Tracing the spirals of unsettlement: Euro-Canadian narratives of coming to grips with Indigenous sovereignty, title, and rights

Hiller, Chris

doi:10.4324/9780429423673-3

Cited by 4 publications

(6 citation statements)

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“…Scholars and advocates also call for education that upholds and promotes Indigenous epistemologies (Battiste, 2013; TRC, 2015c), such as knowledge about and connection to the land (Hampton & DeMartini, 2017), as well as relays “counter‐stories” of resistance and resilience both within and beyond Indian Residential Schools (Madden, 2019). This literature offers special prescriptions for educating non‐Indigenous learners, particularly those belonging to the White majority (as did most participants in our studies): Their (un)learning should be continuous, emphasize systemic and present‐day injustice, illuminate non‐Indigenous peoples' participation in oppressive systems, and compel them to take sustained action (Czyzewski, 2011; Davis et al, 2017; Gebhard, 2017; Hiller, 2017; Regan, 2010; Siemens & Neufeld, 2021). Given the potential for this deeper education to elicit defensiveness and system threat (Jost et al, 2010; Kay et al, 2009), and perhaps strengthen prejudice (Imhoff & Banse, 2009), future research should consider the impact of these more intensive educational experiences.…”

Section: Discussionmentioning

confidence: 99%

“…In the context of education for reconciliation in Canada, empathy is not an end, but a means to an end. It is only truly useful if it motivates further (un)learning and action directed toward meaningful social change, and ultimately to more just and equitable social policies and institutions (Czyzewski, 2011; Gebhard, 2017; Hiller, 2017; Regan, 2010; Snider, 2017; see also Vollhardt & Twali, 2016). Thus, future work should assess outcomes such as participants' intentions to act in solidarity with the outgroup's resistance efforts as well as the harmed outgroups' reactions to the dominant group members' empathy and solidarity intentions (see Becker et al, 2013; Droogendyk et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

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“The More You Know”: Critical Historical Knowledge About Indian Residential Schools Increases Non‐Indigenous Canadians' Empathy for Indigenous Peoples

Neufeld

Starzyk

Boese

et al. 2021

Political Psychology

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The pursuit of intergroup reconciliation often includes efforts to educate with the goal of fostering empathy. Yet little empirical evidence demonstrates whether and why greater knowledge might increase empathy. In this research, we investigated whether more critical historical knowledge about a harmed outgroup increases empathy for them, and we explored whether perceptions of privity, the extent to which a past harm continues to cause suffering today, account for this relationship. We tested these hypotheses in the context of non‐Indigenous Canadians' knowledge of Indian Residential Schools and attitudes about Indigenous Peoples across eight laboratory studies with 1242 non‐Indigenous undergraduate students at two Canadian universities. In two studies, participants completed a multiple‐choice measure of knowledge. In the remaining studies, we experimentally varied knowledge through brief educational interventions. All studies included measures of empathy, and five studies included measures of privity. Internal meta‐analyses indicated that participants with higher levels of critical historical knowledge felt more empathy for the outgroup because they could better see how past intergroup harms continue to cause suffering today. We discuss implications for social and political psychological theory and designing education for reconciliation interventions in Canada and elsewhere.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“The More You Know”: Critical Historical Knowledge About Indian Residential Schools Increases Non‐Indigenous Canadians' Empathy for Indigenous Peoples

Neufeld

Starzyk

Boese

et al. 2021

Political Psychology

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Section: Discussionmentioning

confidence: 99%

“…They may have started out working in solidarity on one specific issue but come to realize that single issues are part of an intentional inter-connected system of oppression and violence. In addition, they engage in processes of learning and unlearning (Carlson-Manathara and Rowe, 2021;Hiller, 2017;Margaret, 2013), of 'unsettling the settler within' (Regan, 2010), as they recognize the internalized settler logics implanted within themselves (Battell Lowman and Barker, 2015;Hiller, 2017;Mackey, 2016). Above all, the three case studies illustrate the depth of relationships and commitments that are nurtured by working in alliance over many years, such that many of the settlers and Indigenous people involved come to view one another in 'family' or kin-like terms and these relationships may extend beyond a particular activist struggle (cf Hancock & Newton, this volume).…”

Section: Discussionmentioning

confidence: 99%

“…Conversely, Indigenous and settler activists and scholars have contemplated ‘settler ally’ roles and responsibilities in light of intersecting identities and power relations, highlighting an emerging and evolving set of principles and practices (Amadahy, 2008; Denis and Bailey, 2016; Mathur et al, 2011; Walia, 2012). This work also explores ‘coalition as a site of learning and transformation’ (Davis and Shpuniarsky, 2010: 340), considering the emotional work that accompanies and undergirds processes of relationship-building towards decolonization (Battell Lowman and Barker, 2015; Carlson-Manathara with Rowe, 2021; Christian and Freeman, 2010; Hiller, 2017; Regan, 2010). Scholars have observed that it is often in the context of alliance relationships that settlers begin to engage in critically reflexive action to challenge settler colonial power structures (Amadahy, 2008; Gehl, 2012; Irlbacher-Fox, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Learning and unlearning: Settler engagements in long-term Indigenous–settler alliances in Canada

et al. 2022

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Drawing on three cases of long-term Indigenous–settler alliances in Canada, this research investigates the roles and contributions of settlers towards decolonization. As a multidisciplinary team of Indigenous and non-Indigenous scholars, our research goal has been to understand how such alliances endure and change over time, and how they negotiate power dynamics, tensions and changes, within a settler colonial context. Taking a comparative case study approach, and analysing interviews, sharing circles and archival documents, we focus here on the lessons that alliance participants have learned from their activist experiences about settler roles and responsibilities. The three cases include (1) The Right to Belong: Indigenous women’s organizing and the struggle to eliminate sex discrimination in the Indian Act; (2) Shoal Lake 40 First Nation’s Freedom Road campaign to end a century of state-imposed geographic isolation and to secure access to safe drinking water; and (3) the alliance-building and solidarity activism of Canadian ecumenical social justice coalitions now under the umbrella of KAIROS Canada. While none of these campaigns alone equates to decolonization in the sense of land return and Indigenous sovereignty, each has helped create the conditions, relationships and transformations in settler consciousness that may provide the ground for decolonization. Taken together, the three case studies illustrate the contingent environments in which alliances are forged and the ways in which settlers take up particular responsibilities based on Indigenous-defined goals.

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Sustainable Ecosystems and the Economics of State Ownership: A Three-Stage Structural Framework and Innovative Insights

2023

J Knowl Econ

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Tracing the spirals of unsettlement: Euro-Canadian narratives of coming to grips with Indigenous sovereignty, title, and rights

Cited by 4 publications

References 0 publications

“The More You Know”: Critical Historical Knowledge About Indian Residential Schools Increases Non‐Indigenous Canadians' Empathy for Indigenous Peoples

“The More You Know”: Critical Historical Knowledge About Indian Residential Schools Increases Non‐Indigenous Canadians' Empathy for Indigenous Peoples

Learning and unlearning: Settler engagements in long-term Indigenous–settler alliances in Canada

Sustainable Ecosystems and the Economics of State Ownership: A Three-Stage Structural Framework and Innovative Insights

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