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Assignment Prompt & Instructions

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– ## INSTRUCTIONS.docx

**## INSTRUCTIONS.docx**

## Instructions

## **Major Assignment Instructions: Critically Examining Indigenous Racism in Your Profession**

This major assignment asks you to critically examine how
**Indigenous racism operates within your profession or field** (health, social work, education, justice, planning, design, community work, etc.). Drawing on course readings, Indigenous scholarship, legal cases, films, and lectures, you will analyze:

· Systemic racism

· Colonial systems and policies

· Stereotyping

· Trauma narratives

· Structural violence

Your assignment will demonstrate
**how future practitioners can take responsibility** for creating ethical, culturally safer, and relationally accountable alternatives.

Your work should highlight
**both the harms that exist and the possibilities for transformation**, drawing on the voices, scholarship, and leadership of Indigenous Peoples.

### **Goals and Purpose of the Assignment**

The goals of this assignment are to help you:

· Recognize how colonial structures shape your field.

· Identify how Indigenous Peoples experience racism and harm in professional settings.

· Understand your profession’s historical and ongoing role in producing anti-Indigenous racism.

· Engage meaningfully with Indigenous scholarship, legal cases, films, guest lectures, and the assigned course readings.

· Reflect on your responsibilities as a future practitioner who aims to work with integrity and respect.

· Imagine pathways toward Indigenous resurgence, safety, relational accountability, and ethical practice.

· Critically examine, reflect on, and integrate course materials to support your analysis (this assignment is
**not simply descriptive**).

### **Assignment Requirements**

Your paper must address the following components:

#### **1. Identify Concrete Examples of Anti-Indigenous Racism in Your Profession**

Describe specific instances, patterns, or systemic issues. These may include (but are not limited to):

· Racial bias or stereotyping

· Discriminatory policies

· Inadequate or harmful care/service delivery

· Exclusion, erasure, or misrepresentation

· Trauma narratives that frame Indigenous Peoples as deficient rather than targeted by oppression

· Barriers to education, employment, health, justice, or safety

**Important:** Draw on
**real cases, course materials, documented histories, or your own profession-specific knowledge**. AI-generated examples are not permitted.

#### **2. Explain How Colonial Systems Reinforce Harm**

Analyze how
**broader structures, not just individual actions**, produce and uphold anti-Indigenous racism. You may consider:

· Legislation (e.g., Indian Act, Métis and Inuit legislation, child welfare policies, criminal justice approaches)

· Institutional practices or professional norms

· Funding structures, credentialing systems, or governance models

· Intergenerational trauma resulting from residential schools, land dispossession, and forced removals

· Curriculum, professional standards, or workplace cultures

**Note:** Link individual examples to
**systemic, historical, and structural factors**, and reflect your own thinking and engagement with course readings and lectures. AI-generated interpretation is not allowed.

**_LEAVE THIS SECTION OUT I’LL DO IT MYSELF_**

#### **3. Reflect on Responsibilities of Helpers, Allies, and Co-Conspirators**

Discuss what
**ethical responsibility** looks like in your field. Consider:

· How do you understand your role as a future practitioner

· Accountability to Indigenous Peoples and communities

· The difference between performative allyship and meaningful action

· What relational accountability requires in your profession

· Responsibilities to unlearn harmful norms and practices

**Note:** This section requires
**genuine personal reflection** grounded in the sources used in your paper. AI tools cannot generate or shape this content.

#### **4. Provide Recommendations for Change**

Offer recommendations grounded in
**Indigenous knowledge, resurgence, culturally safe practice, and ethical practice**. Your recommendations should show:

· Respect for Indigenous sovereignty and self-determination

· Awareness of Indigenous approaches to wellness, justice, learning, community, or land

· Understanding of trauma-informed and culturally safer delivery of care

· Commitment to relational accountability rather than checklist-based compliance

**Note:** Suggestions should be
**realistic, informed, and supported** by examples from scholarship and/or practice.

### **Writing Guidelines**

·
**Length:** Approximately 1000 words (4 pages, double-spaced)

·
**Format:** Times New Roman or similar readable font, 12 pt; double-spaced; page numbers

·
**Citations:** Use APA 7th edition

·
**Tone:** Academic but reflective; grounded in relational accountability

·
**Clarity:** Organized, well-developed, and directly engages the assignment criteria

**Rubric:** Available in the D2L shell

### **Expectation Regarding the Use of AI**

This assignment emphasizes
**critical thinking, ethical reflection, and engagement with course materials**.

·
**Generative AI tools** (e.g., ChatGPT)
**cannot be used to generate content, analysis, or design decisions**.

· Using AI to replace thinking, writing, analysis, or synthesis
**undermines learning objectives** and may result in academic integrity concerns.

· If unsure whether a particular technology use is appropriate,
**consult your instructor in advance**.

## Course Readings

## **Topics and Course Schedule**

### **MODULE 1: INTRODUCTION – ENTERING THE EASTERN DOOR**

**Week 1 – Jan 15: Entering the Eastern Door – Setting the Circle**
**Focus:** Course overview, establishing class culture, and protocols for shared learning.

**Topics & Activities:**

· Overview of the course outline, assignments, and class culture

· Development of class protocols and commitment to self and others while sharing space

**Readings & Media:**

·
[Love Magazine. (2018, November 5).](https://www.youtube.com/watch?v=example) [_Land acknowledgements: Uncovering an oral history of Tkaronto_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

· National Indigenous Literacy Association. (2012).
_Four Directions teachings_

·
[TEDxTalks. (2013, September 18).](https://www.youtube.com/watch?v=example) [_Inclusion, exclusion, illusion and collusion: Helen Turnbull at TEDxDelrayBeach_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

### **MODULE 2: SOVEREIGNTY, IDENTITY, AND RELATIONAL ACCOUNTABILITY**

**Week 2 – Jan 22: Treaties, the Indian Act, and Political Relations**
**Focus:** Understanding treaty relations, governance, and professional implications.

**Topics & Activities:**

· Treaty relations and the Indian Act

· Inuit governance

· Métis political identity

· Professional implications: Non-insured health benefits and other funding sources

**Readings & Media:**

· Deer, K. (2019, August 30).
_Some First Nations tighten membership criteria in response to Bill S-3’s extension of Indian status_. CBC News

· Reference:
_As to whether “Indians” includes in s. 91(24) of the B.N.A. Act includes Eskimo inhabitants of Quebec_, [1939] S.C.R. 104; [1939] 2 D.L.R. 417

·
[Campbell, M., & Belcourt, T. (Directors). (2021, September 23).](https://www.youtube.com/watch?v=example) [_Métis identity forum with Maria Campbell and Tony Belcourt_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

**Week 3 – Jan 29: Kinship, Identity, and Belonging**
**Focus:** Kinship systems, identity, and relational accountability

**Topics & Activities:**

· Kinship relations and belonging

· Complexities of reconnecting and cultural fraud

· Traditional kinship systems and relational accountability

· Belonging vs. identity

**Readings & Media:**

· Maracle, G. (2021). Connections and Processes: Indigenous Community and Identity’s place in the Healing Journey.
_Turtle Island Journal of Indigenous Health, 1_(2), 18–27

·
[Lavoie, T. (Director). (2022, March 10).](https://www.youtube.com/watch?v=example) [_An Elder’s perspective on kinship and identity_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

· Imai, S., & Buttery, K. (2013).
_Indigenous belonging: A commentary on membership and identity in the United Nations Declaration on the Rights of Indigenous People_ (Paper No. 49). Osgoode Digital Commons

· Supplementary Resource: Guitarmyart. (2025, December 25).
_The Indian Agent in the Mirror: Why “Pretendian Hunting” is Modern Day Indian Agent Work_. Ashenigewin

**Assignments Due:**

·
_Entering the Eastern Door: Self-Location & Intentions_

**Week 4 – Feb 5: Gender, Sexuality, and 2-Spirit Inclusion**
**Focus:** Critiquing queer normativity and including 2-Spirit, trans, and non-binary identities

**Topics & Activities:**

· Critique queer normativity

· Inclusion of 2-Spirit, trans, and non-binary identities

**Readings & Media:**

· Lezard, P., Prefontaine, Z., Cederwell, D.-M., Sparrow, C., Maracle, S., Beck, A., & McLeod, A. (2021).
_MMIWG2SLGBTQQIA+ National Action Plan final report – 2SLGBTQQIA+ sub-working group_

· Anderson-Gardner, V. (2023, August 21).
_Two-spirit has always been an identity, even if we didn’t always have the words_. NFB Blog

·
[Learning Network & Knowledge Hub. (Director). (2022, October 28).](https://www.youtube.com/watch?v=example) [_Gender-based violence against Two-Spirit/Indigiqueer people_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

· Supplementary Resource: Ontario Native Women’s Association. (n.d.).
_Love Builds the Bundle: 2SLGBTQQIA+ Toolkit_

### **MODULE 3: SYSTEMIC RACISM AND THE CRITIQUE OF THE TRAUMA NARRATIVE**

**Week 5 – Feb 12: Settler Colonialism, Land Dispossession, and Cultural Disconnection**
**Focus:** Impact of colonization on kinship, culture, and representation

**Topics & Activities:**

· How colonization disrupted kinship and culture

· Portrayals of Indigenous Peoples as colonial tools

· Land rights, settler colonialism, dispossession

· Residential Schools, Sixties/Millennial Scoop, Day Schools

· Cultural “defeathering”

· Representation and stereotypes

**Readings & Media:**

· Legault, G. (2022). From (re)ordering to reconciliation: Early settler colonial divide and conquer policies in Canada.
_Journal of Indigenous Social Development, 11_(2), 44–66

· Matheson, K., Seymour, A., Landry, J., Ventura, K., Arsenault, E., & Anisman, H. (2022). Canada's Colonial Genocide of Indigenous Peoples: A Review of the Psychosocial and Neurobiological Processes Linking Trauma and Intergenerational Outcomes.
_International Journal of Environmental Research and Public Health, 19_(11), 6455

**Important Dates:**

· Family Day (University Closed): Monday, Feb 16, 2026

· Fall Study Week (No Classes): Tuesday, Feb 17 – Friday, Feb 20, 2026

**Week 6 – Feb 26: Racism, Genocide, and Structural Violence – Understanding Anti-Indigenous Racism**
**Readings & Media:**

· Browne, A. J., Lavoie, J. G., McCallum, M. J. L., & Canoe, C. B. (2022).
_Addressing anti-Indigenous racism in…_

## PAY ATTENTION

· WRITE ON CHILD WEFARE IN INDIGENOUS COMMUNITIES

· READ INSTRUCTIONS CAREFULLY

**## INSTRUCTIONS.docx**

## Instructions

## **Major Assignment Instructions: Critically Examining Indigenous Racism in Your Profession**

This major assignment asks you to critically examine how
**Indigenous racism operates within your profession or field** (health, social work, education, justice, planning, design, community work, etc.). Drawing on course readings, Indigenous scholarship, legal cases, films, and lectures, you will analyze:

· Systemic racism

· Colonial systems and policies

· Stereotyping

· Trauma narratives

· Structural violence

Your assignment will demonstrate
**how future practitioners can take responsibility** for creating ethical, culturally safer, and relationally accountable alternatives.

Your work should highlight
**both the harms that exist and the possibilities for transformation**, drawing on the voices, scholarship, and leadership of Indigenous Peoples.

### **Goals and Purpose of the Assignment**

The goals of this assignment are to help you:

· Recognize how colonial structures shape your field.

· Identify how Indigenous Peoples experience racism and harm in professional settings.

· Understand your profession’s historical and ongoing role in producing anti-Indigenous racism.

· Engage meaningfully with Indigenous scholarship, legal cases, films, guest lectures, and the assigned course readings.

· Reflect on your responsibilities as a future practitioner who aims to work with integrity and respect.

· Imagine pathways toward Indigenous resurgence, safety, relational accountability, and ethical practice.

· Critically examine, reflect on, and integrate course materials to support your analysis (this assignment is
**not simply descriptive**).

### **Assignment Requirements**

Your paper must address the following components:

#### **1. Identify Concrete Examples of Anti-Indigenous Racism in Your Profession**

Describe specific instances, patterns, or systemic issues. These may include (but are not limited to):

· Racial bias or stereotyping

· Discriminatory policies

· Inadequate or harmful care/service delivery

· Exclusion, erasure, or misrepresentation

· Trauma narratives that frame Indigenous Peoples as deficient rather than targeted by oppression

· Barriers to education, employment, health, justice, or safety

**Important:** Draw on
**real cases, course materials, documented histories, or your own profession-specific knowledge**. AI-generated examples are not permitted.

#### **2. Explain How Colonial Systems Reinforce Harm**

Analyze how
**broader structures, not just individual actions**, produce and uphold anti-Indigenous racism. You may consider:

· Legislation (e.g., Indian Act, Métis and Inuit legislation, child welfare policies, criminal justice approaches)

· Institutional practices or professional norms

· Funding structures, credentialing systems, or governance models

· Intergenerational trauma resulting from residential schools, land dispossession, and forced removals

· Curriculum, professional standards, or workplace cultures

**Note:** Link individual examples to
**systemic, historical, and structural factors**, and reflect your own thinking and engagement with course readings and lectures. AI-generated interpretation is not allowed.

**_LEAVE THIS SECTION OUT I’LL DO IT MYSELF_**

#### **3. Reflect on Responsibilities of Helpers, Allies, and Co-Conspirators**

Discuss what
**ethical responsibility** looks like in your field. Consider:

· How do you understand your role as a future practitioner

· Accountability to Indigenous Peoples and communities

· The difference between performative allyship and meaningful action

· What relational accountability requires in your profession

· Responsibilities to unlearn harmful norms and practices

**Note:** This section requires
**genuine personal reflection** grounded in the sources used in your paper. AI tools cannot generate or shape this content.

#### **4. Provide Recommendations for Change**

Offer recommendations grounded in
**Indigenous knowledge, resurgence, culturally safe practice, and ethical practice**. Your recommendations should show:

· Respect for Indigenous sovereignty and self-determination

· Awareness of Indigenous approaches to wellness, justice, learning, community, or land

· Understanding of trauma-informed and culturally safer delivery of care

· Commitment to relational accountability rather than checklist-based compliance

**Note:** Suggestions should be
**realistic, informed, and supported** by examples from scholarship and/or practice.

### **Writing Guidelines**

·
**Length:** Approximately 1000 words (4 pages, double-spaced)

·
**Format:** Times New Roman or similar readable font, 12 pt; double-spaced; page numbers

·
**Citations:** Use APA 7th edition

·
**Tone:** Academic but reflective; grounded in relational accountability

·
**Clarity:** Organized, well-developed, and directly engages the assignment criteria

**Rubric:** Available in the D2L shell

### **Expectation Regarding the Use of AI**

This assignment emphasizes
**critical thinking, ethical reflection, and engagement with course materials**.

·
**Generative AI tools** (e.g., ChatGPT)
**cannot be used to generate content, analysis, or design decisions**.

· Using AI to replace thinking, writing, analysis, or synthesis
**undermines learning objectives** and may result in academic integrity concerns.

· If unsure whether a particular technology use is appropriate,
**consult your instructor in advance**.

## Course Readings

## **Topics and Course Schedule**

### **MODULE 1: INTRODUCTION – ENTERING THE EASTERN DOOR**

**Week 1 – Jan 15: Entering the Eastern Door – Setting the Circle**
**Focus:** Course overview, establishing class culture, and protocols for shared learning.

**Topics & Activities:**

· Overview of the course outline, assignments, and class culture

· Development of class protocols and commitment to self and others while sharing space

**Readings & Media:**

·
[Love Magazine. (2018, November 5).](https://www.youtube.com/watch?v=example) [_Land acknowledgements: Uncovering an oral history of Tkaronto_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

· National Indigenous Literacy Association. (2012).
_Four Directions teachings_

·
[TEDxTalks. (2013, September 18).](https://www.youtube.com/watch?v=example) [_Inclusion, exclusion, illusion and collusion: Helen Turnbull at TEDxDelrayBeach_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

### **MODULE 2: SOVEREIGNTY, IDENTITY, AND RELATIONAL ACCOUNTABILITY**

**Week 2 – Jan 22: Treaties, the Indian Act, and Political Relations**
**Focus:** Understanding treaty relations, governance, and professional implications.

**Topics & Activities:**

· Treaty relations and the Indian Act

· Inuit governance

· Métis political identity

· Professional implications: Non-insured health benefits and other funding sources

**Readings & Media:**

· Deer, K. (2019, August 30).
_Some First Nations tighten membership criteria in response to Bill S-3’s extension of Indian status_. CBC News

· Reference:
_As to whether “Indians” includes in s. 91(24) of the B.N.A. Act includes Eskimo inhabitants of Quebec_, [1939] S.C.R. 104; [1939] 2 D.L.R. 417

·
[Campbell, M., & Belcourt, T. (Directors). (2021, September 23).](https://www.youtube.com/watch?v=example) [_Métis identity forum with Maria Campbell and Tony Belcourt_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

**Week 3 – Jan 29: Kinship, Identity, and Belonging**
**Focus:** Kinship systems, identity, and relational accountability

**Topics & Activities:**

· Kinship relations and belonging

· Complexities of reconnecting and cultural fraud

· Traditional kinship systems and relational accountability

· Belonging vs. identity

**Readings & Media:**

· Maracle, G. (2021). Connections and Processes: Indigenous Community and Identity’s place in the Healing Journey.
_Turtle Island Journal of Indigenous Health, 1_(2), 18–27

·
[Lavoie, T. (Director). (2022, March 10).](https://www.youtube.com/watch?v=example) [_An Elder’s perspective on kinship and identity_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

· Imai, S., & Buttery, K. (2013).
_Indigenous belonging: A commentary on membership and identity in the United Nations Declaration on the Rights of Indigenous People_ (Paper No. 49). Osgoode Digital Commons

· Supplementary Resource: Guitarmyart. (2025, December 25).
_The Indian Agent in the Mirror: Why “Pretendian Hunting” is Modern Day Indian Agent Work_. Ashenigewin

**Assignments Due:**

·
_Entering the Eastern Door: Self-Location & Intentions_

**Week 4 – Feb 5: Gender, Sexuality, and 2-Spirit Inclusion**
**Focus:** Critiquing queer normativity and including 2-Spirit, trans, and non-binary identities

**Topics & Activities:**

· Critique queer normativity

· Inclusion of 2-Spirit, trans, and non-binary identities

**Readings & Media:**

· Lezard, P., Prefontaine, Z., Cederwell, D.-M., Sparrow, C., Maracle, S., Beck, A., & McLeod, A. (2021).
_MMIWG2SLGBTQQIA+ National Action Plan final report – 2SLGBTQQIA+ sub-working group_

· Anderson-Gardner, V. (2023, August 21).
_Two-spirit has always been an identity, even if we didn’t always have the words_. NFB Blog

·
[Learning Network & Knowledge Hub. (Director). (2022, October 28).](https://www.youtube.com/watch?v=example) [_Gender-based violence against Two-Spirit/Indigiqueer people_](https://www.youtube.com/watch?v=example) [[Video]](https://www.youtube.com/watch?v=example)

· Supplementary Resource: Ontario Native Women’s Association. (n.d.).
_Love Builds the Bundle: 2SLGBTQQIA+ Toolkit_

### **MODULE 3: SYSTEMIC RACISM AND THE CRITIQUE OF THE TRAUMA NARRATIVE**

**Week 5 – Feb 12: Settler Colonialism, Land Dispossession, and Cultural Disconnection**
**Focus:** Impact of colonization on kinship, culture, and representation

**Topics & Activities:**

· How colonization disrupted kinship and culture

· Portrayals of Indigenous Peoples as colonial tools

· Land rights, settler colonialism, dispossession

· Residential Schools, Sixties/Millennial Scoop, Day Schools

· Cultural “defeathering”

· Representation and stereotypes

**Readings & Media:**

· Legault, G. (2022). From (re)ordering to reconciliation: Early settler colonial divide and conquer policies in Canada.
_Journal of Indigenous Social Development, 11_(2), 44–66

· Matheson, K., Seymour, A., Landry, J., Ventura, K., Arsenault, E., & Anisman, H. (2022). Canada's Colonial Genocide of Indigenous Peoples: A Review of the Psychosocial and Neurobiological Processes Linking Trauma and Intergenerational Outcomes.
_International Journal of Environmental Research and Public Health, 19_(11), 6455

**Important Dates:**

· Family Day (University Closed): Monday, Feb 16, 2026

· Fall Study Week (No Classes): Tuesday, Feb 17 – Friday, Feb 20, 2026

**Week 6 – Feb 26: Racism, Genocide, and Structural Violence – Understanding Anti-Indigenous Racism**
**Readings & Media:**

· Browne, A. J., Lavoie, J. G., McCallum, M. J. L., & Canoe, C. B. (2022).
_Addressing anti-Indigenous racism in…_

## PAY ATTENTION

· WRITE ON CHILD WEFARE IN INDIGENOUS COMMUNITIES

· READ INSTRUCTIONS CAREFULLY