Unit Activity 6-10 (Indian Act Impact on Indigenous Women and Métis in Canada)

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1 Department of Indigenous Studies INDG-1220 -Indigenous People in Canada, Part 1

2 This essay will examine the impacts of the Indian Act of 1876 on the lives and identities of Indigenous women and Métis in Canada. The Indian Act is a colonial legislation that discriminated against Indigenous women and their descendants. Unit 6 will Catalogue the sexist provisions outlined in the Indian Act according to Lawrence (2003). It will also identify the implications of the Indian Act divisions of "Indians" and Metis. In unit 7, this essay discusses the issues of how Métis women were spoken about in the historical record until the 1980s. It also addresses how Métis scholars addressed these issues through various methodologies. In addition, it explains the importance of Stories in Métis ways of being and knowing, according to Campbell, Scofield, and Chartrand. This essay outlined what the graphic novel story tells about Métis women in the 1800s. Unit 8 discusses the treaties and scrip that has been embarked by the Government of Canada many years ago. Unit 9 analyzes the organization of the day and the purpose of lessons/subjects taught in the context of the residential schools discussed in the resources, it's important to recognize the profound impact these institutions had on Indigenous communities. The information primarily comes from the podcast episodes exploring the experiences of survivors from different regions, including Gordon’s Indian Residential School in Saskatchewan. Unit 10 explores the evidence of ongoing colonization, the meaning and application of Palmater's (2019) statement, "The 'radical' politics of Indigenous peoples is not radical at all," and the ways the colonial government criminalized Indigenous identities. Unit 6 Activity 4 Q1. Catalog the sexist provisions outlined in the Indian Act according to Lawrence (2003)

3 In Bonita Lawrence's book, she discusses several sexist provisions outlined in the Indian Act that have had a profound impact on Indigenous women and their communities. One of the most glaring injustices was the Indian Act denied Indian status to women who married non- Indian men while granting status to non-Indian women who married Indian men (Lawrence, 2003). This resulted in the loss of status, rights, and benefits for many Indigenous women and their children. The second one is that the Indian Act imposed a patrilineal system of descent and inheritance (Lawrence, 2003). This system undermined the traditional matrilineal and matriarchal structures of many Indigenous societies. This also excluded many Indigenous women from participating in band governance and decision-making. The third one is that the Indian Act defined Indian status based on blood quantum, which measured the degree of Indian ancestry. This created a hierarchy of status and non-status Indians and encouraged assimilation and intermarriage with non-Indians (Lawrence, 2003). This also affected the identity and belonging of many Indigenous women and their descendants. Q2. Identify the implications of the Indian Act divisions of "Indians" and Metis. The division of "Indians" and Metis in The Indian Act has profound impacts on Indigenous communities in Canada. First, the Indian Act categorized status Indians and non- status unregistered Indians who lacked official recognition (Lawrence, 2003). Many non-status Indians are indigenous persons but are denied governmental support because of a lack of federal recognition. Secondly, this Act does not consider Metis as a separate native people and denies Metis the rights and benefits of status Indians. Métis are mixed indigenous and European descendant people with their unique history, culture, and identity. The lack of recognition and respect for the Métis has led to their invisibility and oppression in Canadian society (Lawrence, 2003). The Indian Act imposed Indigenous identity in a colonial Eurocentric framework. This

4 framework has eliminated the diversity and complexity that characterizes Indigenous peoples' relations with each other and the land. Unit 7 Activity 3 Q1. What are some issues of how Métis women were spoken about in the historical record until the 1980s? Historically, until the 1980s, Métis women faced a multitude of challenges and injustices that persisted in the historical record. They were frequently ignored, silenced, and marginalized by colonial and patriarchal narratives (Iseke-Barnes, 2009). These women also contended with stereotypes and prejudices that cast them as passive, submissive, or promiscuous, consequently denying their agency, diversity, and complexity. The discriminatory Indian Act further compounded these issues, causing Métis women to lose status, rights, and benefits when they married non-Indigenous men. Additionally, their identities were often assimilated into other categories, such as Indian, French, and Scottish. This undervalued their significant contributions to Métis culture, history, and nationhood. Q2. How have Métis scholars addressed these issues through methodology? The use of certain methodologies by the Métis scholars has successfully answered the historical problems in their community. They have applied Métis specific frameworks and concepts. Examples of such frameworks are Metisage, Wahkohtowin, and Otipemisiwak (Iseke- Barnes, 2009). These contribute to Métis identity, culture, and vision of the world. Furthermore, it has been actively involving Métis Elders, storytellers, and members of their community. They recognized their voices, opinions, and wealth of knowledge as legitimate sources of authority and wisdom. Likewise, these scholars have adopted creative and collaborative approaches like

5 art, poetry, oral history, and learning-by-doing. This created avenues to share and celebrate their Métis stories, experiences, and values, thereby making the representation of the Métis heritage and legacy comprehensive and accurate. Q3. Explain the importance of Story in Métis' ways of being and knowing according to Campbell, Scofield, and Chartrand. According to Campbell, Scofield, and Chartrand, the significance of Story in Métis ways of being and knowing is multifaceted. Storytelling serves as a powerful means of connecting with ancestors, the land, and the spirit, facilitating the transmission of Métis history, culture, and identity across generations. Storytelling plays a crucial role in healing, empowerment, and transformation for Métis individuals and communities. It helps to address the enduring impacts of colonialism, racism, and oppression. Stories are instrumental in celebrating, honoring, and learning from Métis women, who hold the vital role of keepers, teachers, and leaders of Métis narratives. Q4. What does the graphic novel story tell us about Métis women in the 1800s? "Annie of Red River" graphic novel presents different views on the lives of Métis women during the 1800s. The story achieves this by showing the life and experiences of Annie Bannatyne, the Métis businesswoman and philanthropist who fought against racism and sexism (Vermette, 2019). It shows how Métis people experienced threats and conflicts with Canadian settlers and the government during the Red River Settlement. It displays Métis women's contribution to the community, which included trade, education, charity, and resistance. Unit 8 Activity 4 Q1. Describe the scrip and outline who was eligible.

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