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www.usaskstudies.coop
Co-operative Higher Education after the Truth and Reconciliation Commission: Energizing
Post-colonial Communities
Dr. Isobel M. Findlay Fellow in Co-operatives, Diversity, and Sustainable Development
Centre for the Study of Co-operatives and Len Findlay, Professor, English, and Director, Humanities ResearchUnit , University of
Saskatchewan
!CASC 2016, U of Calgary, June 1, 2016
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Overview
• Rethinkingco-operativehighereducation• Co-operativesandMutualsCanada• TruthandReconciliationCommission
• Historicizing,resocializing,andindigenizing• Reframingoldstories• Respectinglegalinstruments• Reimaginingtheprojecttogether• BuildingreconciliationthroughIndigenousandco-operativecritique
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• Largelyignoresthe2012UNInternationalYearofCo-operatives– Toraisepublicawarenessoftheinvaluablecontributionsofcooperative
enterprisestopovertyreduction,employmentgenerationandsocialintegration.– Tohighlightthestrengthsofthecooperativebusinessmodelasanalternative
meansofdoingbusinessandfurtheringsocioeconomicdevelopment• Defundsco-oporganizations• Attacksondemocraticgovernance,knowledge,anddifference• Advocacychills• Internationalaidisrealignedwithtradeandafederalminister’sportfolio
changedfromInternationalCo-operationtoInternationalDevelopment• Pluralityofeconomiesandentrepreneurialmodelsreducedtosingle
reductiveneoliberallogicandmarketfundamentalism
• Ecologicalinterestsasimpedimentstoextractiveimperativesandasluxuries(likesocialjustice)
UncooperativeFederalism
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Co-operativesandMutualsCanada• Educationisacoreprincipleofco-operatives
– Knowledgeoftheco-operativedifferenceandheritage– Abilitytolinkprinciplesandvaluestoco-operativemanagement– Developmentofco-opspecificskillsandcompetencies– Abilitytodistinguishco-operativesandmutualsfromotherbusinessforms– Significantknowledgeofdiverseco-ops/mutualswithinandbeyondCanada– Understandingoftheidentityandculturethatdrivesthisbusinessmodel
• NeedsAssessmentforHigherEducationProgramsinCo-operativeEducationbytheCanadianCo-operativeSector
– Todeterminesectorneeds– Todetermineawarenessofexistingprograms,conditionsleadingtoenrolment,
andrelativeinterestinco-opeducation– Tospurhighereducationtoreflectandact
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TruthandReconciliationCommission10PrinciplesofReconciliation
1.TheUnitedNationsDeclarationontheRightsofIndigenousPeoplesistheframeworkforreconciliationatalllevelsandacrossallsectorsofCanadiansociety.2.FirstNations,Inuit,andMétispeoples,astheoriginalpeoplesofthiscountryandasself-determiningpeoples,haveTreaty,constitutional,andhumanrightsthatmustberecognizedandrespected.3.Reconciliationisaprocessofhealingofrelationshipsthatrequirespublictruthsharing,apology,andcommemorationthatacknowledgeandredresspastharms.4.ReconciliationrequiresconstructiveactiononaddressingtheongoinglegaciesofcolonialismthathavehaddestructiveimpactsonAboriginalpeoples’education,culturesandlanguages,health,childwelfare,theadministrationofjustice,andeconomicopportunitiesandprosperity.5.Reconciliationmustcreateamoreequitableandinclusivesocietybyclosingthegapsinsocial,health,andeconomicoutcomesthatexistbetweenAboriginalandnon-AboriginalCanadians.
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TruthandReconciliationCommission10PrinciplesofReconciliation
6.AllCanadians,asTreatypeoples,shareresponsibilityforestablishingandmaintainingmutuallyrespectfulrelationships.7.TheperspectivesandunderstandingsofAboriginalEldersandTraditionalKnowledgeKeepersoftheethics,concepts,andpracticesofreconciliationarevitaltolong-termreconciliation.8.SupportingAboriginalpeoples’culturalrevitalizationandintegratingIndigenousknowledgesystems,oralhistories,laws,protocols,andconnectionstothelandintothereconciliationprocessareessential.9.Reconciliationrequirespoliticalwill,jointleadership,trustbuilding,accountability,andtransparency,aswellasasubstantialinvestmentofresources.10.Reconciliationrequiressustainedpubliceducationanddialogue,includingyouthengagement,aboutthehistoryandlegacyofresidentialschools,Treaties,andAboriginalrights,aswellasthehistoricalandcontemporarycontributionsofAboriginalpeoplestoCanadiansociety.
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TruthandReconciliationCommission
• Foroveracentury,thecentralgoalsofCanada’sAboriginalpolicyweretoeliminateAboriginalgovernments;ignoreAboriginalrights;terminatetheTreaties;and,throughaprocessofassimilation,causeAboriginalpeoplestoceasetoexistasdistinctlegal,social,cultural,religious,andracialentitiesinCanada.Theestablishmentandoperationofresidentialschoolswereacentralelementofthispolicy,whichcanbestbedescribedas“culturalgenocide.”
TRC, 2015
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TheMomentofEntrepreneurialEnlightenment
• Thestadialmomentispre-Rochdalebutafter,andamidst,theEuropeanandglobalantecedentsandanaloguesofaformalco-operativemovement
• Itturnsonconjecturalhistory’sfavouredsequence:hunting,pasturage,agriculture,andcommerce
• Andthismarket-drivensequencingoftimeiscomplementedorevencompletedbytheacquisitionofspaceforwhitesettlementandsurrogatesitesofwhiteproduction
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HiddenCurriculum/HiddenHistory• Hiddencurriculum(Jackson,1968)
• Repeatingsettlerstatestoriesobscuring“systemicstateviolence”and“ongoingsettlercolonialismundertheguiseofbenevolentconcern”(Razack,2015)
• Aboriginaleconomicsuccesses“forthemostparthiddenfromthebroaderpublicdomain....benefittotheoverallCanadianeconomy”(StandingSenateCommittee,2007)
• Co-operativeformsofownershipandgovernanceremainlargelyinvisibleineconomictextbooks(Quarteretal.,2007)
• Orinbusinessschoolcurriculaorinmassmediacelebrating“heroic”individualismwhiledismissingco-operativebehaviorsas“irrational”or“justplainstupid”(Laycock,1990)
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DecolonizingMethodologies• Unmapping(Phillips,1997)toexposehemythof
colonialinnocence!• “Theterm‘research’isinextricablylinkedto
Europeanimperialismandcolonialism.Theworditself,‘research’,isprobablyoneofthedirtiestwordsintheindigenousworld’svocabulary”(Smith,1999).!
• Indigenousresearchersleadingadiscourseonrespect,justice,anddecolonization
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RedefiningIndigenousEducation• IndigenousknowledgeandheritageasAboriginal
rights• Indigenouseducationalengagement,partnerships
withIndigenousorganizationsandcommunities,andframeworksbasedonIK
• Transformationaleducationbeyond“closingthegap”discourse
• Colonialculpabilityforlowattainment,socio-economic,&healthimpacts
• Vision:thatIndigenousidentities,cultures,languages,values,waysofknowing,andknowledgesystemswillflourishinallCanadianlearningsettings
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CanadianUniversityInitiatives• 43of135CollegesandInstitutesofCanadamemberssigntheIndigenousEducationProtocol
launchedDec2014• UniversitiesCanada13PrinciplesonIndigenousEducation,June2015• TrentUniversity—leaderandinnovatorinIndigenouseducation• FirstNationsUniversityofCanada,2003(1976FSINagreementwithUofReginaforSaskatchewan
IndianFederatedCollege)• UniversityofRegina--StrategicPlan,PeyakAskiKikawinaw(2015-2020);Dr.ShauneenPete’s100
waystoindigenizeanddecolonize• UniversityofWinnipeg—IndigenousCourseRequirementApprovedfor2016-17• Manitoba’sIndigenousEducationBlueprintsignedbypost-secondaryandpublicschoolboards
—”MakingExcellenceinIndigenousEducationaPriority”• UniversityofVictoria—Reconciliationsyllabus(27,28,&50)• LakeheadUniversity—firstandonlylawschoolinCanadatoincludestandalonemandatorycourses
onIndigenouslegalissuesinitscurriculum
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UniversityofSaskatchewan
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UniversityofSaskatchewan• NativeLawCentreofCanada(1975)• ITEP,NORTEP,SUNTEP• IndigenousStudies• NativeAccesstoNursing• CollegeofMedicineAboriginalStudentMentorshipand
IndigenousHealthCommittee• IndigenousVoices,GMTLC• IndigenousPeoplesInitiatives,CollegeofEngineering• PromiseandPotential:TheThirdIntegratedPlan2012to2016• USSUmotioncallingonIndigenouscontentinthecurriculum
ofeverycollegeanddegree;motionapprovedatCouncil,January2016
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Remapping,Reactivating,orRepackaging• Globalizationisa“justificatorymyth”…“themainweaponinthebattles
againstthegainsofthewelfarestate”andneo-liberalism’sverysmartandverymodernrepackagingoftheoldestideasoftheoldestcapitalists”whiledismissing“progressivethoughtandactionasarchaic”(Bourdieu,1998).!
• “Thefoundationalbasisforanyrelationshipisanexchangeofstories”(Mi’kmawelderDr.AlbertMarshall,2010).!
• Speakingforourselvesin“thelanguageofsociallyembeddedeconomics”of“reciprocityandredistribution”(McMurtry,2009,p.77-78)!
• Promoting“cognitivejustice”for“adecentlife”(deSousaSantos,2007)!
• Anassertiveco-operativemovementcounteringthedominantdynamicoftheunencumberedmovementofcapital
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Respectinglegalinstruments➢ TheUNDeclarationontheRightsofIndigenousPeoples(UNDRIP)(March,2008):
recordedratificationvote(March2008):144-4(Canada,Australia,NewZealand,theUnitedStatescontra);collectiveresolvetoachieve,entrench,anddefendAboriginalandtreatyrights(theCanadiancontributiontothisDeclarationunsungcf.JohnHumphrey’sroleinUniversalDeclarationofHumanRights)
!➢ “wewereinvisible....Wewereghostpeoples,hidden,likeourlanguagesand
cultures,bytheconceptofthenation-state”(Henderson,2008,p.35)
!➢ TheDeclaration...combinesourviewsandinterestsandwhichsetsthe
frameworkforthefuture.Itisatoolforpeaceandjustice,baseduponmutualrecognitionandmutualrespect.--LesMalezer,ChairoftheInternationalIndigenousPeoples'Caucus,2007
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Respectinglegalinstruments➢ Achieving“theartoftheimpossibleintherealmoftheimprobable,”
Indigenouspeoplesfound“thecollectivestrengthtoreturntoourroleastheteachingcivilization,notthewillinglearnersofmodernity”--Henderson,2008,pp.10,48
➢ ReceptivityandresolvecanbenourishedattheUN,andUNrecognitionandlegitimationcanbetranslatedintospecificeducationalandeconomicinitiativesoutsidetheorthodoxiesof‘the’market.
➢ IndigenouspeopleswereworkingattheUNtoshifttheframesofunderstandingandpracticetoknowledgeecologiesalignedwithcommitmenttodiversityasenrichment,peoplebeforeprofit,andwithresponsiblestewardshipandsustainablepracticesgroundedinland,language,andthecollectiverightsandresponsibilitiesofpeoples(Findlay&Findlay,2012).
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• Looktoco-operativeeducationanduniversitiestorethinkresourceallocation,values,anddiversityinrelationtoKuokkanen,Reshapingtheuniversity:Responsibility,Indigenousepistemes,andthelogicofthegift(2007)
• “WeareapeopleofAboriginalinspirationorganizedaroundaconceptofpeace,fairnessandgoodgovernment.Thatiswhatliesattheheartofourstory,attheheartofCanadianmythology,whetherfrancophoneorAnglophone.Ifwecanembracealanguagethatexpressesthatstory,wewillfeelagreatrelease.Wewilldiscoveraremarkablepowertoactandtodosoinsuchawaythatwewillfeelwearetruetoourselves”(Saul,2008,p.xii).
ReimaginingCanada
Viking Canada
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• “AboriginalpeoplehavepracticedthesevenCo-opprinciplesforgenerations”—BillLyall,President,ArcticCo-operativesLtd.(ACL)
• “Theco-ophasrealmeaning.....It’sacommunitythingandanimportantthing....It’sourformofself-government”(GreatBearCo-opmember)
• “Co-opvaluesworkwellwithtogetherwithAboriginalvaluesbutthereisaneedformoreinformationandeducation.Schoolsshouldteachaboutco-ops”(GreatBearco-opmember;cit.Findlay&Wuttunee,2007)
Co-operativePrinciples
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VoicesfromtheAtlanticDialogues• “Researchourselvesbacktolife;openearsandhearts”!
• “Thelabelswereconfusing”;alotofwordsthatweresacredtousweredemonized”;“Languageshousetheteachings.”Wedidn’tlosethelanguage;itwasstolen”!
• Schoolmeant“forgettingwhotheywere.”“Wewerestrappedforlaughing.”“everythingweweretaughtinearly[school]yearsweweren’t.”!
• “Theresultiswegointoprofessionstohelpandheal• “IletgowhenIrealizedtheydidittoeveryone—eventheir
ownwomenwhodidn’tgetthevoteuntilthe20thcentury.SonowIknowIampartofsomethingbiggerandIknowit’sneededtodayintheworld.”
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• “Ourlanguage,ourartwork,porcupinebaskets,birchesandashbaskets..weresuitedtothearea,tolivingamongtreesandwater.”“Sharingstories,food,roles,routines,ritualsisallaboutrenewingrelationships.”
• Wedon’texternalizebutliveourworldview.Weneedtobeobservantandworkwiththetree....Thetreehasmemoryandpersonality....Afterharvestingatree,weleftanofferingoftobaccoasamarkofgratitude.”
• “Sustainingbalanceandreciprocityinadynamicrelationbetweenhumanityandmotherearthmeantceremoniesasanegotiationprocess.Italwaysinvolvesstorytelling,genealogies,andrelationships....Exclusiveownershipwasbeyondcomprehension.”
VoicesfromtheAtlanticDialogues
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• Strandsofknowledgeweavingsocialrelationsofproductioninaco-operativeeconomy
• Celebratingplentyinsteadofthe“efficientuse”ofscarceresources
• Surplusasconnectionstocommunity• Living,learning,andcreatinginplace;givingthanks
andgivingback• Stretchingthetermsoftheseventhco-operative
principle(concernforcommunity)toincludethelandandallthatitsustainsandissustainedby
• Reimaginingtheconceptualeconomiesofourdisciplinesforresearchcommittedtothesocial,economic,andculturallifeofcommunities
• Endingcostlyfailurestocommunicate,think,andactinterculturally
•
LearningHumanitiesfromtheMi’kmaqbaskets
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Indigenizing
• TheCallstoAction(2015)link“thegap”betweenIndigenousandnon-IndigenousCanadianstoanewunderstandingof“theeconomy”andofeducation,withspecificchallengesdirectedtouniversitiesandtoparticulardisciplines
• Thiswillentaillocaltranslationsandbroadconceptualshifts,butthereinventingofneitherthewheelnorthemedicinewheel
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Saskatchewan First Nations Economic Development Network & Saskatchewan Co-operative Association (2015)
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“FromManyPeoples,Strength”• Promotingeconomic,ecological,educational,and
discursivedemocracy• Animatinginterculturalexchangeandtrans-systemic
knowledges• Weavingtheinterdisciplinarybasket• Renamingissuesandremakingmeaningsformutually
beneficialfutures• Refusingtouncoupleexcellenceandequity• Challengingperformancemetricsandrewards• Multiplyingco-operativehistories• Promotingresearchasanimportantsiteoflearning,
relationship,identityformation,andcommunityrenewal• Recovering“thelearningspirit”(Battiste,2013)inandas
territory