Settler colonialism and cultural policy: the colonial foundations and refoundations of Canadian cultural policy

Paquette, Jonathan; Beauregard, Devin; Gunter, Christopher

doi:10.1080/10286632.2015.1043294

Cited by 18 publications

(3 citation statements)

References 16 publications

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“…There were also anticipated cases of normative learning in experiments that were still ongoing. This was most evident in programs that tried to increase engagement with Canada's Indigenous and ethnocultural populations, who have been underserved in an arts and cultural landscape that privileges Eurocentric forms of culture (Paquette, Beauregard, and Gunter 2017). Normative, or anticipated normative, learning was more common among teams that had discussions about the overall aims and goals of their programs and how Canadians might be better served.…”

Section: < Table 2 Here >mentioning

confidence: 99%

Policy experimentation and policy learning in Canadian cultural policy

Mattocks

2021

Policy Sci

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This article examines policy experimentation in the context of policy learning in Canadian cultural policy. Despite the attraction of experimentation to encourage learning and thus improved policy outcomes, much of the literature on experimentation does not give sufficient attention to how it is operationalized in practice. Drawing from a novel dataset based on interviews with key actors, this article focuses on how the governance of experimentation impacts learning resulting from experimentation. Findings ultimately demonstrate that while learning occurred, it was constrained overall by a hierarchical, top-down approach to experimentation. Lessons from this case study can therefore be useful for both policy scholars and public administrations embarking on experimentation or other types of public sector innovation in Canada and beyond.

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Section: < Table 2 Here >mentioning

confidence: 99%

Policy experimentation and policy learning in Canadian cultural policy

Mattocks

2021

Policy Sci

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“…This form of colonization is referred to as settler colonialism. As the logic upon which Canada was built, Canada is a settler-colonial nation (Paquette, Beauregard, & Gunter, 2015;Smith, 2012;Veracini, 2011Veracini, , 2014Wolfe, 2006). Dion (2004) has argued that non-Aboriginal Canadians continue to 1) dehumanize Aboriginal 2 people through stereotypes, 2) challenge how the past relates to Canada's present, 3) claim that stories of the past are too hard to listen to, and 4) to listen to the atrocities of the past is unnecessary because there is nothing that can be done.…”

Section: Introductionmentioning

confidence: 99%

Possibility not Difficulty: Difficult Knowledge in K-12 classrooms as Opportunities for Renegotiating Relationships with Indigenous Knowledge

Douglas,

Purton,

Bascuñán

2020

AJER

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Indigenous perspectives and knowledges have been rendered “difficult” to teach and learn due to settler-colonial norms that are naturalized in Ontario’s public K-12 education system. We explore how we as educators and teachers with diverse populations of students critically engage pedagogy and knowledge to take up Indigenous perspectives and knowledges in classrooms in ethical ways. Using practitioner inquiry, we draw on our classroom experiences to explore how students engage with Indigenous perspectives and knowledges and our relationships as people who relate to this land in different ways—as settlers, newcomers, and original caretakers. Students perceive our pedagogical interventions not as difficult, but as a disruption from settler colonialism, that can be navigated through. We argue that not only is there nothing inherently difficult about Indigenous perspectives and knowledges, but also that students enter into difficulty as possibility. Although students experience disruptions, they seek out ways to renegotiate their relationships to settler colonialism and Indigenous perspectives and knowledges and come to new understandings about their contexts. We argue that examining these disruptions as teacher researchers in our classrooms adds nuance to conversations about revealing how settler colonialism functions and complexity to the task of taking up Indigenous perspectives and knowledges in K-12 classrooms. Keywords: Indigenous perspectives, settler colonialism, difficult knowledge, pedagogy, practitioner inquiry Les perspectives et les connaissances autochtones sont devenues des matières « difficiles » à enseigner en raison des normes des colonisateurs qui sont naturalisées au sein du système d’éducation publique de la maternelle à la 12e année en Ontario. Nous explorons dans quelle mesure nous, en tant qu’enseignantes qui travaillons avec des populations diverses d’élèves, adoptons une approche critique et réfléchie à la pédagogie et aux connaissances de sorte à intégrer les perspectives et les connaissances autochtones en classe de façon éthique. Reposant sur une enquête auprès de praticiens, nous puisons dans nos expériences en classe pour explorer la réaction des élèves aux perspectives et aux connaissances autochtones ainsi qu’à nos rapports en tant que personnes qui entretiennent des liens différents avec ce territoire—en tant que colonisateurs, nouveaux arrivés ou premiers gardiens. Les élèves ne perçoivent pas nos interventions pédagogiques comme étant difficiles, mais comme une perturbation du colonialisme de peuplement à travers laquelle il est possible de naviguer. Nous affirmons que non seulement les perspectives et les connaissances autochtones ne sont pas difficiles en soi, mais en plus, les élèves abordent la difficulté comme une possibilité. Les élèves vivent des perturbations, cherchent des façons de renégocier leurs rapports au colonialisme de peuplement et aux perspectives et connaissances autochtones, et ils acquièrent une nouvelle compréhension de leurs contextes. Nous affirmons qu’en examinant ces perturbations comme chercheurs-enseignants dans nos salles de classes, nous ajoutons une nuance aux conversations sur le fonctionnement du colonialisme de peuplement et rendons plus complexe la tâche d’adopter des perspectives et des connaissances dans les classes M-12. Mots clés : Perspectives autochtones, colonialisme de peuplement, connaissances difficiles, pédagogie, enquête auprès des praticiens

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“…As Paquette, Beauregard and Gunter (2017) explain in the first modern academic publication to "reintegrate the colonial history of Canada as part of the grids of analysis for understanding the evolution of its federal cultural policy," numerous dynamic interests and tensions gave rise to evolving forms of Canadian cultural nationalism over the past 150 years. Indeed, the dual relationship that settler colonialism entertainswith regard to Indigenous Peoples, on the one hand, and the metropolis, on the otheris a distinctive process that carries important consequences for cultural policy development.…”

Section: Chapter One: Historical Backgroundmentioning

confidence: 99%

Reconciliation Through Canadian Cultural Institutions: Past and Future Perspectives on Federal Cultural Policy

Sleiman¹

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This thesis delves into the topic of reconciliation through Canada's national cultural institutions, offering new perspectives on the historyand possible futuresof federal cultural policy. It begins with an account of the history of Canadian cultural policy, including its imbrication with settler colonialism, up to when the federal government committed publicly to advance reconciliation. Then, drawing on NCI's annual reports for the years 2015-16 to 2019-20, it analyzes whether their activities meaningfully support the government's goal of reconciliation with Indigenous peoples. The thesis concludes that the government's approach of making reconciliation a priority for individual NCIs is ill-suited for addressing the colonial framework that made reconciliation necessary in the first place. Unravelling the intertwined histories of Canadian cultural policy and settler colonialism will require a coordinated systemic governance approach to reconciliation that unsettles epistemologies rather than ad hoc activities developed to meet broad government priorities in the short term. multiple revisions, and readiness to challenge, to listen, and to impart knowledge have been a source of reflection and courage. Thank you to the members of the committee, to SICS faculty, friends and colleagues who provided encouragement and inspiration. Big thank you to my parents for their invaluable support. Momthis is for you. Blagodaria! iv

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Settler colonialism and cultural policy: the colonial foundations and refoundations of Canadian cultural policy

Cited by 18 publications

References 16 publications

Policy experimentation and policy learning in Canadian cultural policy

Policy experimentation and policy learning in Canadian cultural policy

Possibility not Difficulty: Difficult Knowledge in K-12 classrooms as Opportunities for Renegotiating Relationships with Indigenous Knowledge

Reconciliation Through Canadian Cultural Institutions: Past and Future Perspectives on Federal Cultural Policy

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