goes on a holiday. She always liked to fall. That first skydiving trip nearly killed me. Honey, you don't need to send me the video of it EVERY time, just remember to call when you're on solid ground.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">My Jenny- sorry, my Dr. Charlie, always trying stuff, exploring, always asking me why when we were out in the woods. Always asking how this worked or what did that do, always wondering. I knew from when she was a pup that she'd change the world.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I watched it all, the wins, the losses, the achievements, the heartaches- I'm still willing to beat up Tommy for breaking your heart, Sweetie... and he is very much aware if that... Oh, and guys! Want to make sure your daughter's prom date is respectful? Be gutting an elk in the front yard when he shows up to pick up your little girl.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">But, really, now. I have to give her Mom the credit for taking her out in the bush, for helping her when they medicine walked and showing her what each plant did. I have to credit Jenny's Grandma as well for telling me to shut up when I tried to send my Jenny to. bed when she was listening to Grandma and Grandpa's stories about the early days. I am going to take credit for tricking Jenny's mom into falling for me in the first place. So, I get some credit for this success.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I knew you'd change the world, Sweetie, but cancer... Wow. I don't know what you saw in those old plants or what Grandpa's story inspired in you but I'm so glad that they were there to guide you. I never thought people would ever translate their old stories into scientific gobbledygook but you found a way. And you made it sound like the most beautiful song I ever heard.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">"YOU. ARE. WRONG. MISS. CHARLIE. THAT. IS. JUST. A. WEED." Does that sound familiar? I remember every letter home from every science teacher. Every meeting where they tried to tell me that you just didn't understand science, that you were spouting make-believe and wasting the class' time. I remember you in those moments too. That Charlie defiance on full, fiery display. They called you a stubborn, imputent little girl. I spent a lot of time trying to explain world views and different understandings but it usually ended with wait till you see what my Jenny and her "weeds" accomplish!</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Hey Mr. Miller... Look what my Jenny and her "weeds" accomplished! BAM!</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I'm so- I'm so... Wait... Wait... I'm remembering it wrong. I'm not sure about that name? Was it Miller? No. It's gone. I'm sorry honey, I don't remember it, I- oh god!</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Oh god.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I'm sorry honey, it didn't happen this way at all. I'm so very sorry. There's no cure for cancer. There's no Doctor in front of your name and no fancy letters after it. There's no terrifying videos of you jumping out of planes or late night phones calls to share your frustrations, deadends as well as the eureka moments. There was no late night drives into the city to pick you up and bring you home after a horrible break-up, no first kiss, no science projects, no stories with Grandma and Grandpa down by the river. There was no losing a day in the woods with dear ol' dad playing hide and seek when you should have been in school.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I'm so sorry, my Jenny, my little Jenny, there is no you.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span class="s3"><span class="bumpedFont15" style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">There is no you, my sweet little girl, because there is no me. You see, they took me away from my mom when I was four and sent me to a residential school. I never got to come home.</span></span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"> </span></p><p class="s2" style="margin-top: 0px; margin-bottom: 0px;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-62835763707328882442013-09-18T21:54:00.002-07:002013-09-18T21:54:53.999-07:00Thank You Kim: Another Incomplete Thought on Truth & ReconciliationI didn't attend the TRC event in Vancouver today, I was at the BCTF building attending a meeting. We did pause to watch the livestream of the #Bthechange panel presentation on intergenerational survival of genocide, featuring young people talking about the intergenerational affects of, well, genocide. Specifically, they were addressing residential schools, the Holocaust, the Chinese head tax and the Japanese Internment during World War II. Kim Harvey, a Twitter friend of mine, represented us, the children and grandchildren of residential school survivors, and she rocked it. Kim presented with passion and commitment to making the world better for our children and our place within Canada. In short, she was amazing.<br />
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I do feel re-inspired. As you know, I've been feeling a bit of a loss of faith in a lot of things surrounding the idea of reconciliation. I have always placed a lot of faith in our youth, they don't get nearly enough credit for what they do or what they are capable of. I saw that every day in the classroom. When you find what they need to be engaged, you could always see the fire spark in their eyes and they would be fierce in their devotion to whatever cause it happened to be: learning about the lives of First Nations pre-contact or taking up a cause to action. I've never worried about that part of their lives.<br />
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What Kim had to say, and I won't try to summarize it here (I'm looking for a transcript, HINT, HINT), just served as a reminder of some of the things I had given up on when I heard of the Idle No More trademark stuff. She cited that movement as an inspiring moment, as I have, but not as the only possible movement. She pointed out some of the things that, for me, have fallen on deaf ears: reconciliation isn't something for the Native population, it is something the entire country has to do. As well, we can't "get over it" when we are still living "it."<br />
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Not sure if it will carry over, though I have a couple of ideas now percolating but I wanted to say thank you to Kim and the other panelists for your presentation. I am grateful. While it has not reconciled me to reconciliation, it has moved some thoughts forward for me on what it could mean again.Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com1tag:blogger.com,1999:blog-460746144151573973.post-1211071722429312742013-09-18T04:01:00.000-07:002013-09-18T04:01:08.704-07:00Some Random Thoughts on Truth & ReconciliationSo, I am not sure if this is breaking my hiatus from this blog as a permanent thing, as in returning to regular blog entries on the issues I have been advocating on and exploring, or if I am just jotting some thoughts down to share my discord. As you know, I recently resigned from my school district and I am happy that I did, I needed a change. I am not sure what I am going to do with my future right now but I am, mostly, in a positive place. <br />
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And yet...<br />
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It's three AM in the morning and I can't sleep. I'm in Vancouver right now to attend committee meetings at the BC Teachers' Federation (I remain a member for at least six months after my resignation, to allow time to seek new employment if I decide to continue as a teacher or to allow time to wind down my obligations and responsibilities with the Federation if I choose to seek a new direction). I've missed committee work but for my anxiety is in full force this morning. I think it has to do with the Truth & Reconciliation Gathering going on this week, the Committee for Action on Social Justice, my new committee, will be attending on Thursday, and the BCTF members, who are able, will be participating in the Walk for Reconciliation on Thursday.<br />
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I've shared here before about the fact that my Grandpa attended Kamloops Residential School and the ghosts there haunt me whenever I am considering my role in education and resistance. My own anxieties about my education offer clues to one element of the legacy of residential schools, I am grateful to have been spared the worse challenges faced by descendants of survivors but that doesn't change the fact I can't escape those ghosts. All the discord I feel in considering everything around this is wrapped up in the unknowns currently taking place. Idle No More woke up a lot of people in beautiful resurgence but also attracted much dormant hate as well as egos and the cracks in solidarity that follows any movement that doesn't find its proper focus. I lost faith when the founders trademarked the name, called a Sovereignty Summer and then faded from consciousness. I lost faith in those voices of Indigenous sovereignty that also called for more concrete action when they called for excluding those of us who weren't up to their standards of "Native." I lost faith in those voices of advocacy that changed what we were trying to do to appeal to more allies by removing us from the important roles of guide and facilitator, ceding that authority to those we hope will be allies. <br />
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I am torn by the knowledge that Kinder Morgan is one of the sponsors of the TRC event. Particularly in light of the fact they wish to expand their pipeline through my reserve and, more importantly, the watershed that provides my drinking water. In most respects, I am not going to let this dissuade me from attending as I see no problem with supporting the event while not supporting that particular company. Just because they paid for it doesn't mean I have to support them. The main concern is that the perception created by their sponsorship says that they are paying for reconciliation so they can get our support. I see what the naysayers are worried about. I worry too but I want to support our Elders and educators and students and that wins out. Plus it is a teachable moment. <br />
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I read that there might be protests at the event and that some leaders were outraged by the possibility. How dare you show such disrespect for our Elders and their courage? I wrote in my thesis project a few years ago about the idea of entitlement to pain Survivors had developed. I was arguing that they also needed to recognize that other generations of Native people were also survivors and also victims and also courageous in their actions, something I believed was being denied by the survivors of residential schools. My pain is more important than yours, so to speak. I don't necessarily think this way anymore, though I do periodically see it. I like to believe any protest outside the TRC event would be welcomed by survivors and Elders. Our young people are standing up for their beliefs and their principles. Can you think of a better way to honour our Elders and Survivors?<br />
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All this talk about reconciliation.<br />
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I don't know what reconciliation is.<br />
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I wish I did. I don't think we are ready yet. I don't think Canada is either. Something I need to reflect on I guess.<br />
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Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-29255271632765728422013-08-29T17:20:00.001-07:002013-08-29T17:20:32.193-07:00Time for a Change: Personal Interlude<html><head><meta http-equiv="content-type" content="text/html; charset=utf-8"></head><body dir="auto"><span style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; ">I have decided to take my severance from the Fraser-Cascade School District and end my employment relationship with them. It is time for a change. I wish to thank all of my colleagues for their support over the past ten years. I also wish to thank my many students for letting me teach and participate on their educational journeys. I wish all of you well in your future endeavours.</span><div style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; "><br></div><div style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; ">I will be taking a few weeks off to decide in which direction I would like to focus my skills and passions. However, I will be fulfilling my September obligations to the BC Teachers' Federation.</div><div style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; "><br></div><div style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; ">I will be putting this blog back on hiatus while I consider my future options.</div><div style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; "><br></div><div style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; ">Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0tag:blogger.com,1999:blog-460746144151573973.post-90027998462265477712013-08-21T14:11:00.000-07:002013-08-21T14:12:05.618-07:00Problematizing "Allies for Reconciliation": an incomplete thought<html><head><meta http-equiv="content-type" content="text/html; charset=us-ascii"></head><body dir="auto"><span style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; ">As with the entire relationship: one world, different worldviews.</span><div style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; "><br></div><div style="font-family: Noteworthy; font-size: 18px; font-weight: bold; line-height: 24px; -webkit-tap-highlight-color: rgba(26, 26, 26, 0.296875); -webkit-composition-fill-color: rgba(130, 98, 83, 0.0976563); -webkit-composition-frame-color: rgba(191, 107, 82, 0.496094); -webkit-text-size-adjust: none; ">Witnessed a panel presentation yesterday titled "Allies for Reconciliation" and it made me very angry. I don't know if it was the nature of the panel which appeared to me to be several non-Native people who seemed self-satisfied and smug about how they were helping the Native, or if it was that the ideas of reconciliation and "allies" were not addressed. Forget for a moment that how a non-Native person can be an ally, when by definition they are a member of the society that needs to achieve reconciliation with the Indigenous nations, is inexplicable. The very idea implied in the title is that we, as Indigenous people need reconciliation and not the Canadian dominion which we live under. The name, which is also on the BC Teachers' Federation t-shirts available for the upcoming Truth & Reconciliation event, was defended to me as BC teachers were allies in First Nations efforts towards reconciliation. In this, I was annoyed as teachers, in their ongoing support of the western teaching traditions, are still complicit in maintaining the status quo that keeps us under the thumb of oppression (I am aware that I am in this federation and a teacher who has to abide by the rules of the education ministry and their curricular focus).<div><br></div><div>The nature of the panel was also defended to me as a means for non-Native activists to be brought on board by seeing themselves reflected and to see that it was safe for them to also be an "ally." The understanding of the term "ally" is lost here and continues to be. You should be working towards reconciliation, not because you wish to be supportive of Indigenous peoples, you should be working towards reconciliation because you are a part of the need for it, just like Indigenous people and just like Canadians as well.</div><div><br></div><div>One of the definitions of reconcile, according to the Miriam-Webster online dictionary, is: " to cause to submit to or accept something unpleasant." The nature of Allies for Reconciliation feels like this. I tried to make my feelings known to the organizers and I did make it known to members of the BCTF Executive. I can't tell who is being asked to submit. We, as teachers? We, as Indigenous people? I have submitted to the unpleasant existence of being Indigenous my entire life and I am not keen to continue if that is what we are viewing as reconciliation. That we feel the need to label non-Natives as allies tells me we are submitting yet again to the unpleasant fact that they do not view themselves as needing reconciliation with us but we need to reconcile with them.</div><div><br></div><div>Another definition of reconcile is: "to restore to friendship." This is problematic in light of the relationship definition as Indigenous and allies. It implies that our relationship is more unequal than usual and the restoration will return it to its normal unequal standard: marginalized and ally. "We're helping them." There is no recognition of the need to recognize your own privilege in the continued oppression of Indigenous people. There is no recognition of the fact that you are blaming the victim in our unequal relationship. You are telling me that you will help me reconcile with Canada as if it is my fault that I haven't gotten over the Doctrine of Discovery, residential schools, institutionalized racism and the fact that, in the ongoing fight to save Canada and the middle class from total corporate takeover, you have further marginalized me in my own struggle. I shouldn't have to fight to prove my people were here at the time of first contact to claim my rights. I shouldn't have to prove that residential schools and colonialism has had a detrimental and ongoing affect on my family and my people. I shouldn't have to constantly prove that my teaching degree is a "real" degree as opposed to an "Aboriginal" one. Often you use my name to move your cause forward and that is fair in as much as they are often the same, but you remove yourself from the struggles that are uniquely mine, declare yourself an ally and then deafen me with silence.</div><div><br></div><div>Much like the entire education system, we need to reframe what we are trying to achieve and who the participants are. None of us are allies in reconciliation as there only the two sides in this particular endeavour. We need to change the words we are using because we don't have a mutual understanding of what we are trying to say. We are obscuring the truth by our choice of actions and words. Until we understand, explicitly, what our relationship is and what we want it to be, stop saying ally. Until we understand what we are trying to achieve, stop saying reconciliation because that is not what is happening right now.</div><div><br></div><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGJrXrlc4TTi-my6XMhxS5mzUK-iaLh2Goom_jtCgV7GyQDA3sbPwRbpOoPEuU3XKJjQa_pdXopBHePf856d7mk0asL70JynzIo5VL3drAUanCvrU4Xr_gr9b24wqoM187Je6b27iRdaba/s1600/image-725619.jpeg"><img src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGJrXrlc4TTi-my6XMhxS5mzUK-iaLh2Goom_jtCgV7GyQDA3sbPwRbpOoPEuU3XKJjQa_pdXopBHePf856d7mk0asL70JynzIo5VL3drAUanCvrU4Xr_gr9b24wqoM187Je6b27iRdaba/s320/image-725619.jpeg" border="0" alt="" id="BLOGGER_PHOTO_ID_5914683325908997442" /></a><br></div><div><br></div><div>Robert Genaillehttp://www.blogger.com/profile/05289292693138142378noreply@blogger.com0