www.usaskstudies.coop

Co-operative Higher Education after the Truth and Reconciliation Commission: Energizing

Post-colonial Communities

Dr. Isobel M. Findlay Fellow in Co-operatives, Diversity, and Sustainable Development

Centre for the Study of Co-operatives and Len Findlay, Professor, English, and Director, Humanities ResearchUnit , University of

Saskatchewan

!CASC 2016, U of Calgary, June 1, 2016

Overview

• Rethinkingco-operativehighereducation• Co-operativesandMutualsCanada• TruthandReconciliationCommission

• Historicizing,resocializing,andindigenizing• Reframingoldstories• Respectinglegalinstruments• Reimaginingtheprojecttogether• BuildingreconciliationthroughIndigenousandco-operativecritique

• Largelyignoresthe2012UNInternationalYearofCo-operatives– Toraisepublicawarenessoftheinvaluablecontributionsofcooperative

enterprisestopovertyreduction,employmentgenerationandsocialintegration.– Tohighlightthestrengthsofthecooperativebusinessmodelasanalternative

meansofdoingbusinessandfurtheringsocioeconomicdevelopment• Defundsco-oporganizations• Attacksondemocraticgovernance,knowledge,anddifference• Advocacychills• Internationalaidisrealignedwithtradeandafederalminister’sportfolio

changedfromInternationalCo-operationtoInternationalDevelopment• Pluralityofeconomiesandentrepreneurialmodelsreducedtosingle

reductiveneoliberallogicandmarketfundamentalism

• Ecologicalinterestsasimpedimentstoextractiveimperativesandasluxuries(likesocialjustice)

UncooperativeFederalism

Co-operativesandMutualsCanada• Educationisacoreprincipleofco-operatives

– Knowledgeoftheco-operativedifferenceandheritage– Abilitytolinkprinciplesandvaluestoco-operativemanagement– Developmentofco-opspecificskillsandcompetencies– Abilitytodistinguishco-operativesandmutualsfromotherbusinessforms– Significantknowledgeofdiverseco-ops/mutualswithinandbeyondCanada– Understandingoftheidentityandculturethatdrivesthisbusinessmodel

• NeedsAssessmentforHigherEducationProgramsinCo-operativeEducationbytheCanadianCo-operativeSector

– Todeterminesectorneeds– Todetermineawarenessofexistingprograms,conditionsleadingtoenrolment,

andrelativeinterestinco-opeducation– Tospurhighereducationtoreflectandact

TruthandReconciliationCommission10PrinciplesofReconciliation

1.TheUnitedNationsDeclarationontheRightsofIndigenousPeoplesistheframeworkforreconciliationatalllevelsandacrossallsectorsofCanadiansociety.2.FirstNations,Inuit,andMétispeoples,astheoriginalpeoplesofthiscountryandasself-determiningpeoples,haveTreaty,constitutional,andhumanrightsthatmustberecognizedandrespected.3.Reconciliationisaprocessofhealingofrelationshipsthatrequirespublictruthsharing,apology,andcommemorationthatacknowledgeandredresspastharms.4.ReconciliationrequiresconstructiveactiononaddressingtheongoinglegaciesofcolonialismthathavehaddestructiveimpactsonAboriginalpeoples’education,culturesandlanguages,health,childwelfare,theadministrationofjustice,andeconomicopportunitiesandprosperity.5.Reconciliationmustcreateamoreequitableandinclusivesocietybyclosingthegapsinsocial,health,andeconomicoutcomesthatexistbetweenAboriginalandnon-AboriginalCanadians.

TruthandReconciliationCommission10PrinciplesofReconciliation

6.AllCanadians,asTreatypeoples,shareresponsibilityforestablishingandmaintainingmutuallyrespectfulrelationships.7.TheperspectivesandunderstandingsofAboriginalEldersandTraditionalKnowledgeKeepersoftheethics,concepts,andpracticesofreconciliationarevitaltolong-termreconciliation.8.SupportingAboriginalpeoples’culturalrevitalizationandintegratingIndigenousknowledgesystems,oralhistories,laws,protocols,andconnectionstothelandintothereconciliationprocessareessential.9.Reconciliationrequirespoliticalwill,jointleadership,trustbuilding,accountability,andtransparency,aswellasasubstantialinvestmentofresources.10.Reconciliationrequiressustainedpubliceducationanddialogue,includingyouthengagement,aboutthehistoryandlegacyofresidentialschools,Treaties,andAboriginalrights,aswellasthehistoricalandcontemporarycontributionsofAboriginalpeoplestoCanadiansociety.

TruthandReconciliationCommission

• Foroveracentury,thecentralgoalsofCanada’sAboriginalpolicyweretoeliminateAboriginalgovernments;ignoreAboriginalrights;terminatetheTreaties;and,throughaprocessofassimilation,causeAboriginalpeoplestoceasetoexistasdistinctlegal,social,cultural,religious,andracialentitiesinCanada.Theestablishmentandoperationofresidentialschoolswereacentralelementofthispolicy,whichcanbestbedescribedas“culturalgenocide.”

TRC, 2015

TheMomentofEntrepreneurialEnlightenment

• Thestadialmomentispre-Rochdalebutafter,andamidst,theEuropeanandglobalantecedentsandanaloguesofaformalco-operativemovement

• Itturnsonconjecturalhistory’sfavouredsequence:hunting,pasturage,agriculture,andcommerce

• Andthismarket-drivensequencingoftimeiscomplementedorevencompletedbytheacquisitionofspaceforwhitesettlementandsurrogatesitesofwhiteproduction

HiddenCurriculum/HiddenHistory• Hiddencurriculum(Jackson,1968)

• Repeatingsettlerstatestoriesobscuring“systemicstateviolence”and“ongoingsettlercolonialismundertheguiseofbenevolentconcern”(Razack,2015)

• Aboriginaleconomicsuccesses“forthemostparthiddenfromthebroaderpublicdomain....benefittotheoverallCanadianeconomy”(StandingSenateCommittee,2007)

• Co-operativeformsofownershipandgovernanceremainlargelyinvisibleineconomictextbooks(Quarteretal.,2007)

• Orinbusinessschoolcurriculaorinmassmediacelebrating“heroic”individualismwhiledismissingco-operativebehaviorsas“irrational”or“justplainstupid”(Laycock,1990)

DecolonizingMethodologies• Unmapping(Phillips,1997)toexposehemythof

colonialinnocence!• “Theterm‘research’isinextricablylinkedto

Europeanimperialismandcolonialism.Theworditself,‘research’,isprobablyoneofthedirtiestwordsintheindigenousworld’svocabulary”(Smith,1999).!

• Indigenousresearchersleadingadiscourseonrespect,justice,anddecolonization

RedefiningIndigenousEducation• IndigenousknowledgeandheritageasAboriginal

rights• Indigenouseducationalengagement,partnerships

withIndigenousorganizationsandcommunities,andframeworksbasedonIK

• Transformationaleducationbeyond“closingthegap”discourse

• Colonialculpabilityforlowattainment,socio-economic,&healthimpacts

• Vision:thatIndigenousidentities,cultures,languages,values,waysofknowing,andknowledgesystemswillflourishinallCanadianlearningsettings

CanadianUniversityInitiatives• 43of135CollegesandInstitutesofCanadamemberssigntheIndigenousEducationProtocol

launchedDec2014• UniversitiesCanada13PrinciplesonIndigenousEducation,June2015• TrentUniversity—leaderandinnovatorinIndigenouseducation• FirstNationsUniversityofCanada,2003(1976FSINagreementwithUofReginaforSaskatchewan

IndianFederatedCollege)• UniversityofRegina--StrategicPlan,PeyakAskiKikawinaw(2015-2020);Dr.ShauneenPete’s100

waystoindigenizeanddecolonize• UniversityofWinnipeg—IndigenousCourseRequirementApprovedfor2016-17• Manitoba’sIndigenousEducationBlueprintsignedbypost-secondaryandpublicschoolboards

—”MakingExcellenceinIndigenousEducationaPriority”• UniversityofVictoria—Reconciliationsyllabus(27,28,&50)• LakeheadUniversity—firstandonlylawschoolinCanadatoincludestandalonemandatorycourses

onIndigenouslegalissuesinitscurriculum

UniversityofSaskatchewan

UniversityofSaskatchewan• NativeLawCentreofCanada(1975)• ITEP,NORTEP,SUNTEP• IndigenousStudies• NativeAccesstoNursing• CollegeofMedicineAboriginalStudentMentorshipand

IndigenousHealthCommittee• IndigenousVoices,GMTLC• IndigenousPeoplesInitiatives,CollegeofEngineering• PromiseandPotential:TheThirdIntegratedPlan2012to2016• USSUmotioncallingonIndigenouscontentinthecurriculum

ofeverycollegeanddegree;motionapprovedatCouncil,January2016

Remapping,Reactivating,orRepackaging• Globalizationisa“justificatorymyth”…“themainweaponinthebattles

againstthegainsofthewelfarestate”andneo-liberalism’sverysmartandverymodernrepackagingoftheoldestideasoftheoldestcapitalists”whiledismissing“progressivethoughtandactionasarchaic”(Bourdieu,1998).!

• “Thefoundationalbasisforanyrelationshipisanexchangeofstories”(Mi’kmawelderDr.AlbertMarshall,2010).!

• Speakingforourselvesin“thelanguageofsociallyembeddedeconomics”of“reciprocityandredistribution”(McMurtry,2009,p.77-78)!

• Promoting“cognitivejustice”for“adecentlife”(deSousaSantos,2007)!

• Anassertiveco-operativemovementcounteringthedominantdynamicoftheunencumberedmovementofcapital

Respectinglegalinstruments➢ TheUNDeclarationontheRightsofIndigenousPeoples(UNDRIP)(March,2008):

recordedratificationvote(March2008):144-4(Canada,Australia,NewZealand,theUnitedStatescontra);collectiveresolvetoachieve,entrench,anddefendAboriginalandtreatyrights(theCanadiancontributiontothisDeclarationunsungcf.JohnHumphrey’sroleinUniversalDeclarationofHumanRights)

!➢ “wewereinvisible....Wewereghostpeoples,hidden,likeourlanguagesand

cultures,bytheconceptofthenation-state”(Henderson,2008,p.35)

!➢ TheDeclaration...combinesourviewsandinterestsandwhichsetsthe

frameworkforthefuture.Itisatoolforpeaceandjustice,baseduponmutualrecognitionandmutualrespect.--LesMalezer,ChairoftheInternationalIndigenousPeoples'Caucus,2007

Respectinglegalinstruments➢ Achieving“theartoftheimpossibleintherealmoftheimprobable,”

Indigenouspeoplesfound“thecollectivestrengthtoreturntoourroleastheteachingcivilization,notthewillinglearnersofmodernity”--Henderson,2008,pp.10,48

➢ ReceptivityandresolvecanbenourishedattheUN,andUNrecognitionandlegitimationcanbetranslatedintospecificeducationalandeconomicinitiativesoutsidetheorthodoxiesof‘the’market.

➢ IndigenouspeopleswereworkingattheUNtoshifttheframesofunderstandingandpracticetoknowledgeecologiesalignedwithcommitmenttodiversityasenrichment,peoplebeforeprofit,andwithresponsiblestewardshipandsustainablepracticesgroundedinland,language,andthecollectiverightsandresponsibilitiesofpeoples(Findlay&Findlay,2012).

• Looktoco-operativeeducationanduniversitiestorethinkresourceallocation,values,anddiversityinrelationtoKuokkanen,Reshapingtheuniversity:Responsibility,Indigenousepistemes,andthelogicofthegift(2007)

• “WeareapeopleofAboriginalinspirationorganizedaroundaconceptofpeace,fairnessandgoodgovernment.Thatiswhatliesattheheartofourstory,attheheartofCanadianmythology,whetherfrancophoneorAnglophone.Ifwecanembracealanguagethatexpressesthatstory,wewillfeelagreatrelease.Wewilldiscoveraremarkablepowertoactandtodosoinsuchawaythatwewillfeelwearetruetoourselves”(Saul,2008,p.xii).

ReimaginingCanada

Viking Canada

• “AboriginalpeoplehavepracticedthesevenCo-opprinciplesforgenerations”—BillLyall,President,ArcticCo-operativesLtd.(ACL)

• “Theco-ophasrealmeaning.....It’sacommunitythingandanimportantthing....It’sourformofself-government”(GreatBearCo-opmember)

• “Co-opvaluesworkwellwithtogetherwithAboriginalvaluesbutthereisaneedformoreinformationandeducation.Schoolsshouldteachaboutco-ops”(GreatBearco-opmember;cit.Findlay&Wuttunee,2007)

Co-operativePrinciples

VoicesfromtheAtlanticDialogues• “Researchourselvesbacktolife;openearsandhearts”!

• “Thelabelswereconfusing”;alotofwordsthatweresacredtousweredemonized”;“Languageshousetheteachings.”Wedidn’tlosethelanguage;itwasstolen”!

• Schoolmeant“forgettingwhotheywere.”“Wewerestrappedforlaughing.”“everythingweweretaughtinearly[school]yearsweweren’t.”!

• “Theresultiswegointoprofessionstohelpandheal• “IletgowhenIrealizedtheydidittoeveryone—eventheir

ownwomenwhodidn’tgetthevoteuntilthe20thcentury.SonowIknowIampartofsomethingbiggerandIknowit’sneededtodayintheworld.”

• “Ourlanguage,ourartwork,porcupinebaskets,birchesandashbaskets..weresuitedtothearea,tolivingamongtreesandwater.”“Sharingstories,food,roles,routines,ritualsisallaboutrenewingrelationships.”

• Wedon’texternalizebutliveourworldview.Weneedtobeobservantandworkwiththetree....Thetreehasmemoryandpersonality....Afterharvestingatree,weleftanofferingoftobaccoasamarkofgratitude.”

• “Sustainingbalanceandreciprocityinadynamicrelationbetweenhumanityandmotherearthmeantceremoniesasanegotiationprocess.Italwaysinvolvesstorytelling,genealogies,andrelationships....Exclusiveownershipwasbeyondcomprehension.”

VoicesfromtheAtlanticDialogues

• Strandsofknowledgeweavingsocialrelationsofproductioninaco-operativeeconomy

• Celebratingplentyinsteadofthe“efficientuse”ofscarceresources

• Surplusasconnectionstocommunity• Living,learning,andcreatinginplace;givingthanks

andgivingback• Stretchingthetermsoftheseventhco-operative

principle(concernforcommunity)toincludethelandandallthatitsustainsandissustainedby

• Reimaginingtheconceptualeconomiesofourdisciplinesforresearchcommittedtothesocial,economic,andculturallifeofcommunities

• Endingcostlyfailurestocommunicate,think,andactinterculturally

•

LearningHumanitiesfromtheMi’kmaqbaskets

Indigenizing

• TheCallstoAction(2015)link“thegap”betweenIndigenousandnon-IndigenousCanadianstoanewunderstandingof“theeconomy”andofeducation,withspecificchallengesdirectedtouniversitiesandtoparticulardisciplines

• Thiswillentaillocaltranslationsandbroadconceptualshifts,butthereinventingofneitherthewheelnorthemedicinewheel

Saskatchewan First Nations Economic Development Network & Saskatchewan Co-operative Association (2015)

“FromManyPeoples,Strength”• Promotingeconomic,ecological,educational,and

discursivedemocracy• Animatinginterculturalexchangeandtrans-systemic

knowledges• Weavingtheinterdisciplinarybasket• Renamingissuesandremakingmeaningsformutually

beneficialfutures• Refusingtouncoupleexcellenceandequity• Challengingperformancemetricsandrewards• Multiplyingco-operativehistories• Promotingresearchasanimportantsiteoflearning,

relationship,identityformation,andcommunityrenewal• Recovering“thelearningspirit”(Battiste,2013)inandas

territory