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Slideshow that accompanies the Building Inclusive Communities Training Workshop. Produced by the Inclusive Communities Committee, a subcommittee of the Grey Bruce Violence Prevention Committee.

Slideshow that accompanies the Building Inclusive Communities Training Workshop. Produced by the Inclusive Communities Committee, a subcommittee of the Grey Bruce Violence Prevention Committee.

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  • 1. Building Inclusive Communities A training workshop for workplaces and community groups
  • 2. Building Inclusive Communities Presented by the Inclusive Communities Committee, a sub committee of the Grey Bruce Violence Prevention Coordinating Committee www.endabusenow.ca
  • 3. Building Inclusive Communities  Welcome  Housekeeping  Getting Started  Group smudge
  • 4. A big tent with room for all
  • 5. Building Inclusive Communities “Racism in its many forms is one of the chief barriers to individual fulfillment and happiness in our own society…. I hope that people will finally come to realize that there is only one ‘race’ - the human race- and that we are all members of it” Margaret Atwood
  • 6. In the Spirit of Unity
  • 7. In the Spirit of Unity The Unity Button is a reminder of the Medicine Wheel Teachings and the Four Directions as handed down to us by our Elders.
  • 8. In the Spirit of Unity In Traditional storytelling, many Elder’s teach about equality and respect for all the people of all colours. It is a celebration of our identity as Aboriginal People and the diversity of our many nations.
  • 9. In the Spirit of Unity The people who wear this symbol are not only proclaiming pride in their own cultures but respect for all cultures of the world.
  • 10. Building Inclusive Communities Workshop Goals  To support learning and changes in attitudes to build inclusive communities and inclusive workplaces  To provide opportunities for skill development and understanding to address racism and discrimination in the workplace and in our communities.
  • 11. Building Inclusive Communities Expected Outcomes:  Recognition of how racism effects us as individuals and communities  New knowledge of the diversity in our community and the history of Aboriginal people  New understanding about the values, attitudes and beliefs that underpin racism, diversity and inclusiveness  New skills to address racism and build more inclusive communities.
  • 12. Some definitions  Aboriginal: The  First Nations: groups original people of of original Canada and their inhabitants of descendants, Canada. including First  Métis: Mixed First Nation, Métis and Nations and Inuit. Term used in European ancestry the Canadian  Inuit: Original Constitution (1982) inhabitants of northern Canada living generally above the tree line.
  • 13. Getting Started - Introductions Imagine an inclusive workplace, family and community
  • 14. Introduce yourself and say one thing you imagine in an inclusive workplace, family, community.
  • 15. Building Inclusive Communities
  • 16. Building Inclusive Communities  Why is racism an issue for me/us?  What does it look and feel like?  Create a list of the overt and covert ‘markers’ of racism and discrimination
  • 17. Building Inclusive Communities  How do we benefit from racism and discrimination (past and present)?  How do we lose?
  • 18. Building Inclusive Communities
  • 19. Weaving Our Communities
  • 20. Settlement in Canada and Grey Bruce - A brief overview  At the time of European contact 900 years ago there were about 10 million Aboriginal people living in North America  Archeological evidence shows Aboriginal cultures at Sandia (13,000 years ago), Clovis (10,000 and Folsom (6,000 )
  • 21. Settlement in Canada and Grey Bruce  Diverse Aboriginal nations and language groups with sophisticated cultures were well established in all areas of North America at the time of contact.  Between 1500 and 1600 Giovanni Caboto (Cabot) and Champlain began the history of English and French colonization and white settlement.
  • 22. Settlement in Canada and Grey Bruce  Aboriginal and European cultures differed greatly, especially around the concept of “ownership’ of land - a concept that Aboriginal culture did not support.  European colonization also brought diseases that had a decimating impact on the Aboriginal population
  • 23. A brief overview of settlement  The relationship of Europeans and Aboriginals was ‘nation’ to ‘nation’ and included military alliances, trading, and treaties.  After 1800 Aboriginal people were seen as a barrier to advancement of European settlement and land ownership.
  • 24. A brief overview of settlement  1763 the British Royal Proclamation established the Indian Territory, a vast area of land where whites could not settle or buy lands. This set the stage for treaties between First Nations and the Crown.  Treaties were signed agreements where First Nations agreed to share land or grant access to land in exchange for protections and rights from the Crown. (11 numbered treaties were signed between 1871-1906)
  • 25. A brief overview of settlement  1700 slavery was authorized in “New France”. Black African slaves were introduced to Canada.  Canada became a safe haven for black Loyalists during the American Revolution (1775-1783)  1815 - 1860 the Underground Railroad led tens of thousands of black slaves seeking freedom to Canada  1833 British government abolished slavery.
  • 26. A brief overview of settlement  In 1830 the colonialist introduced a new policy of ‘civilization’ and ‘Christianization’ and removal of Indians to reserves.  The Federal Indian Act (1876) defined Indian status and outlined how Indians could acquire full Canadian citizenship by relinquishing their culture, traditions and rights to land.
  • 27. The government of Canada saw the Indian Act as a temporary measure to control Aboriginal peoples until they were fully assimilated through enfranchisement. It was not until 1960 that Indians were granted the right to vote in federal elections.
  • 28. Under the Indian Act Aboriginal people lost their status when they received a university degree, became a doctor, lawyer, or Christian minister. Status was passed through the male. Aboriginal women lost status when they married a man without status.
  • 29. A brief overview of settlement Prior to colonization, Aboriginal women had distinct and powerful roles in decision making, and many cultures were matriarchal. Colonization imposed new forms of governance based on patriarchy, where woman lost status, rights and voice.
  • 30. Residential Schools Part of the assimilation process was the institution of residential schools. Aboriginal children were forcibly removed from their families and communities and forced to adopt Canadian culture. They were punished for practicing their culture and languages.
  • 31. Residential Schools Emotional, physical, psychological, sexual and spiritual abuses took place in schools funded by the government and run by Christian missionaries. Countless children died of disease, overcrowding, and abuse.
  • 32. Residential Schools “authorities at all levels failed to give them (children) the care and protection to which they were entitled. Sexual and other forms of abuse took root and flourished…This cannot be seen as an understandable but regrettable excess of the day. At no time has it been part of this country’s values to allow the brutal exploitation of children in institutions charged with their care.” (Globe and Mail 1998)
  • 33. Aboriginal Settlement in Grey Bruce Our people and nations have been here as long as the English have been in England, and will continue to do so as long as the grass is green and the water runs.
  • 34. Aboriginal Settlement in Grey Bruce The Chippewas of Saugeen First Nation and the Chippewas of Nawash First Nation share the same traditional territories in southwest Ontario. They are part of the ancient Three Fires Confederacy of Ojibway, Odawa, and Pottawatomi. The Anishnabek nation is the second largest Indigenous nation in North America,after the Navajo Apache, with successful councils, self government and unity.
  • 35. Traditionally, the Anishnaabek had the Dodem clan system of government. Men and women practiced consensus decision making and followed their own conscience when making a choice. They fished, hunted, created maple syrup, gathered rice, discovered medicines, and traded with the Huron and Odawa for corn, squash, beans that came from an extensive network of trading across Turtle Island that ran from Peru through Mexico.
  • 36. Settlement in Grey and Bruce  1600’s French and Métis settlement begins  1773 Indian Territory established (all of the Great Lakes area)  1800’s European settlement (Irish, Scots, English) begins
  • 37. Aboriginal Settlement in Grey Bruce  1836 treaty with Saugeen Ojibway for all lands south of the peninsula in return for housing, assistance to become ‘civilized’ and protection of the peninsula ‘forever’.  1854 coerced treaty with Saugeen Ojibway for the peninsula. Reserves at Saugeen and Nawash established.
  • 38.  1993 Recognition of Aboriginal treaty rights (Jones-Nadjiwon decision)  1994 Saugeen Ojibway land claim for traditional territory
  • 39. Settlement in Grey and Bruce 1800’s Black settlers escaping slavery and Loyalists to the crown settle in the area. Several important settlements existed in Grey County: Priceville, Nenagh and Virginia (now Ceylon) in the southern part of the County, Negro Creek, and Holland Centre in the middle, and Owen Sound in the north. 1862 First Emancipation Picnic in Harrison Park, Owen Sound.
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  • 41. Grey Bruce Settlement  1890 Jewish and German settlement begins.  1900 - 1970’s European immigration continues  1970’s visible minority immigration begins.
  • 42. Story of Settlement  What is the legacy of the story of settlement?  What needs to change for the future?
  • 43. Building Inclusivity Review of Tools: Markers of racism and discrimination - adding to our list Markers of inclusivity - adding to our list
  • 44. Racism Racism is the intentional or unintentional use of power to isolate, separate and exploit others. This use of power is based on a belief in superior origin, identity of supposed racial characteristics. Racism confers certain privileges on and defends the dominant group, which in turn sustains and perpetuates racism.
  • 45. Racism Both consciously and unconsciously, racism is enforced and maintained by the legal, cultural, religious, educational, economical, political and military institutions of societies. Racism is more than just a personal attitude. It is the institutionalized form of that attitude. It is both overt and covert. Racism is racial prejudice plus power.
  • 46. Building Inclusivity What stands in the way of addressing racism and discrimination? Why don’t we address it?
  • 47. Building Inclusivity What resources and supports do we have to build on? Where can we get information, support, help?
  • 48. Taking Action A recent research study in Canada and the USA found that people identify situations of racism and discrimination happening around them, but they are reluctant to get involved. In some cases they avoid future contact with the person who they see as the victim of the racist or discriminatory behaviour.
  • 49. Building Skills
  • 50. Perspectives  The Victim - the person or persons who experience racist or discriminatory acts.  The Perpetrator - the person or persons who perpetrate racist or discriminatory acts.  The Bystander - The person or persons who observe racist or discriminatory acts.
  • 51. Structured Rehearsals  Read over the scenario  Discuss possible options to respond to this scenario  Try out an option(s)  Discuss how this felt  What would work better?  Replay the scenario with new option(s)  Discuss and note your learning
  • 52. Building Skills  What are the skills you worked on?  What makes a difference?  Where did you need help?  What was the most important learning from this exercise?
  • 53. Building Inclusivity and Taking Action  What do we need to do to build inclusivity in our workplace?  Our community?  What strengths do we have?  What are our next steps?
  • 54. A big tent with room for all
  • 55. Thanks!  To the members of the ICC for developing the workshop  To the government of Ontario for funding  To you for building inclusive communities