‘Decolonizing Another Campus’

The structural racism that segregated aboriginals in the 1867 BNA Act continues to be practiced by Canadian institutions – and they still think that ‘It’s for their own good’. Now, aboriginal racial nationalists also agree. Why can’t students of aboriginal heritage be regarded — and treated — as unique individuals rather than as members of a racial collective?

“On March 6, 2018, Acadia University President Dr. Peter Ricketts released Acadia’s ‘decolonization’ strategy, opening new doors for ‘indigenous’ students and scholars and new opportunities for collaboration with neigbouring Mi’kmaq communities and their leaders.

“The strategy released by Ricketts follows recommendations made by the ‘President’s Advisory Council’ (PAC) on ‘Decolonization’…

{In this context, ‘decolonization’ refers to minimizing academia and intellectual studies (because of their ‘Eurocentric’ origins);
implementing formal racial categories, with corresponding differences in services and funding;
hiring aboriginal racial nationalists posing as ‘scholars’ (thus providing legitimacy to their race-based ‘studies’);
and shaming ‘white’ students while forcing them to study materials that belittle the lives and achievements of their ancestors – the ones who brought the whole concept of ‘university’ to this land…
“It also recommends that the same analysis be applied to African Nova Scotian students”.}

“The Council included faculty, staff, and students from Acadia, as well as community members drawn from Nova Scotia’s Mi’kmaq communities.

“Chaired by Dean of Arts Dr. Jeff Hennessy and ‘Aboriginal Student’ Advisor Dr. Donna Hurlburt, the Council submitted its final report in December 2017 and produced a handbook entitled “Working with ‘Indigenous’ Peoples at Acadia University – Handbook and Protocols”… It contains important information about ‘protocols’, {segregated} services, and ‘indigenous’ student and community supports on campus…

‘Community Engagement’:
“A community engagement plan will be developed {and funded} to establish meaningful dialogue with neighbouring ‘First Nations’ {descendants of Siberian settlers} communities, Province-wide organizations representing ‘Indigenous Peoples’, Acadia’s ‘Indigenous students’…

‘President’s Advisory Council’:
“The current PAC will be replaced by a permanent formal body comprised of internal and external members. Before the current PAC is dissolved, it will create terms of reference for the new body similar to those that govern the role and function of ‘Aboriginal Education Councils’ that are commonly found on many university campuses across Canada.

‘Environmental Scan’:
“Related to the first two recommendations, the PAC will complete {and fund} an environmental scan of current student support, programming and facilities to determine the priorities and goals of ‘decolonization’ at Acadia. It will also survey the initiatives and resources at other universities, both in the region and nationally.

‘Indigenous’ Student Support’:
“The PAC recommends that Acadia examine its recruitment, admission, funding, retention, outreach, enrolment rates, and general support for ‘indigenous’ students in order to build a community and enhance a system that is welcoming, supportive, and relevant for ‘indigenous’ students. It also recommends that the same analysis be applied to African Nova Scotian students. In Acadia’s upcoming budget, the resource requirement to complete this work will be identified.

‘Advisor and Coordinator of ‘Indigenous’ Affairs’:
“The PAC recommends that a full-time position be created to combine ‘indigenous’ student advising and coordination of ‘indigenous affairs’ at Acadia to replace the current part-time Aboriginal Student Advisor… The part-time advisor has been immediately moved to full-time and the position and support resources have been included in the 2018-19 budget. Simultaneously, the location of Acadia’s ‘Aboriginal Gathering Space and Resource Centre’ will be reviewed to ensure it meets the needs of ‘indigenous’ students.

‘Campus Literacy’:
“All faculty, staff, and students should be given opportunities to learn about ‘reconciliation’, ‘indigenous peoples’ and specifically Mi’kmaw culture, treaties and treaty rights, and ‘decolonization’ more broadly. This should include {funded} professional development sessions, guest speakers and facilitators, structured discussion sessions, and outreach opportunities to local Mi’kmaw communities. Through the Advisor and Coordinator of ‘Indigenous’ Affairs, a literacy strategy will be developed {funded} and implemented.

‘Decolonization’ Website’:
“A website will be developed {funded} that will serve as a central hub containing ‘decolonization’ resources, the recommendations of the PAC, a list of campus events relating to ‘decolonization’, and external links to local, federal, provincial and local ‘indigenous’ organizations. It will be linked to Acadia’s home page, the Office of the President ‘Indigenous Affairs’ and other appropriate web pages.

‘Territorial Acknowledgement’:
“Recognition of Mi’kmaq {former} ‘traditional territory’ is already being used voluntarily on campus, and in many university communications and at events. However, the PAC will consult with Mi’kmaq leaders to determine the appropriate wording both written spoken that can be formally adopted for use in campus communications and at campus events.

“This annual gathering of Mi’kmaq community members, elders and officials, along with the Acadia and Wolfville communities has become an important annual or biannual event on campus. It is important that ‘Mawio’mi’ be formally recognize {sic} as an Acadia event, and that it remains as a true community activity, engaging those who have been instrumental in building it from its grass roots initiation. Starting in the 2018-19 budget year, a formal budget allocation will be assigned to the Coordinator of Indigenous Affairs to support ‘Mawio’mi’.

‘Artwork and ‘Indigenous’ Gifts’:
“The Acadia Art Gallery retains a small collection of Mi’kmaq art works. These should be displayed prominently on campus with suitable explanatory texts about the artists and nature of the work {Why?}. Once the permanent council replacing the PAC is established, a sub-group or circle on this issue should be tasked with developing proposals for the University regarding the collection and display of ‘indigenous’ art and artifacts.

‘Mi’kmaq Language Course’:
“Reviving ‘indigenous’ languages is one of the central principles of {one-way} ‘reconciliation’. In response to the {Partial} Truth and {One-way} Reconciliation Commission’s “Calls to Action”, the PAC recommends that Acadia should begin to provide introductory courses in Mi’kmaq for all interested students, and that this should satisfy language course requirements in Arts degrees…

‘Elder in Residence’:
“As Acadia builds its capacity to support ‘indigenous’ students, faculty, and staff, the appointment of an ‘Elder-in-Residence’ will be an important step forward and consistent with the increasingly common practice on university campuses across CanadaAcadia will address the ‘Elder in Residence’ program as a fundraising priority through the Office of Advancement.

“The PAC recommends that the University Senate, the Board of Governors, and the Acadia Student’s Union allocate {segregated} standing positions for ‘indigenous’ representatives

‘Indigenous’ Faculty Positions’:
“The PAC recommend that the Academic Planning Committee of Acadia’s Senate develop an institutional plan for the {discriminatory} recruitment and retention of Faculty members who are ‘indigenous’ and who have expertise in “‘indigenous’ ways of knowing” {It’s called ‘Tribalism’ and the ‘ways of knowing’ are an earlier stage of human knowledge} and learning in various subjects in all faculties. Hiring ‘indigenous’ faculty members is one of the most lasting impacts that any university can do to increase ‘Indigenisation’ on campus and it must be part of an institutional strategy…

“Several Faculty members and Departments have already established ‘indigenous’ content and courses as part of Acadia’s curriculum. The PAC recommends that the Senate Curriculum Policy Committee discuss a strategy for developing courses and content throughout the various subject areas across the campus {But ‘aboriginality’ has nothing to do with most modern disciplines}… With a critical mass of courses, the possibility also exists for the creation of an Interdisciplinary program in ‘Indigenous’ Studies. This recommendation goes hand-in-hand with the hiring of ‘indigenous’ faculty and one of the initial tasks of the council replacing the PAC will be to develop a ‘Coordinated ‘Indigenous’ Academic Strategy’ for Acadia… Development of this strategy will be undertaken with due care and consultation with ‘indigenous’ people and communities.”

–‘Acadia Launches Decolonization Strategy as Response to Truth and Reconciliation Commission Report’,
Acadia University, 2018-03-07

Feature IMAGE: Acadia U.


See also:
The ‘Indigenization’ and ‘Racialization’ of Canadian Universities{September 25, 2016}:
“There’s a new {racial} buzzword rolling off the tongues of Canada’s university administrators: ‘indigenization’. Campuses are looking for new ways to welcome aboriginal students, recruit aboriginal faculty members and embed ‘indigenous’ content in the curriculum. Some schools are even requiring all students — no matter what their specialization — to take at least one ‘indigenous’ studies course before they graduate.”

Education or Indoctrination?’ (Mandatory ‘Indigenous’ Courses) {Sept. 5, 2016}:
“It’s wrong to force students to take classes focused on one minority’s history — especially when that minority’s history is already widely-covered in Canadian K-12 curricula.”


Aboriginal Education{January 21, 2016}:
“As well as alternative criteria, “different” forms of communication are advocated for aboriginal students. It should NOT be expected that students will be able to structure information in terms of arguments and evidence. Instead, they should listen to stories…without a stated conclusion…
It is argued, for example, that the “sacredness” and “fundamental truth” of myths should be honoured…

“In addition, teaching critical thinking skills becomes problematic since it “may be viewed as challenging the traditional ethic of respectful listening”… This concern with promoting “respectful listening” has even led the University of Victoria {B.C.} to change teaching methods and curricula to “accommodate aboriginal traditions and values”…”

Education: Honouring the Ignorance of Our Ancestors{January 27, 2014}:
“The British Columbia government has adopted the position that science itself is only “provisional” and a ‘Eurocentric’ cultural viewpoint:

“…We are aware that our scientific knowledge is provisional and culturally-derived.”

This is part of the new “aboriginal perspectives” that now undermine the education of all B.C. children. So, the next time you witness the effects of gravity, remember — it’s only your “cultural perspective” that makes it seem that way…
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