Rethinking the Practice and Performance of Indigenous Land Acknowledgement

Robinson, Dylan; Hill, Kanonhsyonne Janice C.; Ruffo, Armand Garnet; Couture, Selena; Ravensbergen, Lisa Cooke

doi:10.3138/ctr.177.004

Cited by 29 publications

(15 citation statements)

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“…Black Geographies offer a critical and interdisciplinary methodology which articulates an alternative rubric of what counts as significant sites and offers an insurgent historical mode of interpretation. Just as importantly, rethinking land, and with-it air, waterways-socio-ecologies-as mnemonic also means unsettling now common performative land acknowledgments (Robinson et al, 2019;Stewart-Ambo & Yang, 2021;Yazzie et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Black monument matters: Place‐based commemoration and abolitionist memory work

Moulton

2021

Sociology Compass

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Discrete monuments remain in the domain of the symbolic, land as mnemonic shifts to a more materialist commemorative praxis. This paper proposes a turn toward land as mnemonic of Black freedom struggle and place‐making. Reviewing the scholarship on memoryscapes, I show that the critical insights of Black ecologies and geographies scholarship has moved further than traditional scholarship and offers multiple openings for new monuments and commemorative practices in honor of Black life. Black socio‐ecologies scholarship centralizes the place‐based epistemologies, spatial histories, and experiences of Black communities and clarifies the form and function of land or plots as mnemonics of the Black freedom struggle, place‐making practices, and spatial epistemologies. Black plots are, therefore, ideal for orienting a new mode of Black commemoration. While much of the paper centers monuments to Black people, if Black commemoration is foregrounded in abolitionists thinking and practices, such memorialization must grapple with the histories of Indigenous dispossession and settler‐colonialism. The paper concludes with a consideration of what the argument for land as mnemonic of Black freedom struggle and place‐making might mean for future avenues of research.

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Section: Discussionmentioning

confidence: 99%

Black monument matters: Place‐based commemoration and abolitionist memory work

Moulton

2021

Sociology Compass

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“…A land acknowledgement is an important component of reconciliation, and when taken seriously, should not be considered a form of tokenism. Robinson et al (2019) point out that acknowledgement is important when something has been previously ignored-the non-Indigenous occupation of rightfully Indigenous lands. The treaty project, in its simplest form, is a way for the students and staff at Gordon Bell to affirm that the school is located on Indigenous territory, and this declaration can act as a starting point to examine the history of colonisation and the continuous non-Indigenous occupation of Indigenous territory (Robinson et al, 2019).…”

Section: Treaty Mosaic Art Projectmentioning

confidence: 99%

“…Robinson et al (2019) point out that acknowledgement is important when something has been previously ignored-the non-Indigenous occupation of rightfully Indigenous lands. The treaty project, in its simplest form, is a way for the students and staff at Gordon Bell to affirm that the school is located on Indigenous territory, and this declaration can act as a starting point to examine the history of colonisation and the continuous non-Indigenous occupation of Indigenous territory (Robinson et al, 2019). While some youth like Alshareh might not be aware of all the atrocities committed by the federal government and the devastating impacts that settler colonialism has had on Indigenous peoples, the treaty mosaic art project is a building block and an important step to engage youth in the complex reconciliatory process.…”

Section: Treaty Mosaic Art Projectmentioning

confidence: 99%

Facilitating reconciliation in the classroom:

Skelton

2022

IJCIS

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The largest school division in Winnipeg, Canada—the Winnipeg School Division—is undertaking several initiatives in the teaching for reconciliation and in meeting the educational mandate of the Truth and Reconciliation Commission of Canada’s 94 Calls to Action. These initiatives are being implemented in many of the division’s K-12 schools and a variety of subject areas. This articleexamines the reconciliatory initiatives that provide Indigenous and non-Indigenous learners alike with meaningful information about traditional practices and opportunities to engage in relationshipbuilding and cross-cultural understanding. The literature review section examines the historical and societal injustices perpetrated upon Indigenous peoples, newcomers’ needs around Indigenous issues, and the important role that Indigenous and non-Indigenous teachers have in the reconciliation process. The methodology section focuses on document analysis and its relevance as a research method. The article concludes with an examination of the potential and resistance of teaching for reconciliation in Canada.

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“…Despite the discussion that was initiated among student-counselors and the independent actions of some, like Sam, students interviewed reported there had been no initiative or efforts from the camp's administration to incorporate any Indigenous land acknowledgments. Robinson et al (2019) critique the ways land acknowledgments are delivered in academic settings that "elide the acknowledgment of other forms of structural and epistemic violence," reducing the land acknowledgment to an inconsequential "spectacle . .…”

Section: The Maintenance Of Eurocentric and Settler Epistemologiesmentioning

confidence: 99%

Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

Gauthier

Joseph

Fusco

2021

Journal of Experiential Education

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Background: Outdoor experiential education (OEE) is often presented as a neutral and equitable curricular practice with positive learning outcomes. However, few studies have examined the experiences of racialized and queer White settler students or the representation of Whiteness in OEE curricular documents. Purpose: This article explores Whiteness, racialization, and Indigenous erasure in OEE as an undergraduate curricular practice at a Kinesiology program in a Canadian university. Methodology/Approach: Using critical race theory, a critical discourse analysis of six types of documents used to advertise and organize the outdoor experiential courses was combined with five semi-structured interviews with undergraduate students. Findings/Conclusions: This study demonstrates that students must negotiate Whiteness and settler colonialism to participate in OEE. Three main findings include the following: (a) The imagined student is wealthy and White, (b) students both assimilate to and resist codes of Whiteness, and (c) curricular documents and practices promote Eurocentricity and erase Indigeneity. Implications: OEE presents an opportunity for students preparing to become workers and educators in sport and recreation to learn about Whiteness, racialization, and Indigeneity. Kinesiology program design can use student narratives to shift from supposedly neutral curricular documents and pedagogies to ones that expose and work toward dismantling Eurocentricity.

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Rethinking the Practice and Performance of Indigenous Land Acknowledgement

Cited by 29 publications

References 0 publications

Black monument matters: Place‐based commemoration and abolitionist memory work

Black monument matters: Place‐based commemoration and abolitionist memory work

Facilitating reconciliation in the classroom:

Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

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