these are the assingment instructions: Students will write a research paper on a topic of their choosing that is approved by the instructor through the annotated bibliography process. Research papers can focus on any issue relating to atrocity processes against Indigenous peoples in North America (Canada, the United States of America, and Mexico). Students are encouraged to speak to the instructor to help formulate ideas. The quality of writing, originality of ideas, and quality of argumentation will all be significant determinants of grades earned. The goal of a research paper is to engage with existing literatures to formulate original arguments on targeted topics.
The research paper must reach approximately 18-25 pages in length, or approximately 5,500-7,500 words (including bibliography and citations). All papers must at minimum cite twelve peer-reviewed academic sources. Additional sources beyond these twelve are encouraged and may include, but are not limited to: periodical publications, government reports, intergovernmental and non-governmental publications, newspaper articles, and non-peer reviewed websites. A Wiki (or similar) citation of any sort will not be accepted and research papers that do cite Wiki will be penalized. Research papers must have proper bibliographic entries and citations. Please see below for quick and easy style guide links.
this is a thesis I have developed: Amidst the era of reconciliation, institutional discrimination against indigenous peoples persists in Canada, notably within educational systems. This paper examines the nature and extent of educational institutional discrimination in relation to the Truth and Reconciliation Commission’s Calls to Action, focusing on curriculum representation, funding disparities, cultural insensitivity and racism, the provision of culturally relevant education, and the barriers faced in higher education. By elucidating the concept of reconciliation and transitional justice within the context of Indigenous relations, the paper aims to dissect the historical legacies of discrimination, particularly the residential school system and the sixties scoop, and how they have shaped remedial policies specified in the TRC’s Calls to Action. Nearly a decade later, this inquiry critically assesses Canada’s responses to these calls, probing into the factors that facilitate or impede substantive change in educational practices and policies towards Indigenous peoples
this is an outline I have been working on (feel free to adjust):
-(theoretical framework) what is reconciliation? what is transitional justice? what is institutional discrimination?
– what is the historical legacy of discrimination against indigenous peoples? what was the residential school system? what was the sixties scoop? how are both of these examples of institutional discrimination?
how have these legacies shaped remedial policies specified in teh TRC’s cals to action? What are the specific Calls we are looking at? Calls to reconciliation identified for the purposes of this research paper:
-
Curriculum representation
-
#62: Calls for the development of an education curriculum that is culturally appropriate and that integrates Indigenous knowledge and teaching methods into classrooms
-
Funding Disparities
-
#8: Addresses the need to eliminate the discrepancy in federal education funding for First Nations children being educated on reserves and those being educated off reserves
-
#10: Calls for the federal government to draft Aboriginal education legislation with the full participation and informed consent of Aboriginal peoples, which includes a commitment to sufficient funding
-
Cultural insensitivity and Racism
-
#63: encourages building capacity for intercultural understanding, empathy and mutual respect. This includes providing the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods in the classroom
-
#57: calls upon all levels of government 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.
-
Provision of culturally relevant education
-
#10: Along with the call for new education legislation, it also emphasizes the need for culturally appropriate curricula.
-
#63: Specifically mentions the need to develop culturally appropriate curricula
-
Barriers Faced in Higher Education
-
#16: Calls for post-secondary institutions to create university and college degree and diploma programs in Aboriginal languages.
-
#24: Calls upon medical and nursing schools in Canada to require all students to take a course dealing with Aboriginal health issues, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices.
– How has canada responded to these calls?
conclusion