Curricula in classrooms facilitate a national amnesia of colonialism that renders
inconceivable the possibility of Aboriginal heritage or mixed-blood presence in national
subjects. This thesis examines my own family history alongside the Indian Act and
discourses of multiculturalism. I provide a personal account for the ways in which
Aboriginal identities are regulated in Canada. I examine how glorified white settler
narratives - reproduced through both formal and informal schooling - work to displace
Aboriginal peoples as the original inhabitants of the land. I argue that this facilitates ongoing Canadian colonialism that continues to circumvent the possibility of particular mixed-blood Aboriginal identities within the confines of national belonging. Citizenship education in the Toronto District School Board is situated as a mechanism of formal schooling that continues to negate the ongoing colonization of Aboriginal people so that mixed-race Aboriginal students may continue to assume themselves as white subjects within the nation.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/18068 |
| Date | 10 December 2009 |
| Creators | Boock, Rebecca |
| Contributors | Cannon, Martin |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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