WEBQUEST #1  

 
http://www.bloorstreet.com/indact.htm#13 
 
a) Define enfranchisement as it pertains to 'Indians'.  
Enfranchisement is a term used to describe the loss of Indian status and Band 
membership through the operation of the Act or, as in these repealed sections, voluntary. 
"Enfranchisement" is quite literally translated to "gaining the vote" and harks back to the 
time before 1960 when Indians were, by virtue of their status, denied the vote in federal or 
provincial elections.  
 
b) Who did this a ect and under 'what' conditions?  
This affected both indigenous people and non-indigenous people. Indigenous 
people were affected in the sense that they were forced to conform to white culture, and 
eradicated from their communities,values, beliefs, and language. Non-Indigenous people 
were affected in that they were the enforcers; whether their actions were intentional or 
otherwise, their actions directly affected the Indigenous peoples in their society negatively. 
 
c) Why is this important for all Canadians to know 
This is important for Canadians to know for us to be able to understand the 
long-lasting and detrimental effects imposed on Indigenous people through bias and greed. 
Creates a way for us to reflect on these wrongdoings and using these reflections to 
implement a cultural recovery system. The awareness received on this topic has resulted in 
breakthrough programs to reintegrate culture into these families and a call-to-action 
attitude to create a more inclusive and understanding environment for all to thrive.  
 
→ Scroll down through Sections 114 through to Sections 122 and complete the following questions: ←  
 
a) What pattern(s) emerge from your reviewing of the sections? 
The pattern of control arose predominantly throughout the sections. The focus on 
school attendance may serve as an attempt to make the individuals functioning members of 
society, bettering the economy, as well as breaking the pattern of negative 
intergenerational effects resulting from previous assimilation of Indigenous culture. Yet, 
does so by putting the benefit of the economy of greater value than the student, creating a 
new set of expected values and stresses that affect the students. The restrictions in the 
sections denies students the freedom to explore means of life on reserves or meeting 
traditional expectations adhering to the different dimensions of Aboriginal values. 
b) Who has the authority in determining the 'education of Native Peoples'?  
The authority for governing the education of Native peoples remain on the 
shoulders of our Minister. The Minister is elected by the Governor in Council and they are 
to make decisions regarding the education of Indigenous peoples. Fascinatingly, those in 
authority here, were more-often-than-not religious and were to teach in a school that 
follows their given religion, be it Protestant or Roman Catholic. It was further outlined in 
the Indian Act that students were not to attend a school that conflicted with their religious 
practices, therefore a Minister must place students in schools according to their views.  
 
c) Why (or why not) is this problematic?  
This can be problematic as students may not follow a religion, or have an institution 
that accurately represents or values their beliefs. Forcing Indigenous families to choose 
between two religions that were not their own in order to provide their child with a 
sufficient education was an act of assimilation. These appointed schools reformed children 
and their beliefs and stripped them of their culture and language.  
 
d) Identify 1 section that 'shocked' you as it relates to 'Native Peoples' 
One section that shocked me relating to Native peoples, was the possible 
imprisonment of the person on whom the notice was served to, for being guilty of an 
offence relating to truancy. There must be implications to this law. What if the student 
refuses to go to school, even though the family continues to push them to attend? If the 
parent was given the notice, is the parent still responsible for this child not going, will they 
be arrested or would the child? What if the child lies about his whereabouts? What if after 
receiving the notice the child takes off? Who is to blame? Who would be imprisoned? The 
severity of the repercussions of students not attending school, does not take into 
consideration diverse issues students may be dealing with in their home, mentally, 
physically, at school, etc. And give no wiggle room for struggling students and parents 
trying to do the right thing. If there is an imprisonment does it remain on their record and 
affect their future endeavors? If so, in what ways does this benefit the child? There are 
many ways in which this law can be misconstrued and misused to fit into accepted ideas of 
a valuable member of society.  
 
→ Define 'cultural genocide: 
Genocide is defined as the deliberate killing of a large group of people, especially 
those of a particular ethnic group or nation. Therefore, cultural genocide can be seen as 
the assimilation of beliefs, values, and customs of a culture and forced adoption of 
preferred cultural values.  
→ Is this 'Act' an example of this?  
Whether the Act is an example of cultural genocide or not, would be dependent on 
the material being offered and accommodated for at the school. The Act discusses legalities 
of forcing individuals to go to school and quite overtly uses the fear of punishment to 
assert power and control but, it is hard to determine whether this is cultural genocide as 
these policies are upheld regardless of race or culture for every child. School is set up in a 
way to better prepare students to make well-educated decisions and be able to provide for 
themselves or others in the future, and generally has good intentions for each student. 
Whether we consider the obvious control here as cultural genocide though depends on the 
content, beliefs, and values that are being projected, and if they are inclusive and 
accommodating to a wide range of individuals, or if rather, they are using this control to 
force Western values unto the general population. This is important for Canadians to know 
for us to understand the long-lasting and detrimental effects imposed on Indigenous 
people through bias and greed, and creates a way for us to reflect on these wrongdoings 
and using these reflections to implement a cultural recovery system. The awareness 
received on this topic has resulted in breakthrough programs to reintegrate culture into 
these families and a call-to-action attitude to create a more inclusive and understanding 
environment for all to thrive.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 WEBQUEST #2 
 
What are First Nations' approaches, issues and recommendations regarding Education? 
 
a.) Identify using bullet points 7 important components of Native education.  
❏ The curriculum is holistic-drawing on relevant beliefs and values 
❏ The essential role of elders and spiritual leaders is integral to the learning 
process 
❏ Curriculum does not reject Western concepts, but it does not attempt to 
assimilate students into the logic of Western beliefs either. 
❏ Development during the 4 stages of the life cycle: child, youth, adult, elder, 
with each stage developing the whole human being 
❏ Includes experiential components that link theories learned in the classroom 
to the life of the community.  
❏ The curriculum development process used community involvement in an 
optimal way. Uses resources of the whole community (elders, historians, 
spiritual leaders)  
❏ The connection between dimensions of learning and development . The 
individual is viewed as a whole person with intellectual, spiritual, emotional, 
and physical dimensions that must be addressed in the learning process.  
 
b.) Search ‘Elsie Wuttunee’ (page 26) and list 4 points that she identified as being of 
central concern for Native parents regarding the education of Native children. 
 
When an Aboriginal child’s identity has been threatened, they will: 
❏ Withdraw into themselves 
❏ Become silent and refuse to participate as a means of protecting themselves 
from criticism and rejection 
❏ Attempt to abandon their previous identity and moved themselves to the 
culture which they perceive as more valid or acceptable 
❏ May take on non-productive and rejecting attitudes which generally 
culminate in failure or dropping out 
-primarily when the values and worldview that prevail at school contradicts or 
ignores the existence of different perspectives the child lives with at home. 
c.) Identify at least four important points that non-Native educators need to be aware 
of in relation to the education of Native children. 
5.6: e Education of Non-Aboriginal Teachers  
 
❏ Non-Aboriginal persons must be made aware of the history and traditional 
lifestyle, and the downfall and resurgence of Aboriginal peoples, as history 
has evolved today. 
❏ They cannot convey accurate information about Aboriginal people and instil 
respectful attitudes unless they have been prepared to do so. 
❏ Accurate information about the history and cultures of Aboriginal peoples 
and nations, the role of treaties in the formation of Canada, and the 
distinctive contributions of Aboriginal people to contemporary Canada, 
should form part of every Canadian students education.  
❏ The need to correct erroneous assumptions and to dispel stereotypes that 
still abound the minds of many Canadians, distorting their relationships with 
Aboriginal People. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Evaluation:  
Write a summary conclusion that takes into consideration both Web Quests 1 and 2.  
 
Non-Indigenous forms of education introduced in North America were embedded 
with beliefs about superiority versus inferiority; expert versus non-expert; and civilized 
versus savage. Due to this Eurocentric worldview, Indigenous people were outcasted and 
labelled as uncivilized, paving the way for residential schools to become a reality. It is now 
our duty to provide invitational and affirming learning environments to improve Indigenous 
student achievement and enhance cross-cultural harmony through more holistic 
approaches to teaching. We must create an authentic connection that reinforces 
Indigenous cultures, traditions, and ways of knowing, through personally meaningful and 
relevant content that is useful to their everyday lives.  
Henderson’s Annotated Indian Act reinforces the idea that having Indigenous 
students as functioning members of society, is of greater importance than their well-being 
and cultural values. Though the sections may have good intentions, people who have never 
experienced the negative effects and deculturation Indigenous people have faced, have no 
business making such grave policies that inherently determine the needs and values that 
should be upheld by these students, and the repercussions that follow for not adhering to 
these expectations, especially with no input from the people whom these laws directly 
affect.  
References  
 
 
PDF file “Aboriginal Education” 
 
“Henderson's Annotated Indian Act”. http://www.bloorstreet.com/indact.htm#13.