Storytelling in Tóta tánon Ohkwá:ri

By Nathalie Montero Zubieta

Political, social and cultural infrastructures build and influence social interactions by the internalization of the dominant cultures’ practices (Bourdieu 1980, 88-89). This theory of practice demonstrates the reproduction and re-forming of colonization practices in Indigenous identities through the education system. In Canada, The Truth and Reconciliation Commission pinpointed the Indigenous cultural genocide occurred under the residential schools period (TRC, 2015, page 5). Read More

Indigenous Education

By Nathalie Montero Zubieta

Indigenous Knowledge is an inter-generational knowledge transmission that has been interrupted with the assimilation process of the Indian Act’s residential schools (Aquash 2013, page 29). The repercussions of this interruption is seen on Indigenous identities but it also causes a mandatory shift towards modernisation, as an opposition to tradition. Under the Indian Act, the federal government is responsible of the Indigenous education financing but was also responsible of the construction, the administration and the management of aboriginal education until the end of the 1970s (Hot 2010, 9-10). Read More

Government Action Plans

The Project of a Generation: Plan Nord 2011

by Amanda Claudia Bos & Lotte Frencken

The Plan Nord is a development strategy launched by the Government of Québec in 2011, which covers the territory north of the 49th parallel, equivalent to 72% of Québec’s area. It aims to create economic returns and increase the labour market for a population of over 120 000 people, including 40 000 Aboriginals, while respecting the communities residing this territory. Plan Nord’s purpose has been to open up “new horizons to future generations of Quebecers and [to] offer the world the example of modern, sustainable, harmonious development.” (Plan Nord 2011, 7) Read More

Vocational training overview

By Sara Serravalle

According to the vision of Plan Nord introduced in 2011, the government wanted to initiate a more sustainable project in order to support Quebec’s economic and social development. In order to do this, the government wanted to use the Northern territories for its rich resources. Such rich resources include forests, mining areas, fertile land and water sources to produce energy (Couillard, pp.1, 2011). Although the government saw great potential in using all of these resources, they knew they could not begin launching projects without the consent of the Aboriginal communities who inhabit these lands. Hydro-Québec was one of the companies to cooperate with Aboriginal communities, particularly the Cree. Read More