CINT 910 - The Chang School

SPRING 2012
SAMPLE COURSE OUTLINE
CINT 910 – FIRST NATIONS ISSUES
Prerequisite: None
COURSE REPEATS:
Ryerson Senate GPA policy prevents students from taking a course more than three times (i.e., registered initially,
repeated once, repeated twice = 3 registrations). If you fail a required course for the third time, you will be assigned
an academic standing of Withdrawn, and will be ineligible to continue in your program.
COURSE DESCRIPTION:
Overview:
This course is a one semester elective interdisciplinary course. The course will provide students with an introduction
to issues confronting Aboriginal people in Canada through an examination of social welfare policy and practice issues
from the world-view of Aboriginal people. Central to this course is an examination of Aboriginal Peoples’ experience
with colonialism, oppression, and the struggle for self-determination. The impact of Canadian social policy on
Aboriginal Peoples will be examined in-depth, with a focus on residential schools, child welfare, urban issues,
intergenerational trauma, Aboriginal worldview, healing, and developing partnerships/alliances with Aboriginal
communities. Students will be expected to critically examine issues confronting Aboriginal people from their
discipline/profession perspective.
COURSE OVERVIEW:
The course objectives are:
• To develop an understanding of the historic, social, economic and political factors that have shaped the
experiences of Aboriginal Peoples
• To understand the impact of historic and current public policy on the lives of Aboriginal Peoples
• To develop an awareness of current First Nations and off-reserve, urban issues
• To gain an understanding of the Aboriginal worldview
• To develop an awareness of culturally appropriate social service delivery within your profession
• To help foster the importance of building of partnerships/alliances between service providers and Aboriginal
communities
Course approach:
THE G. RAYMOND CHANG SCHOOL OF CONTINUING EDUCATION
OFFICE: 279 VICTORIA STREET, TORONTO, ON M5B 1W1
FAX: 416-979-5277 E-mail: ce@ryerson.ca www.ryerson.ca/ce

This course focuses on the question, “How can community services be delivered in a manner that is relevant to
Aboriginal Peoples?” Students will share critical thinking on how their role as potential service providers is impacted
by the demand for culturally relevant social services delivery.
Learning Environment
We have a social responsibility, as professional, to treat one another with respect. We must respect others’ views
even if we do not agree with their viewpoint. It must be recognized that having core values challenged, even
respectfully, may be an unsettling experience, but it is an inevitable aspect of learning. Therefore, we must challenge
the ideas people present, rather than attack the person who presents the ideas. Mutual respect and consideration for
each other and our ideas form the basis for fostering classroom safety. However, we must ensure, not assume, that
respect for one another exists within the interdisciplinary profession.
Accessibility and Special Needs
Students with accessibility issues and special needs are encouraged to get in touch with the instructors as early as
possible to ensure that appropriate adaptation, support, and/or accommodation are in place.
TEXTS & READING LISTS:
Reading requirements:
Students are expected to read two of the readings under each topic below before class and
participate in class discussions.
Required Texts:
Readings for CINT910 - First Nations Issues.
Additional References
• American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders. Fourth
Edition. Washington, D.C.: American Psychiatric Association.
• Benton -Benai, E. (1979). The Mishomis book: The voice of the Ojibway. Saint Paul: Indian Country Press.
• Bolt, M. (1993). Surviving as Indians. Toronto: University Of Toronto Press.
• Hanselmann, C. (2001). Urban Aboriginal people in western Canada: Realties and policies. Calgary:
Canada West Foundation.
• Kingsley, C., & Mark, M. (2000). Sacred lives: Canadian Aboriginal & youth speak out about sexual
exploitation. Vancouver: Save the Children.
• Knockwood, I. (1992). Out of the depths. Lockport: Roseway Publishing.
• LaPrairie, C. (1995). Seen but not heard: Native people in the inner city. Ottawa: Department Of Justice
Canada.
• Lee, K. (1999). Measuring poverty among Canada’s Aboriginal people. Perception, 23, (2), 9-12.
• Miller, J.R. (1996). Shingwauk’s vision. Toronto: University Of Toronto Press.
• Peters, E. (1992). Self-Government for Aboriginal people in urban areas: a literature review and suggestion
for research. The Canadian Journal of Native Studies, 12 (1), 1-74.
• Royal Bank of Canada, CANDO. (1997). The cost of doing nothing: A call to action. Toronto: Author.
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• Royal Commission on Aboriginal Peoples. (1994). Public hearing: discussion paper 2 - towards
reconciliation - overview of the fourth round. Ottawa: Minister of Supply and Services Canada.
• Mussell, J., Nicholls, W.M., & Adler, M.T. (1991). Making meaning of mental health challenges in First
Nations: A Freirean perspective. Chiliwack: Saltshan Institute Society.
• Spence, B. (1988). Urban Indian, special report city Indians: Refugees from Saskatchewan reserves.
[http://.sicc.sk.ca/saskindian/a88may19.htm].
• Wagamese, R. (1994). Keeper’n me. Toronto: Doubleday Canada.
• York, G. (1989). The dispossessed. Toronto: Little, Brown & Co.
E-MAIL ACCOUNTS:
Students are required to activate and maintain a Ryerson Matrix e-mail account. This shall be the official means by
which you will receive university communications. See http://www.ryerson.ca/senate/policies/pol157.pdf.
Student emails will be returned within three academic days. Emails on the weekend will be returned at the beginning
of the week. All students are expected to compose emails in a professional manner. Messages using excessive
internet abbreviations will not be answered.
All students are expected to use their Ryerson email address for all communications with their instructor.
EVALUATION:
Evaluation:
Article Reviews 20%
• Students will review two articles from the required reading below for different topic areas and provide a
maximum one page critical review, including how the article relates to their discipline/profession. The first
article review is due during the week of classes
Class Participation 10%
• Given that this is a one week intensive course, students are expected to attend all classes and actively
participate in class discussions. Attendances will be taken.
Group Presentation 30%
• Small group exercise will allow students an opportunity to examine an issue in-depth from their
discipline/profession perspective and present their findings to the class. Groups will provide a 45-minute
presentation, facilitate class discussion and distribute a two-page synopsis of their presentation,
incorporating Aboriginal self -determination, the intent and impact of any suggested interventions and the
role of the discipline/profession as a partner/ally in the process should be included.
Research Paper 40%
• Students will develop an eight to ten page research paper on a topic related to Aboriginal issues and their
discipline/profession, not including title page or references. Papers are to include a section on
partnerships/alliance building. Essays are due approximately two weeks after the class.
General guidelines for course assignments:
Citations and references in the essay shall be in accordance with the American Psychological Association (APA)
standard. The APA publication manual is available for reference in the Ryerson Library, on-line or may be purchased
at the Ryerson Bookstore.
Essays are to be double-spaced, have one-inch margins, and be in Times New Roman or Arial 12-point font.
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Spelling, punctuation, and grammatical accuracy will be considered in the grading.
Students are encouraged to focus their essay on an area explored earlier in either the article reviews, group
presentation and should be related to the students chosen discipline/profession.
Provide a bibliography of texts and other relevant publications / sources cited as references for the essay. A
minimum of 10 publications/sources is required for the essay, and up to five articles from the readings can be used.
A group mark will be assigned for the presentation based on collaborative participation of group members, creativity,
engagement of class, organization, clarity and understanding and analysis of the topic.
If you would like to receive your final paper back, please include a self-addressed stamped envelope and the final
paper will be mailed to you.
Late Policy:
A request for an extended deadline for an assignment will be given only on medical or compassionate grounds. If a
request for an extension is required, a written Request for an Extension Date must be submitted before the due
date. Assignments not submitted on time or by the extended deadline will be deemed late. Late assignments will
receive the following demerits: Up to and including 4 days late, one full step on the grading scale (i.e. B will become
C). Papers not received by 12:00 p.m. on the fifth day will not be graded.
TOPICS – SEQUENCE & SCHEDULE
Day 1 - Morning - Introduction and Understanding the Historical Context
Churchill, W. (1995). Since predator came: Notes from the struggle for American Indian liberation. Colorado: Aigis
Publications.
Mann, C. C. (March 2002). America before Columbus - 1491. The Atlantic Monthly, 289 (3) 41-53.
Miller, J.R. (2000). Early contacts in the Eastern Woodlands in Skyscrapers hide the heavens: A history of Indian
relations in Canada. Toronto: University of Toronto Press.
Royal Commission on Aboriginal Peoples. (1996). Volume 1: Looking forward, looking back. Ottawa: Minister of
Supply and Services Canada. Chapter 3 & 9.
Samson, C., Wilson, J., & Mazower, J. (1999). Canada’s Tibet: The killing of the Innu. London: Survival. Pages 9 -18.
Day 1 - Afternoon - Residential Schools
Bull, L. (1991). The Indian residential schooling: The Native perspective. Canadian Journal of Native Education, 18,
3-63.
Ing. R. (1991). The effects of residential schools on Native child-rearing practices. Canadian Journal of Native
Education, 18, 65-118.
Miller, J. (1987). The irony of residential schooling. Canadian Journal of Native Education, 14 (2), 3-11.
Miller, J.R. (1996). To have the Indian educated out of them: Classroom and class in Shingwauk’s vision: A history of
Native residential schools. Toronto: University of Toronto.
Scott-Brown, J. (1987). The short life of St. Dunstan’s Calgary Indian industrial school, 1896-1907. Canadian Journal
of Native Education, 14 (1) 41-49.
Day 2- Morning - Child Welfare Policies
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Andres, R. (1981). The apprehension of Native children. Ontario Indian, 46, 32- 37.
Carasco, E. F. (1986) Canadian Native children: Have child welfare laws broken the circle? Canadian Journal of
Family Law, 5, 111-138.
Hudson, P., & McKenzie, B. (1981). Child welfare and Native people: The extension of colonialism. The Social
Worker, 49(2), 63-88.
Horejsi, C., Heavy Runner Craig, B., & Pablo, J. (1992). Reaction by Native American parents to child protection
agencies: Cultural and community factors. Child Welfare, 71, 329-342.
Palmer, S., & Cooke, W. (1996). Understanding and countering racism with First Nations children in out-of-home
care. Child Welfare, 75 (6), 709-725.
Day 2 - Afternoon - Urban Issues
Brody, H. (1971). Indians on skid row. Ottawa: Department of Indian Affairs and Northern Development.
Harding, J. (1966). Canadian’s Indians: A powerless minority. In J. Harp and J. Hofley (Eds.). Poverty in Canada.
Scarborough: Prentice-Hall of Canada, Ltd.
Indian-Eskimo Association Of Canada. (1966). National conference on Indians and the city. Winnipeg: Author.
Peters, E. (1996). Aboriginal people in urban Areas. In Long, D., & Dickson, O. (Ed). Visions of the heart: Canadian
Aboriginal issues. Toronto: Harcourt Brace & Company.
Laird, G. (2002). The streets of Iqualuit. This Magazine, 35 (5). Toronto: Red Maple Foundation.
Williams, A. (1997). Canadian urban Aboriginals: A focus on Aboriginal women in Toronto. The Canadian Journal of
Native Studies, 17 (1), 76-101.
Day 3 - Morning - Intergenerational Trauma
Duran, E., & Duran, B. (1995). Native American postcolonial psychology. New York: State University of New York.
Press.
Gagne, M. (1998). The role of dependency and colonialism in generating trauma in First Nations citizens. In Y.
Danieli (Ed.), International handbook of multigenerational legacies of trauma. New York: Plenum Press.
Kirmayer, L., Brass, G., & Tait, C. (2000). The mental health of Aboriginal peoples: Transformation of identity and
community. Canadian Journal of Psychiatry, 45 (7), 607-616.
Locust, C. (1999). Split feathers: Adult American Indians who were placed in non-Indian families as children.
Pathways, 14 (1), 1-5.
Root, M. (1992). Reconstructing the impact of trauma on personality. In Brown, L. and Ballou, M. (Eds.) Personality
and psychopathology: Feminist reprisals. New York: The Guilford Press.
Robert, W.R., Chester., B., & Goldman, D. (2001). Cumulative trauma and PTSD in American Indian communities. In
Marsella, A., Friedman, M., Gerrity., E., & Scurfield, R. (Ed), Ethnocultural Aspects of posttraumatic stress disorder.
Washington: American Psychological Association.
Day 3 - Afternoon - Aboriginal Worldview
Brant, C. (1990). Native ethics and rules of behaviour. Canadian Journal of Psychiatry, 35 (3), 534-539.
Cayete, G. (1994). Looking to the mountain: Ecology of Indigenous knowledge. Durango: Kivaki Press.
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Good Tracks, G. (1973). Native American non-Interference. Social Work, 18 (11), 30-34.
Hanson DuBray, W. (1985). American Indian values: critical factor in casework. Social Casework: the Journal of
Contemporary Social Work, 66(1), 30-37.
Horejsi, C., & Pablo, J. (1993). Traditional Native American cultures and contemporary U.S. society: A comparison.
Human Services in the Rural Environment, 16 (3), 24-27.
Day 4 - Morning - Aboriginal Healing
Duck, J., Ironstar, V., & Ricks, F. (1997). Healing and the community. Journal of Child and Youth Care, 11 (3), 1-13.
Duran, E., Duran, B., Yellow Horse Brave Heart, M., & Yellow Horse-Davis, S. (1998). Healing the American Indian
soul wound. In Y. Danieli (Ed.), International handbook of multigenerational legacies of trauma. New York: Plenum
Press.
Dutton, M. (1998). Cultural issues in trauma treatment. Centering 3, (2) pp.1-2. [Available on line at:
http://www.thecenteratpiw.com].
Lederman, J. (1999). Trauma and healing in Aboriginal families and communities. Native Social Work Journal, 2 (1),
59-90.
Morrissette, V., McKenzie, B., & Morrissette, L. (1993). Towards an Aboriginal model of social work practice.
Canadian Social Work Review, 10 (1), 91-108.
Day 4 - Afternoon - Organizations
Chapman, I., McCaskill, D., & Newhouse, D. (1991). Management In contemporary Aboriginal organizations. The
Canadian Journal of Native Studies, 1 (2), 33-349.
Jordon, D.F. (1986). Aboriginal Identity: The Management Of A Minority Group by the mainstream society. The
Canadian Journal of Native Studies, 6(2), 271-311.
Repath, L. (1997). A comparison of Native culture, non-Native culture and new management ideology. Canadian
Journal of Administrative Sciences.
Royal Commission on Aboriginal Peoples. (1996). Volume 3: Gathering strength. Ottawa: Minister of Supply and
Services Canada. Pages 294-314.
Day 5 - Morning - Group presentations
Day 5 - Afternoon - Group presentations
Wrap-up
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