Globalization and Self-Government: Impacts and Implications for First Nations in Canada

Slowey, Gabrielle

doi:10.1080/02722010109481594

Cited by 11 publications

(2 citation statements)

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“…Masked by discourses of self-government and greater First Nations autonomy, the restructuring of federal funding mechanisms and implementation of funding caps have allowed successive governments to curtail escalating costs while appearing to grant First Nations large settlements and some degree of autonomy. In the 1980s, the federal government began to restructure reserve funding from a cost-sharing model to block-funding which, by issuing large lump sums of money with few prescriptions on how it should be spent, would theoretically give chiefs and band councils more flexibility to respond to local priorities (Slowey 2001). Administration and staffing costs were downloaded to local First Nations with little training, support, or clarity around the parameters of jurisdiction (Satzewich and Wotherspoon 2000).…”

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confidence: 99%

First Nations assimilation through neoliberal educational reform

Godlewska

Schaefli

Chaput

2013

Canadian Geographies / Géographies canadiennes

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The authors undertake a geographically sensitive analysis of the influential 2010 Free to Learn report. Free to Learn proposes a reform of the funding system for First Nations students to remove funds earmarked for First Nations education from First Nations government control, convert universities into managers of First Nations student funding, and convert First Nations community members into entrepreneurs. Free to Learn employs two strategies: scalar obfuscation and the cultivation of historical geographic ignorance to obscure the links between their proposal for neoliberal educational reform and the long‐standing assimilative strategies of the Canadian and pre‐Canadian state. The authors explore the economics and demography in the report and expose its deep links to colonial and assimilative policies of the recent and distant past. They link this report to the larger theatre of education in Canada where cultures are frequently reduced to mutable symbols in an ahistorical context. They close with a reflection on the challenges and dangers of taking a political stance with limited understanding of the forces at work in the environment of neoliberal reform prevailing in Canada.

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confidence: 99%

First Nations assimilation through neoliberal educational reform

Godlewska

Schaefli

Chaput

2013

Canadian Geographies / Géographies canadiennes

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“…14 14 Rynard (2000, 241) asserts that the corporate agenda of Canada's political and economic elite has been a significant factor in restrictions placed on First Nation land and self‐government rights domestically (see also Angus 1991; Slowey 2001). …”

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Inter‐Indigenous development aid: markets, corporations, and biases

Finley-Brook

2011

Canadian Geographies / Géographies canadiennes

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The Canadian government and the Meadow Lake Tribal Council sponsored a forest extraction corporation in eastern Nicaragua that restructured 16 Miskitu and Mayangna villages and transformed local human-environment interactions. The Central American aid project demonstrated paternalistic and interventionist tendencies and exposed biases in inter-Indigenous aid that rendered it inseparable from conventional aid. This case encourages reflection on social and ecological impacts from the marketing of collective resources, the creation of Indigenous development corporations, and the decision-making criteria and processes driving foreign aid. The case study demonstrates how foreign aid programs targeting Indigenous Peoples may actually thwart the self-determination that they set out to encourage. Aid agencies and business partners, who had limited knowledge of local cultures and institutions, created externally defined rules that instigated resource conflicts and undermined the authority of customary leaders without resolving poverty or uneven development. L'aide au développement entre indigènes : Marchés, sociétés, et préjugés A l'est du Nicaragua, seize villages Miskitu et Mayangna ontété restructurés par une société forestière parrainée par le gouvernement canadien et le Meadow Lake Tribal Council, ce qui a entraîné des transformations des institutions locales et des interactions homme-environnement. En Amérique centrale, ce projet d'aide internationale a fait découvrir des tendances paternalistes et interventionnistes et révélé despréjugés qui empêchent de distinguer l'aide entre indigènes de l'aide conventionnelle. Cetteétude de cas motive une réflexionà propos des effets sociaux etécologiques de la commercialisation des ressources collectives, de la création de corporations indigènes pour le développement, et des critères de décision liésà l'assistance transnationale pour le développement. Elle montre comment l'aideétrangère qui cible les peuples autochtones peut compromettre leur autonomie, alors même qu'elle viseà l'encourager. Les agences d'aide et les partenaires d'affaires, qui ont une connaissance limitée des cultures locales et des institutions, ont appliqué des règles définies de l'extérieur, ce qui a provoqué des conflits de ressources et sapé l'autorité des leaders traditionnels, sans résoudre les problèmes de pauvreté et d'inégalité de développement.

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Indigenous Governance: Restoring Control and Responsibility Over the Education of Our People

Dei

Restoule

2017

Handbook of Indigenous Education

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Globalization and Self-Government: Impacts and Implications for First Nations in Canada

Cited by 11 publications

References 1 publication

First Nations assimilation through neoliberal educational reform

First Nations assimilation through neoliberal educational reform

Inter‐Indigenous development aid: markets, corporations, and biases

Indigenous Governance: Restoring Control and Responsibility Over the Education of Our People

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