Building Inclusive Communities 6

Building Inclusive Communities

Building Inclusive Communities

A training workshop for workplaces and community groups

A training workshop for workplaces and community groups

Building Inclusive CommunitiesBuilding Inclusive Communities

Presented by the Inclusive

Communities Committee, a sub committee of the Grey Bruce Violence Prevention Coordinating Committee

www.endabusenow.ca

Presented by the Inclusive

Communities Committee, a sub committee of the Grey Bruce Violence Prevention Coordinating Committee

www.endabusenow.ca


Welcome

Housekeeping

Getting Started

Group smudge

Welcome

Housekeeping

Getting Started

Group smudge

A big tent with room for allA big tent with room for all


“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

“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

In the Spirit of UnityIn 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.

The Unity Button is a reminder of the Medicine Wheel Teachings and the Four Directions as handed down to us by our Elders.


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.

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.


The people who wear this symbol are not only proclaiming pride in their own cultures but respect for all cultures of the world.

The people who wear this symbol are not only proclaiming pride in their own cultures but respect for all cultures of the world.


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.

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.


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.

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.

Some definitionsSome definitions

First Nations: groups of original inhabitants of Canada.

Métis: Mixed First Nations and European ancestry

Inuit: Original inhabitants of northern Canada living generally above the tree line.

First Nations: groups of original inhabitants of Canada.

Métis: Mixed First Nations and European ancestry

Inuit: Original inhabitants of northern Canada living generally above the tree line.

Aboriginal: The original people of Canada and their descendants, including First Nation, Métis and Inuit. Term used in the Canadian Constitution (1982)

Aboriginal: The original people of Canada and their descendants, including First Nation, Métis and Inuit. Term used in the Canadian Constitution (1982)

Getting Started - Introductions

Getting Started - Introductions

Imagine an inclusive workplace, family and community

Imagine an inclusive workplace, family and community

Introduce yourself and say one thing you imagine in an inclusive workplace, family, community.

Introduce yourself and say one thing you imagine in an inclusive workplace, family, community.



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

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


How do we benefit from racism and discrimination (past and present)?

How do we lose?

How do we benefit from racism and discrimination (past and present)?

How do we lose?


Weaving Our CommunitiesWeaving Our Communities

Settlement in Canada and Grey Bruce - A brief overview

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 )

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 )

Settlement in Canada and Grey Bruce 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.

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.

Settlement in Canada and Grey Bruce 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

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

A brief overview of settlementA 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.

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.

A brief overview of settlementA 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)

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)


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.

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.


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.

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.

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.

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.

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.

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.


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.

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.

Residential SchoolsResidential 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.

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.


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.

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.


“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)

“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)

Aboriginal Settlement in Grey BruceAboriginal 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.

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.


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.

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.

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.

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.

Settlement in Grey and BruceSettlement 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

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


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.

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.

1993 Recognition of Aboriginal treaty rights (Jones-Nadjiwon decision)

1994 Saugeen Ojibway land claim for traditional territory

1993 Recognition of Aboriginal treaty rights (Jones-Nadjiwon decision)

1994 Saugeen Ojibway land claim for traditional territory

Settlement in Grey and BruceSettlement 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.

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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Grey Bruce SettlementGrey Bruce Settlement

1890 Jewish and German settlement begins.

1900 - 1970’s European immigration continues

1970’s visible minority immigration begins.

1890 Jewish and German settlement begins.

1900 - 1970’s European immigration continues

1970’s visible minority immigration begins.

Story of SettlementStory of Settlement

What is the legacy of the story of settlement?

What needs to change for the future?

What is the legacy of the story of settlement?

What needs to change for the future?

Building InclusivityBuilding Inclusivity

Review of Tools:

Markers of racism and discrimination - adding to our list

Markers of inclusivity - adding to our list

Review of Tools:

Markers of racism and discrimination - adding to our list

Markers of inclusivity - adding to our list

RacismRacismRacism 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.

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.

RacismRacismBoth 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.

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.


What stands in the way of addressing racism and discrimination?

Why don’t we address it?

What stands in the way of addressing racism and discrimination?

Why don’t we address it?


What resources and supports do we have to build on?

Where can we get information, support, help?

What resources and supports do we have to build on?

Where can we get information, support, help?

Taking Action 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.

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.

Building SkillsBuilding Skills

PerspectivesPerspectives

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.

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.

Structured RehearsalsStructured 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

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

Building SkillsBuilding 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?

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?

Building Inclusivity and Taking Action

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?

What do we need to do to build inclusivity in our workplace?

Our community? What strengths do

we have? What are our next

steps?

A big tent with room for allA big tent with room for all

Thanks!Thanks!

To the members of the ICC for developing the workshop

To the government of Ontario for funding

To you for building inclusive communities

To the members of the ICC for developing the workshop

To the government of Ontario for funding

To you for building inclusive communities

Education

Building Inclusive Communities 6