The path to reconciliation
The clear and compelling imperative for the development and realization of the University of Calgary’s Indigenous Strategy is based on an authentic foundation of compassion encouraged through crosscultural learning opportunities that promote awareness, education, and understanding. Building knowledge and understanding of Indigenous perspectives, worldviews, histories, cultures, and belief systems is essential to enabling and realizing steps towards true reconciliation between Indigenous and non-Indigenous peoples. Educational institutions have a profound responsibility in initiating, securing and sustaining reconciliation.
On this path to reconciliation, the University of Calgary will need to continue acquiring knowledge to gain deeper understanding of the devastating impact of colonization on Indigenous peoples in Canada. Understanding the concept of colonization is critical to the process of reconciliation. Colonization is the act of control over and appropriation of Indigenous peoples and land. Battiste states that overall, “colonization was a system of oppression rather than a personal or local prejudice.” The specific, systemic elements of colonization have been described as “domination,” as “colonizers” establish regimes that inhibit or prevent people from participating in political life and in legislative law making and decision making.
Colonization and racism go hand in hand. Colonial legislation and policies associated with, but not limited to, the Gradual Civilization Act of 1857 and the Indian Act of 1876, resulted in Canada’s enforced residential school system. These legislative acts and policies also led to the dispossession of Indigenous lands and the imposition of a legal order aimed at limiting Indigenous rights and the suppression of cultures to make room for settlement and economic development. The consequence of this was the devastation of Indigenous identities. An objective of colonization was to assimilate Indigenous peoples, if needed by force: nations were fractured in small communities, people were displaced, and families were separated. Racism openly inspired the actions of public authorities, which engaged in practices now regarded as genocidal.
This approach culminated in the policy that sent more than 150,000 Indigenous children to residential schools, where they experienced physical, sexual, and emotional abuse, leaving scars of immeasurable impact. The legacy of residential schools had a devastating effect on generations of Indigenous peoples in Canada, causing language and cultural loss, socio-cultural disparity, and inter-generational trauma. After several years of inquiry and testimony involving residential school survivors, the Truth and Reconciliation Commission released its comprehensive report in 2015, boldly revealing the truth behind residential schools 4.
Alongside the report, the Truth and Reconciliation Commission also released ‘94 Calls to Action’, calling upon Canadians to take part in the path towards reconciliation. It is these specific and direct “Calls to Action” that challenged organizations and institutions from across the country to begin active and assertive planning for the journey towards reconciliation.
Because education played a fundamental part in the implementation of the destructive assimilation policies of the past, the University of Calgary is dedicated to its moral and ethical obligation to walk the path towards reconciliation. The University is committed to renewing relationships with Indigenous peoples, and to creating an inclusive, mindful, and respectful teaching, learning, and research institution of higher learning. This will require system-wide transformation.
The clear and compelling imperative for the development and realization of the University of Calgary’s Indigenous Strategy is based on an authentic foundation of compassion encouraged through crosscultural learning opportunities that promote awareness, education, and understanding. Building knowledge and understanding of Indigenous perspectives, worldviews, histories, cultures, and belief systems is essential to enabling and realizing steps towards true reconciliation between Indigenous and non-Indigenous peoples. Educational institutions have a profound responsibility in initiating, securing and sustaining reconciliation.
On this path to reconciliation, the University of Calgary will need to continue acquiring knowledge to gain deeper understanding of the devastating impact of colonization on Indigenous peoples in Canada. Understanding the concept of colonization is critical to the process of reconciliation. Colonization is the act of control over and appropriation of Indigenous peoples and land. Battiste states that overall, “colonization was a system of oppression rather than a personal or local prejudice.” The specific, systemic elements of colonization have been described as “domination,” as “colonizers” establish regimes that inhibit or prevent people from participating in political life and in legislative law making and decision making.
Colonization and racism go hand in hand. Colonial legislation and policies associated with, but not limited to, the Gradual Civilization Act of 1857 and the Indian Act of 1876, resulted in Canada’s enforced residential school system. These legislative acts and policies also led to the dispossession of Indigenous lands and the imposition of a legal order aimed at limiting Indigenous rights and the suppression of cultures to make room for settlement and economic development. The consequence of this was the devastation of Indigenous identities. An objective of colonization was to assimilate Indigenous peoples, if needed by force: nations were fractured in small communities, people were displaced, and families were separated. Racism openly inspired the actions of public authorities, which engaged in practices now regarded as genocidal.
This approach culminated in the policy that sent more than 150,000 Indigenous children to residential schools, where they experienced physical, sexual, and emotional abuse, leaving scars of immeasurable impact. The legacy of residential schools had a devastating effect on generations of Indigenous peoples in Canada, causing language and cultural loss, socio-cultural disparity, and inter-generational trauma. After several years of inquiry and testimony involving residential school survivors, the Truth and Reconciliation Commission released its comprehensive report in 2015, boldly revealing the truth behind residential schools 4.
Alongside the report, the Truth and Reconciliation Commission also released ‘94 Calls to Action’, calling upon Canadians to take part in the path towards reconciliation. It is these specific and direct “Calls to Action” that challenged organizations and institutions from across the country to begin active and assertive planning for the journey towards reconciliation.
Because education played a fundamental part in the implementation of the destructive assimilation policies of the past, the University of Calgary is dedicated to its moral and ethical obligation to walk the path towards reconciliation. The University is committed to renewing relationships with Indigenous peoples, and to creating an inclusive, mindful, and respectful teaching, learning, and research institution of higher learning. This will require system-wide transformation.
The path to reconciliationThe clear and compelling imperative for the development and realization of the University of Calgary’s Indigenous Strategy is based on an authentic foundation of compassion encouraged through crosscultural learning opportunities that promote awareness, education, and understanding. Building knowledge and understanding of Indigenous perspectives, worldviews, histories, cultures, and belief systems is essential to enabling and realizing steps towards true reconciliation between Indigenous and non-Indigenous peoples. Educational institutions have a profound responsibility in initiating, securing and sustaining reconciliation.
On this path to reconciliation, the University of Calgary will need to continue acquiring knowledge to gain deeper understanding of the devastating impact of colonization on Indigenous peoples in Canada. Understanding the concept of colonization is critical to the process of reconciliation. Colonization is the act of control over and appropriation of Indigenous peoples and land. Battiste states that overall, “colonization was a system of oppression rather than a personal or local prejudice.” The specific, systemic elements of colonization have been described as “domination,” as “colonizers” establish regimes that inhibit or prevent people from participating in political life and in legislative law making and decision making.
Colonization and racism go hand in hand. Colonial legislation and policies associated with, but not limited to, the Gradual Civilization Act of 1857 and the Indian Act of 1876, resulted in Canada’s enforced residential school system. These legislative acts and policies also led to the dispossession of Indigenous lands and the imposition of a legal order aimed at limiting Indigenous rights and the suppression of cultures to make room for settlement and economic development. The consequence of this was the devastation of Indigenous identities. An objective of colonization was to assimilate Indigenous peoples, if needed by force: nations were fractured in small communities, people were displaced, and families were separated. Racism openly inspired the actions of public authorities, which engaged in practices now regarded as genocidal.
This approach culminated in the policy that sent more than 150,000 Indigenous children to residential schools, where they experienced physical, sexual, and emotional abuse, leaving scars of immeasurable impact. The legacy of residential schools had a devastating effect on generations of Indigenous peoples in Canada, causing language and cultural loss, socio-cultural disparity, and inter-generational trauma. After several years of inquiry and testimony involving residential school survivors, the Truth and Reconciliation Commission released its comprehensive report in 2015, boldly revealing the truth behind residential schools 4.
Alongside the report, the Truth and Reconciliation Commission also released ‘94 Calls to Action’, calling upon Canadians to take part in the path towards reconciliation. It is these specific and direct “Calls to Action” that challenged organizations and institutions from across the country to begin active and assertive planning for the journey towards reconciliation.
Because education played a fundamental part in the implementation of the destructive assimilation policies of the past, the University of Calgary is dedicated to its moral and ethical obligation to walk the path towards reconciliation. The University is committed to renewing relationships with Indigenous peoples, and to creating an inclusive, mindful, and respectful teaching, learning, and research institution of higher learning. This will require system-wide transformation.