UBC Wiki - User contributions [en]

Discrimination of Indigenous People

2017-11-29T00:26:02Z

MackenzieSiddall: /* References */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.

Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==

=== Residential Schools ===
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

=== Denial of Rights ===
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

=== Mistreatment of Women ===
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

=== Livelihood ===
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Allison, F., Schwartz, M., & Cunneen, C. (2013). Indigenous Peoples' Experiences of Discrimination in the Northern Territory. ''Indigenous Law Bulletin 8''(5), 8-12.

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Kenrick, J., & Lewis, J. (2004). Indigenous peoples' rights and the politics of the term Indigenous. ''Anthropology Today. 20''(2), 4-9. doi:10.1111/j.0268-540X.2004.00256.x

Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Discrimination of Indigenous People

2017-11-27T22:03:16Z

MackenzieSiddall:

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.

Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==

=== Residential Schools ===
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

=== Denial of Rights ===
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

=== Mistreatment of Women ===
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

=== Livelihood ===
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Allison, F., Schwartz, M., & Cunneen, C. (2013). Indigenous Peoples' Experiences of Discrimination in the Northern Territory. ''Indigenous Law Bulletin 8''(5), 8-12.

Kenrick, J., & Lewis, J. (2004). Indigenous peoples' rights and the politics of the term Indigenous. ''Anthropology Today. 20''(2), 4-9. doi:10.1111/j.0268-540X.2004.00256.x

Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-27T21:59:16Z

MackenzieSiddall: /* Narratives around Indigenous Peoples */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Injustices Faced by Indigenous Peoples ==

=== Residential Schools ===
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

=== Denial of Rights ===
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

=== Mistreatment of Women ===
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

=== Livelihood ===
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Allison, F., Schwartz, M., & Cunneen, C. (2013). Indigenous Peoples' Experiences of Discrimination in the Northern Territory. ''Indigenous Law Bulletin 8''(5), 8-12.

Kenrick, J., & Lewis, J. (2004). Indigenous peoples' rights and the politics of the term Indigenous. ''Anthropology Today. 20''(2), 4-9. doi:10.1111/j.0268-540X.2004.00256.x

Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-27T21:59:04Z

MackenzieSiddall: /* Immigration of Indigenous People in Canada */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.

Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==

=== Residential Schools ===
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

=== Denial of Rights ===
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

=== Mistreatment of Women ===
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

=== Livelihood ===
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Allison, F., Schwartz, M., & Cunneen, C. (2013). Indigenous Peoples' Experiences of Discrimination in the Northern Territory. ''Indigenous Law Bulletin 8''(5), 8-12.

Kenrick, J., & Lewis, J. (2004). Indigenous peoples' rights and the politics of the term Indigenous. ''Anthropology Today. 20''(2), 4-9. doi:10.1111/j.0268-540X.2004.00256.x

Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-25T17:49:10Z

MackenzieSiddall: /* References */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Immigration of Indigenous People in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.

Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==

=== Residential Schools ===
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

=== Denial of Rights ===
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

=== Mistreatment of Women ===
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

=== Livelihood ===
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Allison, F., Schwartz, M., & Cunneen, C. (2013). Indigenous Peoples' Experiences of Discrimination in the Northern Territory. ''Indigenous Law Bulletin 8''(5), 8-12.

Kenrick, J., & Lewis, J. (2004). Indigenous peoples' rights and the politics of the term Indigenous. ''Anthropology Today. 20''(2), 4-9. doi:10.1111/j.0268-540X.2004.00256.x

Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-25T17:48:52Z

MackenzieSiddall: /* References */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Immigration of Indigenous People in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.

Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==

=== Residential Schools ===
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

=== Denial of Rights ===
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

=== Mistreatment of Women ===
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

=== Livelihood ===
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Allison, F., Schwartz, M., & Cunneen, C. (2013). Indigenous Peoples' Experiences of Discrimination in the Northern Territory. ''Indigenous Law Bulletin 8''(5), 8-12.

Kenrick, J., & Lewis, J. (2004). Indigenous peoples' rights and the politics of the term Indigenous. ''Anthropology Today. 20'' (2), 4-9. doi:10.1111/j.0268-540X.2004.00256.x

Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-25T17:44:06Z

MackenzieSiddall: /* References */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Immigration of Indigenous People in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.

Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==

=== Residential Schools ===
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

=== Denial of Rights ===
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

=== Mistreatment of Women ===
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

=== Livelihood ===
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Kenrick, J., & Lewis, J. (2004). Indigenous peoples' rights and the politics of the term Indigenous. ''Anthropology Today. 20'' (2), 4-9. doi:10.1111/j.0268-540X.2004.00256.x

Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-21T22:51:05Z

MackenzieSiddall: /* Narratives around Indigenous Peoples */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Immigration of Indigenous People in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.

Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==

=== Residential Schools ===
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

=== Denial of Rights ===
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

=== Mistreatment of Women ===
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

=== Livelihood ===
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-21T22:47:54Z

MackenzieSiddall: /* Injustices Faced by Indigenous Peoples */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Immigration of Indigenous People in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.
Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==

=== Residential Schools ===
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

=== Denial of Rights ===
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

=== Mistreatment of Women ===
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

=== Livelihood ===
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Thread:Talk:Transgender Children in Primary Schooling/feedback on wiki page

2017-11-08T19:56:46Z

MackenzieSiddall: New thread: feedback on wiki page

Hey! I find your topic to be very fascinating as it is not something I know a lot about. I think you did a good job in focusing in on your area of research and I am very curious as to see what information you compile for your wiki page!
It is a very popular topic of concern as it is becoming more common. As more people become aware of these issues, individuals will be better able to deal with situations and ensure equality for all.
Good luck with the research and I look forward to reading your page!

Talk:The Medicalization Of Aging

2017-11-08T19:53:38Z

MackenzieSiddall: Talk page autocreated when first thread was posted

Thread:Talk:The Medicalization Of Aging/feedback on wiki page

2017-11-08T19:53:38Z

MackenzieSiddall: New thread: feedback on wiki page

Hey!
I find your topic really interesting as I am taking a Kinesiology course about Aging, Health, & the Body. We specifically focus on 2 main categories of age- the Third Age and the Fourth Age. I recommend you take a look into this as it will help with explaining medicalization of aging and the idea that people fear the aging process and do anything they can to stay away from old age (Fourth Age) & remain youthful (Third Age).
This article will be helpful --> Higgs, P., & McGowan, F. (2013). Aging, embodiment and the negotiation of the Third and Fourth Ages. In A. Kampf, B. L. Marshall, & A. Petersen (Eds,), Aging men, masculinities and modern medicine (pp. 21-34). New York: Routledge.

Thread:Talk:Discrimination of Indigenous People/Suggestions/reply

2017-11-08T19:50:13Z

MackenzieSiddall: Reply to Suggestions

Thank you so much for your feedback! I really appreciate your suggestions for further research articles and your comments on the structure of my page!

Thread:Talk:The Medicalization Of Beauty/medicalization of beauty

2017-11-08T19:47:34Z

MackenzieSiddall: New thread: medicalization of beauty

Hi there!
I really like your topic, as I did my animation video assignment on this concept of medicalization of the body. I specifically focused on how women's bodies are constructed as these identities that must match what we portray in media. The concept of cosmetic surgery was very popular in terms of medicalizing women's bodies. Surgeries were the cure for everything.
I am interested to see what you write about under that subheading!
good luck!

Talk:Bodies as Productive Machines

2017-11-08T19:45:02Z

MackenzieSiddall: Talk page autocreated when first thread was posted

Thread:Talk:Bodies as Productive Machines/bodies as productive machines

2017-11-08T19:45:02Z

MackenzieSiddall: New thread: bodies as productive machines

This is a really interesting topic and your wiki page is off to a great start. I specifically like the section on Breast Cancer and how you explain that women are viewed as not only having breast cancer, but they are also women. This identity serves them as being labelled disabled which is a very interesting topic of debate. I would like to see you dive further into this issue and examine the ways women are demoralized and labelled as such.

Discrimination of Indigenous People

2017-11-03T20:11:04Z

MackenzieSiddall: /* Injustices Faced by Indigenous Peoples */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Immigration of Indigenous People in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.
Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.

Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.

Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.

Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-03T20:07:55Z

MackenzieSiddall: /* Introduction to Immigration in Canada */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Immigration of Indigenous People in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.
Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-03T20:07:12Z

MackenzieSiddall: /* Land Claims */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, race, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Introduction to Immigration in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.
Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-03T20:06:25Z

MackenzieSiddall: /* Settler State */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Land Claims ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, racial, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Introduction to Immigration in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.
Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-03T18:26:54Z

MackenzieSiddall: /* Injustices Faced by Indigenous Peoples */

== Indigenous Peoples ==
Indigenous peoples are the original peoples of North America, along with their descendants. They carry with them unique histories, languages, cultural practices, and spiritual beliefs. There are three distinct groups which the Canadian Constitution identifies- Indians (more commonly known as First Nations), Inuit and Métis. These three groups make up what we refer to as Indigenous peoples.

== Settler State ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, racial, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.
The result of the forced move of Aboriginal peoples to lands called reserves provide the roots of poverty. Aboriginal people were restricted to small tracts of land, in the absence of any infrastructure or economy.

== Introduction to Immigration in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.
Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==
Indigenous communities have been victimized horribly by the Canadian state. They forced Indigenous peoples to move from their territories and into reservations. They denied Indigenous sovereignty through the 1869 Indian Act. Indigenous children were taken away from communities and abused by residential schools and the foster care system. Residential schools were successful in destroying Aboriginal culture and identity, and promoting assimilation of Aboriginal people into the mainstream Canadian society. The children put into these schools were faced with emotional, physical, and sexual abuse. To this day, there remains a lack of Aboriginal content in the school curriculum. The models used to deliver information to the children are based upon a very European westernized thought and culture and there remains a lack of cultural sensitivity and inclusion. The only way to sincerely address the education concern for Aboriginal peoples in Canada is to improve the education of non-Aboriginal children on Canadian history and issues affecting Aboriginal people. There is no way for non-Aboriginal people to fulfill their treaty responsibilities, work for justice, or interact respectfully with Aboriginal people if they do not understand the history of relations between their peoples or basics of Aboriginal cultures.
Another expression of racist attitudes and policies directed at Aboriginal peoples is their constrained civil and political rights. They were not only denied many rights throughout history, but they were denied of the political system, which was vital to address many issues that are part of their reality.
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities. The effects of these injustices are evident today through poverty, poor health and substance abuse.
Over the course of history, racism and discrimination took its toll on the Aboriginal population. The destruction of traditional ways of life, along with poorly organized reserve set-up resulted in impoverishment for those people on reserves. To make matters worse, the Canadian government put firm restrictions on relief efforts to reserves, which caused an even higher level of poverty. Europeans who arrived in North America brought with them many diseases which had damaging effects on Aboriginal people. They were not immune to the diseases, nor knew how to cure them. Health care was saved for those deserving of it- not Aboriginal peoples. In addition to this, Aboriginal medicine practices were generally seen as inferior to European and were often times banned. Another injustice Aboriginal people face is with regards to work. They have a higher unemployment rate than that of the national average.

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Indigenous and Northern Affairs Canada. ''Government of Canada''. Retrieved from: https://www.aadnc-aandc.gc.ca/eng/1100100013785/1304467449155

Aboriginal Issues. ''Centre for Social Justice''. Retrieved from: http://www.socialjustice.org/index.php?page=aboriginal-issues

Discrimination of Indigenous People

2017-11-03T17:44:15Z

MackenzieSiddall: /* Settler State and Resulting Poverty */

Discrimination of Indigenous People

2017-11-03T17:40:30Z

MackenzieSiddall: /* References */

Discrimination of Indigenous People

2017-11-03T17:39:56Z

MackenzieSiddall: /* Settler State */

Discrimination of Indigenous People

2017-11-03T17:35:39Z

MackenzieSiddall: /* Injustices Faced by Indigenous Peoples */

Discrimination of Indigenous People

2017-11-03T17:20:54Z

MackenzieSiddall: /* References */

Discrimination of Indigenous People

2017-11-03T17:20:33Z

MackenzieSiddall: /* References */

Discrimination of Indigenous People

2017-11-03T17:19:33Z

MackenzieSiddall: /* Indigenous Peoples */

Discrimination of Indigenous People

2017-11-02T22:20:44Z

MackenzieSiddall: /* Settler State */

== Indigenous Peoples ==

== Settler State ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, racial, class, and sex. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.

== Introduction to Immigration in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.
Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==
Indigenous communities have been victimized horribly by the Canadian state. The forced removal of Indigenous peoples from their territories and into reservations. The denial of Indigenous sovereignty by the 1869 Indian Act. Indigenous children taken away from communities and abused by residential schools and foster care system.
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities.

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Discrimination of Indigenous People

2017-11-02T22:19:56Z

MackenzieSiddall: /* Injustices Faced by Indigenous Peoples */

== Indigenous Peoples ==

== Settler State ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, racial, classed, and sexual. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.

== Introduction to Immigration in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.
Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==
Indigenous communities have been victimized horribly by the Canadian state. The forced removal of Indigenous peoples from their territories and into reservations. The denial of Indigenous sovereignty by the 1869 Indian Act. Indigenous children taken away from communities and abused by residential schools and foster care system.
Indigenous women became symbols of settler colonialism. The native women in Canada were heavily promoted by the Canadian state and national press as 'dirty or drunken squaws.' Women lost their status and roles as knowledge keepers, cast as lazy and slovenly by the white settler community. The Canadian government implemented a patriarchal ruling system on Indigenous communities by legally stripping away any leadership and status rights from Indigenous women through the Indian Act of 1869. There were an immense number of native women and children who were deprived of legal recognition and support as a result of the Indian Act. Rather than recognizing the courage and strength of Indigenous women in their efforts to support and take care of their families and communities in the midst of extreme state and public violence, Indigenous women were used as symbols by the Canadian state and media to advance the dehumanization of Indigenous communities.

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Discrimination of Indigenous People

2017-11-02T22:09:13Z

MackenzieSiddall: /* Narratives around Indigenous Peoples */

== Indigenous Peoples ==

== Settler State ==
When defining settler state, it is common to understand it as a particular form of colonialism in which European colonists and settlers permanently settled on Indigenous lands. They forcefully seized the lands from Indigenous peoples, and eventually greatly outnumbered Indigenous populations. These same colonial power structures who took the land and rights away from Indigenous communities are the very same power structures that relentlessly limit and regulate immigration and discriminate immigrants along several lines- gender, racial, classed, and sexual. Indigenous communities have to fight strongly for sovereignty and land rights, just as immigrants in Canada fight against anti-immigration, discrimination and prosecution.

== Introduction to Immigration in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==
Narratives assist individuals to shape who they are and how they belong to specific spaces. For many Indigenous and immigrant communities, stories form a very strong part of their identity and sense of belonging to each other and to their land. Despite the importance of narratives to Indigenous peoples, for majority of Canadian history, these stories were ignored, belittled, or violently silenced. To this day, stories of newly immigrant and Indigenous communities in Canada are underrepresented in the media and national discourse- they are a discriminated group of individuals. When examining narrative, it allows the opportunity to deconstruct and challenge many sociopolitical constructions that breed racial, sexual, gendered and class violence against immigrant and Indigenous communities.
Canada's history is one deeply rooted in the notion that Canada is a vast, untouched Northern wilderness that has been settled and turned into a great and powerful nation by the vigor of its settlers. However, in order for this definition of Canada to be promoted, many stories and narratives of Indigenous communities are silenced. There is a complete erasure of the long and diverse histories of Indigenous nations in Canada. The historical truth of how the land was forcibly taken from Indigenous peoples and the state's actions to purposely destroy and obliterate Indigenous communities and cultures is suppressed.

== Injustices Faced by Indigenous Peoples ==

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Discrimination of Indigenous People

2017-11-02T22:01:07Z

MackenzieSiddall: /* Settler State */

Discrimination of Indigenous People

2017-11-02T21:55:51Z

MackenzieSiddall: /* Introduction to Immigration in Canada */

== Indigenous Peoples ==

== Settler State ==

== Introduction to Immigration in Canada ==
Immigration in Canada has shaped much of its history and present society. The Canadian state emphasizes the country as one of a nation of immigrants. This completely removes the presence of Métis, First Nations and Inuit peoples, who make up the Indigenous peoples of what we now know as Canada. Canada is a country of settlers, colonists, Indigenous peoples, and immigrants, rather than one of solely immigrants. When the present-day immigration and settlement into Canada is spoken about, it is crucial to look at the histories and experiences of immigrants, in addition to the stories of Indigenous peoples whose territories we reside on.

== Narratives around Indigenous Peoples ==

== Injustices Faced by Indigenous Peoples ==

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Discrimination of Indigenous People

2017-11-02T21:49:51Z

MackenzieSiddall:

== Indigenous Peoples ==

== Settler State ==

== Introduction to Immigration in Canada ==

== Narratives around Indigenous Peoples ==

== Injustices Faced by Indigenous Peoples ==

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Discrimination of Indigenous People

2017-11-02T21:49:07Z

MackenzieSiddall: /* References */

== Settler State ==

== Introduction to Immigration in Canada ==

== Narratives around Indigenous Peoples ==

== Injustices Faced by Indigenous Peoples ==

== References ==
Stafford, A. (2017). ''Gender, Race, Sexuality, and Social Justice in Literature'' [online notes]. Retrieved from Lecture Notes Online Web site: https://connect.ubc.ca/bbcswebdav/pid-4390911-dt-content-rid-22638789_1/courses/SIS.UBC.GRSJ.224A.99A.2017WA.97590/Content/week_7_and_8/lecture_notes/wk_7_1.html

Discrimination of Indigenous People

2017-11-02T21:46:32Z

MackenzieSiddall:

== Settler State ==

== Introduction to Immigration in Canada ==

== Narratives around Indigenous Peoples ==

== Injustices Faced by Indigenous Peoples ==

== References ==

Discrimination of Indigenous People

2017-11-02T21:43:03Z

MackenzieSiddall: Created page with "Settler State Introduction to Immigration in Canada Narratives around Indigenous Peoples Injustices Faced by Indigenous Peoples References"

Settler State

Introduction to Immigration in Canada

Narratives around Indigenous Peoples

Injustices Faced by Indigenous Peoples

References

GRSJ224

2017-11-02T20:22:58Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Immigration_in_the_United_States# Immigration in the United States]

[http://wiki.ubc.ca/Safe_Third_Country_Agreement_Between_Canada_and_the_United_States# Safe Third Country Agreement Between Canada and the United States]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

The portrayal of women through media

[http://wiki.ubc.ca/the portrayal of women through media#Gender inequality]

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Discrimination_of_Indigenous_People# Discrimination of Indigenous People]

[http://wiki.ubc.ca/Bisexual_Visibility# Bisexual Visibility]

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

GRSJ224

2017-11-02T05:27:26Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

The portrayal of women through media

[http://wiki.ubc.ca/the portrayal of women through media#Gender inequality]

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Discrimination of Indigenous People#Discrimination of Indigenous People]

| valign="top" style="padding: 0; margin:0;width:25%" |

[http://wiki.ubc.ca/Discrimination_of_Indigenous_People#Discrimination_of_Indigenous_People]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

GRSJ224

2017-11-02T05:26:57Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

The portrayal of women through media

[http://wiki.ubc.ca/the portrayal of women through media#Gender inequality]

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Discrimination of Indigenous People]

| valign="top" style="padding: 0; margin:0;width:25%" |

[http://wiki.ubc.ca/Discrimination_of_Indigenous_People#Discrimination_of_Indigenous_People]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

GRSJ224

2017-11-02T05:26:23Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

The portrayal of women through media

[http://wiki.ubc.ca/the portrayal of women through media#Gender inequality]

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Discrimination of Indigenous People]

| valign="top" style="padding: 0; margin:0;width:25%" |

[[http://wiki.ubc.ca/Discrimination_of_Indigenous_People]]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

GRSJ224

2017-11-01T23:57:49Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Discrimination of Indigenous People#Discrimination of Indigenous People]

| valign="top" style="padding: 0; margin:0;width:25%" |

[[http://wiki.ubc.ca/Discrimination_of_Indigenous_People#Discrimination_of_Indigenous_People]]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

GRSJ224

2017-11-01T23:57:26Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[Discrimination of Indigenous People#Discrimination of Indigenous People]

| valign="top" style="padding: 0; margin:0;width:25%" |

[http://wiki.ubc.ca/Discrimination_of_Indigenous_People#Discrimination_of_Indigenous_People]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

GRSJ224

2017-11-01T23:55:08Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Discrimination of Indigenous People#Discrimination of Indigenous People]

| valign="top" style="padding: 0; margin:0;width:25%" |

[http://wiki.ubc.ca/Discrimination_of_Indigenous_People#Discrimination_of_Indigenous_People]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

GRSJ224

2017-11-01T23:54:40Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Discrimination of Indigenous People]

| valign="top" style="padding: 0; margin:0;width:25%" |

[[http://wiki.ubc.ca/Discrimination_of_Indigenous_People#Discrimination_of_Indigenous_People]]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

Discrimination

2017-11-01T23:54:18Z

MackenzieSiddall: Created page with "Discrimination of Indigenous People"

Discrimination of Indigenous People

GRSJ224

2017-11-01T23:53:40Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Discrimination of Indigenous People#Discrimination of Indigenous People]

| valign="top" style="padding: 0; margin:0;width:25%" |

[[http://wiki.ubc.ca/Discrimination_of_Indigenous_People#Dicrimination_of_Indigenous_People]]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

GRSJ224

2017-11-01T23:48:36Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Title#Title] Discrimination of Indigenous People

| valign="top" style="padding: 0; margin:0;width:25%" |

[[http://wiki.ubc.ca/Discrimination_of_Indigenous_People#Dicrimination_of_Indigenous_People]]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

GRSJ224

2017-11-01T23:45:07Z

MackenzieSiddall: /* Discrimination */

=== INTRODUCTION ===

This '''Wikispace''' is a peer-produced shared resource that will evolve as students post content relating to GRSJ224. You are responsible for creating dynamic and informative wiki pages. As you add and update information throughout the semester, originality, resourcefulness, and creativity is encouraged. The wiki will be sustained for successive semesters so that the work you contribute will be available to future students.

=== ASSIGNMENT INFORMATION ===

To download and view full details of the assignment, click [https://connect.ubc.ca/bbcswebdav/xid-16358571_1 here].

{| class="wikitable"
|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_preparation.gif ||
* Read: [http://net.educause.edu/ir/library/pdf/ELI7004.pdf 7 Things you should know about Wikis]
* Choose a term from the table of contents
* Confirm your selection of topic with your instructor by the '''SECOND WEEK OF CLASSES'''
* Set up your wiki page.
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_finalizing.png ||
* Continue to work towards improving and finalizing your Wiki.
* Consider the wiki as a whole and the usefulness of adding images and links.
* Check your Talk page to see if your peers provided you with any useful feedback
* Ensure your Wiki is properly cited
* Proofread your Wiki

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_research.gif ||
* Gather resources in relevance of your discoveries to class materials.
* Familiarize yourself with the wiki-authoring tools of [[GRSJ224/wikibasics|Wiki Basics]]
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_submit.gif ||
* Submit "Wikipedia Report" to your instructor in Connect

|-
| https://connect.ubc.ca/bbcswebdav/courses/WS.UBC.FL.GRSJ.224.COURSECONTENT.2014S/Files%20for%20UBC%20Wiki/wiki_drafting.gif ||
* Read: [http://en.wikipedia.org/wiki/Wikipedia:Writing_better_articles Wikipedia's guide to Writing Better Articles]
* Write content relevant to class material.
* Tailor your page to your audience.
* Check out your peers’ draft Wikis below and provide feedback using the [http://wiki.ubc.ca/Help:Talk_pages Talk pages]
* The intellectual rules of property DO apply: provide [http://en.wikipedia.org/wiki/Hyperlink links], not [http://en.wikipedia.org/wiki/Plagiarism plagiarisms].
|}

'''Helpful Links:'''
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d2u58vo0/uiconf_id/11170637/entry_id/0_kmj3r79h Embed an Image]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_nguojj8r/uiconf_id/11170637/entry_id/0_d9350hqg Embed a Video]
* [https://admin.video.ubc.ca/index.php/kwidget/wid/0_d478y7sn/uiconf_id/11170637/entry_id/0_sg3scx28 Link to an external website]

=== TABLE OF CONTENTS ===

{| width="100%" cellpadding="2" cellspacing="5" border="1" style="background:aliceblue; border-style:solid; border-width:1px; border-color: #AEDCF6;"
|-
| valign="top" style="padding: 0; margin:0;width:25%" |
====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Democracy</span></h2>====

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Neoliberalism</span></h2>====
[http://wiki.ubc.ca/The_Divide_between_the_Global_North_and_the_Global_South_as_a_Result_of_Neoliberalism#Health_in_the_Global_North The Divide between the Global North and the Global South as a Result of Neoliberalism]

[http://wiki.ubc.ca/test]

*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Post-coloniality</span></h2>====

*
*
*
[http://wiki.ubc.ca/GRSJ224/cultural_appropriation_of_Indian_culture Cultural Appropriation of Indian Culture]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Reproduction</span></h2>====
[[Queer Parenting]]

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Immigration</span></h2>====

[http://wiki.ubc.ca/Title#Title]

[http://wiki.ubc.ca/Long_Title#Long Title]

|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Feminism</span></h2>====

*
*
*

| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Discrimination</span></h2>====

[http://wiki.ubc.ca/Title#Title] Discrimination of Indigenous People

| valign="top" style="padding: 0; margin:0;width:25%" |

[http://wiki.ubc.ca/Discrimination_of_Indigenous_People#Dicrimination_of_Indigenous_People]

[[Discrimination of Indigenous People]]

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Indigeneity</span></h2>====

*[[User:AlexandraDrossos#Access_to_Health_care_on_Aboriginal_Reservations_in_Canada|Access to Health Care on Aboriginal Reserves in Canada]]
|-
| valign="top" style="padding: 0; margin:0;width:25%" |

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Masculinity</span></h2>====

====<h2 style="margin:0; background:#2B3087; font-size:14px; font-weight:bold; border:1px solid #a3b0bf; text-align:left; color:#000; padding:0.2em 0.4em;"><span style="color:white">Medicalization</span></h2>====

[http://wiki.ubc.ca/The_Medicalization_of_Traditional_Chinese_Medicine_in_Western_Medicine The Medicalization of Traditional Chinese Medicine in Western Medicine]

| valign="top" style="padding: 0; margin:0;width:25%" |

|}

===ARCHIVE===
Here is an archive of the Wiki pages created by previous students: [[GRSJ224/archive|Archive of Wiki pages]]

Title

2017-11-01T23:41:08Z

MackenzieSiddall: Blanked the page