CRM400/POG440: INDIGENOUS GOVERNANCE/JUSTICE
DEADLINE: Deadline: MARCH 1 – 7, 2022 by 11.59pm.
VALUE: 20%
Part 1: ASSIGNMENT OVERVIEW AND QUESTIONS PROMPTS
The Finding Cleo podcast was produced and hosted by Connie Walker for CBC Radio. Finding Cleo is Season 2 of her Missing and Murdered series. It explores the case of Cleo Nicotine Semaganis, as her siblings search for clues to her mysterious death. The Semaganis children were separated as children, and the podcast leads us through the impacts of the Indian Residential School and Sixties Scoop state programs of Indigenous child removal, linking them to the epidemic of Missing and Murdered Indigenous Women and Girls, while weaving us in and out of the lives of family members. As well as being a heartbreaking story, it is heartwarming, too, as the siblings reconnect with their past and through the truth and each other, find healing.
Students will work through the podcast independently, at their own paces, through self-guided listening prompts provided by the professor (see D2L under the Assignment Tab), and periodic class discussion (see syllabus for discussion dates). There are a total of 10 episodes, so we will have two organized debrief sessions (one for episodes 1-5; one for episodes 6-10 – see syllabus for dates). You should complete listening to the podcast prior to Feb. 28, 2022.
Following the questions as you listen will be very helpful, because it will allow you to pick up on critical themes, ideas, and approaches the podcast takes that I will draw your attention to. The questions below are selected and adapted from these question prompts from different episodes. But you will need to listen to the whole podcast in order to answer them.
DETAILS
- Select and Reflect on one (1) of the following 5 questions to answer (questions to be provided closer to due date in mid-February)
- 4 page, Time New Roman, double-spaced, all margins 1 inch. APA citation style. Penalties for over / under length requirements.
- You can write in third person or in first person (I think this episode…)
- APA proper citation form for podcasts: Host last name, Initials. (Host). or Producer last name, Initials. (Producer). (Year range). Podcast name [Video podcast]. Production Company. URL. Yes, in-text citations are required for all references.
- All assignment submission must be made through D2L.
- You must reference at least two academic sources (e.g. academic journal articles, books). At least one of these sources must not appear on our syllabus. There is no upper limit on the number of sources you can cite. You may cite non-academic sources, so long as you also cite at least 2 academic sources.
- Please indicate on your assignment which of the numbered questions you are answering.
- Please provide your name and student number at the top of your paper. Cover pages are not necessary.
Part 2: ASSIGNMENT QUESTIONS
Select 1 of the following 5 questions to answer:
- In episode 4, Johnny Semaganis says he has been affected by ‘the trifecta’ – Sixties Scoop, Residential Schools, Missing and Murdered Indigenous Women and Girls (MMIWG) – how are these phenomena linked in his life, and how are they linked more broadly in Canadian society?
- In episode 6, Connie says, what happened to Cleo, Johnny, Annette, April, and Christine is the direct result of a system designed to ‘deal with the Indian problem’? What is the ‘Indian problem’ in Canada? How does it link Treaty 6, the Little Pine reserve, the Sixties Scoop, and the Semaganis family to settler colonial efforts?
- Based on the following U.N definition, and your understanding of the impacts of residential school on Lillian, her family, and Little Pine, explain how the use of the Indian Residential School system was an act genocide.
Genocide is defined in Article 2 of the Convention on the Prevention and Punishment of the Crime of Genocide (1948) as any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such:
(a) killing members of the group;
(b) causing serious bodily or mental harm to members of the group;
(c) deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part;
(d) imposing measures intended to prevent births within the group;
(e) forcibly transferring children of the group to another group.
- In episode 7, we learn about the impacts of residential schools on Lilian Semaganis. Based on this episode, can you explain how these findings of the Truth and Reconciliation Commission relate to Lillian and her family:
The Truth and Reconciliation Commission of Canada Interim Report concluded that residential schools constituted an assault on: (1) Aboriginal children; (2) Aboriginal families; (3) Aboriginal culture; (4) Self-governing and self-sustaining Aboriginal nations. It also concluded that: (5) The impacts of the residential school system were immediate, and have been ongoing since the earliest years of the schools; and, (6) Canadians have been denied a full and proper education as to the nature of Aboriginal societies, and the history of the relationship between Aboriginal and non-Aboriginal peoples.
- Justice Belobaba makes several interesting points in his decision on the sixties scoop settlement Sixties Scoop settlement (to read a summary of his points, see question prompt for episode 8 on D2L – See the Brown v. Canada decision – org/storage/www.aimjf.org/Jurisprudence_EN/Canada/Brown_v._Canada.pdf” target=”_blank”>http://www.aimjf.org/storage/www.aimjf.org/Jurisprudence_EN/Canada/Brown_v._Canada.pdf Focusing on Canada’s claims to have not known better, what can we learn from this criticism that might be applied to other current debates about colonization, e.g. renaming and statue removal campaigns, or the legacy of those who supported residential schools?
See link for CBC RADIO FINDING CLEO WEBSITE AND PODCAST : https://www.cbc.ca/radio/findingcleo
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