The impact of colonization
Colonization
“We are not your slaves. These lakes, these woods and mountains were left to us by our ancestors. They are our inheritance; and we will part with them to none.”
Pontiac or Obwandiyag (c. 1720–1769; Odawa chief, French ally, and resistor of British occupation)
Colonization worldview
In Canada, colonization occurred when a new group of people (British and French) migrated to North America, took over, and began to control Indigenous Peoples. Colonizers imposed their own cultural values, religions, and laws. They seized land and controlled access to resources and trade.
During this process, two different worldviews were in conflict:
| The colonizers’ worldview | The Indigenous worldview |
|---|---|
| The British and French were fighting for control of North America, which they viewed as a rich source of raw materials. The natural environment was a resource that could be exploited for individual gain. | For Indigenous Peoples, everything has a spirit and deserves to be respected. The natural world was not simply a resource to control or conquer. |
| The colonizer worldview valued competition, individualism, and male superiority. | The Indigenous worldview value the collective more than the individual; each person has their role, and each contributes to the success of the group. Women are viewed as equal to men, and they are honoured and respected for their role as the givers of life. |
As a result of colonization, Indigenous people become dependent on colonizers. Before the arrival of European explorers and traders, North America was occupied by Indigenous Peoples living and thriving with their own distinct cultures, languages, and ways of knowing. Today, while many Indigenous people are very successful in business, law, medicine, arts, and sports, Indigenous Peoples as a group are at the negative end of every socio-economic indicator.
Tools of colonization
The process of colonization and gaining control over the land, now called Canada, was a multifaceted action, that included the following tools of colonization.
Instructions: Below is a collapsible accordion with 4 sections. Select each section below to reveal additional information on the tools of colonization.
This page is adapted from Pulling together: Manitoba foundations guide (2022). Brandon, MB: Campus Manitoba.
As part of our exploration of the role of educators in colonization, please engage with the followning video titled ‘Colonization’.
In this 4-minute and 3-second video from Werklund School of Education (University of Calgary), Indigenous Knowledge keepers Reg Crowshoe and Kerrie Moore share their wisdom and experiences about the impacts of colonization on Indigenous peoples, including the intergenerational effects of residential schools and the imposition of orality with written tradition.
For more information about the different types of treaties, please visit Types of Treaties.For more information about the different laws and acts of Parliament, please visit Laws and Act of Parliament.For more information about the Reserve System, please visit The Reserve System.
For more information about the residential schools and their impact still today, please visit Indian Residential School.
Teaching and learning application
As we work on unpacking our assumptions about colonization and biases towards Indigenous peoples, it might be helpful to highlight some common phrases that can act as signposts for our unlearning process.
The Montreal Indigenous Community NETWORK’s Ally Toolkit aims to educate non-Indigenous individuals and groups on how they can use their privilege to listen, shift power dynamics, and take concrete steps towards (Re)conciliation-Action.
From this toolkit, please consider the following “things not to say“:
- “Canada’s Indigenous Peoples” or “Our Indigenous Peoples”: The Indigenous Peoples on Turtle Island are not owned by Canada or by any individual, which is the way the language makes it out to sound. Try to say “the Indigenous Peoples of what we now call Canada” instead.
- “The Indigenous Culture”: This is too broad, considering that hundreds of Indigenous communities, nations, languages, and cultures exist within Canada. Instead of singular, try using plural forms instead. Try being specific about the nation to avoid pan-Indigenizing.
- “You’re Indigenous? You must be an alcoholic.” This is incorrect, perpetuates false stereotypes, and is a generalizing and discriminatory view to have.
- “Why don’t you just get over it?” Inuit were still being forcefully relocated well into the 1950, and First Nations were not allowed to vote in federal elections until 1960. The last residential school was closed in 1996. Today, Indigenous children make up over half of all children in childcare. These recent acts of colonization did not happen hundreds of years ago, and Indigenous people are still healing and dealing with oppressive structures. One does not recover from traumatic events overnight, much less systemic oppression that took place over hundreds of years and that continues to this day.
- “Can you and your people forgive my people for what we did?” Guilt should not be the main reason for why you want to be a part of ally work. On top of that, no one Indigenous person can forgive an entire population, nor are they the spokesperson for the entire Indigenous population. As you educate yourself, you may grapple with these feelings of guilt, and that is completely normal, but what are more important are the steps and actions that you take afterward – not being forgiven.
- “You people were conquered.” Surviving genocide is a revolutionary act, and by saying this, you are both condoning and celebrating genocide.
Sources:
Pulling together: Manitoba foundations guide (2022). Brandon, MB: Campus Manitoba. Available at: https://pressbooks.openedmb.ca/pullingtogethermanitoba/
