The Anishinabek Nation is committed to supporting public education and awareness on the impacts of Indigenous racism. Education tools, made with First Nations, support a culturally-responsive, strength based, and trauma-informed approach that will help all Canadian citizens understand their own obligations to speak up and act. This project is in line with the release of the June 2015 Truth and Reconciliation Commission Final Report in which recommendation 57 calls upon the federal, provincial, and territorial governments to:

  • Provide education to public servants on the history of Aboriginal peoples, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism. In addition, recommendation 62 calls upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to:
  • Make age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade 12 students;
  • Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms.

The Anishinabek Nation has developed an online module for the public that will build capacity to recognize and act to prevent occurrence of Indigenous racism. Areas for potential expansion include exploring Indigenous identity, racism in the classroom, racism in sports, and engaging in dialogue for all Ontarians to fight racism against Indigenous people.

The target population of the project is public education including Indigenous and non-Indigenous peoples of all ages. The online format is publicly available. This will be a new project that builds on the expertise and curriculum expectations from the Gdoo-Sastamoo Kii Mi Secondary School resource kit.

Learning from the 2SLGBTQQIA+ Community

In collaboration with members of the Anishinabek Nation’s Niizhwaadziwag Advisory Council, through the Bemaadizijig Ganoonindwaa – Talking to People Podcast, has created four podcasts exploring Two-Spirit themed topics: Two-Spirit Terminology; Two-Spirit Histories, Roles and Responsibilities; Addressing Homophobia; and Two-Spirit Health. In addition, the video “Meant to be – Kristen Shawana baa’s story is also included.

Podcasts & Videos

NaWalka Geeshy Meegwun and Aaron Bowerman, members of the Anishinabek Nation’s Niizhwaadziwag Advisory Council, talk about reclaiming Two-Spirit terminology, Two-Spirit Roles and Responsibilities, Addressing Homophobia and Two-Spirit Health,  that is embedded in Anishinaabe language and ceremony.

Episode 12: Two-Spirit Terminology
Episode 13: Two-Spirit Roles and Responsibilities
Episode 14: Addressing Homophobia
Episode 15: Two-Spirit Health

Note: Hover over the thumbnail to reveal title.

Meant to be – Kristen Shawana baa’s story

The Anishinabek Nation HIV program is honoured to have had the opportunity to join Kristen Shawana-baa on her journey towards advocacy for First Nation’s transgender individuals before her untimely passing in August 2020. 

Kristen-baa was a natural at public speaking and enjoyed writing, showing great potential to becoming a powerful voice in community. Though she was unable to see the completed production of her mini doc, at Kristen-baa’s insistence, there was great attention to detail that helped shape the final product.

She would be proud because educating people about her struggles as a First Nation transgender woman was important to her. It is our hope that Kristen-baa’s message, simple yet effective, continues to educate that all people have the right to be themselves.

In Kristen-baa’s words: ‘It’s important to shed a light. Maybe you’ll get a little empathy towards the person instead of attacking people for just trying to be themselves.'

FOR TEACHERS: Curriculum Concepts & Considerations

Elementary Considerations

In 2019, Ontario’s government released a revised elementary Health and Physical Education (HPE) curriculum including new and enhanced learning related to sexual orientation in Grades 5 and 7, in addition to the existing learning in Grades 6 and 8. (Ontario government) 

This includes learning related to respectful behaviours and the effects of hurtful comments, including homophobic comments, was also enhanced. Learning related to gender expression and gender identity is mandatory learning in Grade 8. (Ontario government) It is recommended that the podcast be used by teachers at the elementary level for their own learning. Please note that the following curriculum expectations are related to the podcast. 

D2.4 Self-concept, sexual orientation  

D1.3 Sexually explicit media 

D3.3 Stereotypes and assumptions – impacts and strategies for responding 

D2.4 Sexual health and decision making 

D1.5 Gender identity, gender expression, sexual orientation, self-concept 

D3.4 Societal views, impacts of stigma 

Secondary Curriculum Connections

The secondary Health and Physical Education curriculum includes learning that focuses on understanding of factors that can influence a person’s understanding of their gender identity and sexual orientation and identifies sources of support for all students. (Ontario government) The following is a list of curriculum expectations that connect to the podcasts and video. The podcasts can be used individually or as a group. It is also recommended that secondary school teachers use the podcast for their own learning and development.  

Health & Physical Education Curriculum: Human Development and Sexual Health 

Grade 9 to 12 

C1.5 Factors affecting gender identity and sexual orientation; supports 

C2.2 Relationships – skills and strategies 

C3.3 Responding to bullying/harassment (including sexual harassment, gender-based violence, homophobia, racism) 

C3.4 Misconception relating to sexuality 

C3.4 Skills for dealing with stressful situations 

C3.5 Relationships – effects on self and others 

C2.3 Reproductive and sexual health; proactive health measures 

C3.4 Skills for dealing with stressful situations 

C1.1 Harassment, violence, abuse – effects, legal implications, and responses 

C1.3 Skills and strategies for evolving relationships 

C2.2 Using living skills and supports to reduce vulnerability to harassment, violence, abuse 

C3.2 Harassment, violence, abuse in local and global contexts – resources, supports and resources 

C3.4 Bias and stereotyping in media portrayal of relationships  

Curriculum Tips & Ideas 💡

The podcasts and video provide a powerful example of not only teaching content specific to curriculum connections but expands this learning to including the following: 

  • Authentic experiences from a variety of Indigenous people 
  • The weaving of worldviews in relation to Two-spirit themed topics 
  • A holistic approach to sharing Two-spirit themed topics that are not confined to the Health and Physical Education expectations of the Ontario curriculum but span into many other areas to provide understanding of the Indigenous view on two-spirit histories and their community roles and responsibilities 
  • The podcasts and videos can also be used in many other classes with the First Nations, Métis and Inuit Studies curriculum, including but not limited to the following courses.  
  • NAC1O Expressions of First Nations, Métis, and Inuit Cultures 
  • NBE3U English: Understanding Contemporary First Nations, Métis, and Inuit Voices 
  • NDA3M Contemporary First Nations, Métis, and Inuit Issues and Perspectives  
  • Encourage students to tell their own stories of strength and resilience 
  • Encourage students to make connections while they listen to the podcasts and videos. 
  • Provide informative prompts for deeper engagement and connections.  

Indigenous Racism

Indigenous racism is the ongoing race-based discrimination, negative stereotyping, and injustice experienced by Indigenous Peoples within Canada. It includes ideas and practices that establish, maintain and perpetuate power imbalances, systemic barriers, and inequitable outcomes that stem from the legacy of colonial policies and practices in Canada.

Systemic Indigenous racism is evident in discriminatory federal policies such as the Indian Act and the Indian Residential School system. It is also manifest in the over-representation of Indigenous peoples in provincial criminal justice and child welfare systems, as well as inequitable outcomes in education, well-being, and health. Individual lived-experiences of Indigenous racism can be seen in the rise in acts of hostility and violence directed at Indigenous people. (Ontario Government, Data Standards for the Identification and Monitoring of Systemic Racism: Glossary | Ontario.ca)

Big Ideas
  • The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) is clearly linked to Indigenous Racism.
  • The UNDRIP outlines what needs to be recognized and areas that need to be worked on. Many of these are linked to Indigenous Racism.
  • Indigenous Racism has been alive for many years and affects every Indigenous person in Canada.
  • Indigenous Racism has and is affecting Indigenous people to this day.
  • Indigenous Racism affects the spiritual, mental, physical and emotional heath of Indigenous people on a daily basis.
Some Videos to Watch:

Playlist

10 Videos

How do connect with the participants in the video?

Discuss how you might feel going through one of the participants journeys?

Would reconciliation change the lived experience of the participants? Why or why not?

Why is this significant?

Discuss how you think Canadian society is trying to change the presence of Indigenous racism? Or not?

Discuss how Indigenous racism is tied to policy?

Explore the UNDRIP:

UNDRIP document
UNDRIP for adolescents
The Indian Act (ubc.ca)
Microsoft Word – 914c Timeline of Social Injustices.doc (gov.mb.ca)
A legal timeline of Indigenous Rights in Canada – Nelligan Law

Read/Watch, Reflect, Create:

Read/watch the following videos/articles:

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Canada’s history with Indigenous people is cruel and unfair, but we need to own up to it | CBC News

Evidence of racism against Indigenous patients is growing: Is a reckoning in Canadian health care overdue? | Globalnews.ca

Murdered by “Bad Luck”: Indigenous Life and Death in Canada – Yellowhead Institute

Indigenous Racism Article Activity:

Using the articles in UNDRIP, have students work in groups to determine which of those aligns with the news articles provided (these are suggested news items – you are encouraged to look for recent news articles as well).

Have students consider:

  • What is the news story about?
  • What is the issue?
  • Why is it important?
  • How does it relate to the UNDRIP articles?
  • What does it suggest about the extent to which the objectives of UNDRIP are being realized in Canada?
Possible News Articles/Resources