Key Understanding: Peoples’ worldviews, relationship with the environment and cultural factors influence economic development and resource management practices.
Provide students with a range of resources to examine the web of relationships that exist between traditional societies, environment, relationships, values and beliefs. Common elements of worldview which may affect economic development include the principles of interconnectedness and non-interference. For example, the ethic of never taking more than you require for survival contrasts sharply with the concept of commercialism and materialism.
Numerous examples of tradition and custom will develop understanding of the profound influence of worldview, cultural influences and relationship with the environment on economic development. "An integral part of First Nations peoples' worldview is a balanced and effective sense of land use planning that incorporates ecology and stewardship." (B.C. First Nations Studies, p.26).
Aboriginal peoples are involved in both mainstream and peripheral areas of economic development in Canada. Innovative approaches to economic self-sufficiency have been implemented by Aboriginal people in all regions of Canada. In Saskatchewan, examples include gaming, tourism, and entrepreneurship. Students should be encouraged to investigate local and provincial economic development activity directed by Aboriginal peoples.
As Aboriginal peoples generate local economic activity through sustainable development practices, they have the opportunity to influence the ways in which natural environments are utilized. By modelling an approach that values the environment and all living things within it, Aboriginal peoples make a contribution to the preservation of Canada’s natural environment.
A specific example is the experience of Cree hunters and Quebec Dams. The signing of the James Bay and Northern Quebec Agreement, in 1975, between the province of Quebec, the James Bay Cree, and the Northern Quebec Inuit association paved the way for the construction of the James Bay hydroelectric project. The 1975 agreement covered the first phase of Quebec's three-stage plan to build one of the largest hydroelectric projects in the world. The flooding of the hunting grounds around James Bay and Hudson's Bay has forced many Cree to give up their traditional way of life as hunters living on the land. This case study provides useful insight into the intricate web of relationships between the Cree, the land, and of its influence on interpersonal relationships, values, and beliefs.
Local case studies and examples should be included in this section. Involve students in the creation of an economic development profile of the region in which they live. Identify major industries for both Aboriginal and non-Aboriginal peoples and develop criteria by which these may be critically examined. Relate findings to the influence of worldview, cultural factors and relationships.
Key Understanding: Aboriginal rights influence economic development.
Depending upon the order in which Native Studies units have been delivered, it maybe necessary to review the key understandings from Unit I: Aboriginal and Treaty Rights, prior to beginning this section. Essential components include knowing that original peoples were autonomous at the time of contact, that social and cultural structures continue to exist to meet peoples' needs, and that Aboriginal people did not surrender their right to self-determination. The implementation process for Aboriginal and Treaty rights affects Aboriginal economic development by limiting Aboriginal autonomy. When Aboriginal people are restricted by legislation, such as The Indian Act, their economic development growth is negatively affected.
The principle of interconnectedness also influences economic development in Aboriginal communities. Unlike the view that all economic activity is intended to support profit, Aboriginal peoples continue to be influenced by cultural perspectives of the inter-related nature of life. If attaining profit translates into depreciation of values and beliefs, and creates harm to other living things, then bottom-lines are altered to accommodate traditional perspectives. Remember that the spectrum of identities which exists among Aboriginal peoples will shape the degree to which traditional values are incorporated into economic development activities.
Students must be able to describe the role of education, health, and justice in their own lives, prior to extending their insights to others. Gather information from contemporary sources which exemplify Aboriginal realities in education, health, and justice. The statistics will indicate that on the average, Aboriginal peoples do not enjoy the same level of achievement, benefit and treatment as other Canadians in these areas. Extend the idea that when a population is under-educated, unhealthy and lacking in social justice, their economic growth is likely to be negatively affected. Explore the cycle of poverty as an example of how cause and effect relationships affect all Canadians.
Review excerpts from The Indian Act which influence economic development. Explore concepts such as paternalism, colonialism, and bureaucracy as they affect economic growth in Indian communities.
A land base is an essential ingredient for Aboriginal economic self-sufficiency. Review case studies of land claims and summarize the impact of land claims on economic development.
Be prepared to guide students in recognizing the importance of Aboriginal and Treaty rights in economic development and self-sufficiency in Canada. Ensure that students realize that the quality of life for all Canadians is affected by the economic health of all peoples.
Key Understanding: There are technical, social and cultural implications associated with economic development projects.
Economic development projects are influenced by a variety of factors. The nature of most initiatives is shaped by those who develop the project, and by those who are most affected. Technical, social and cultural factors are challenging due to the diversity of beliefs and worldviews of those involved. Common elements of Aboriginal perspectives on economic development include concern about relationships between people, living things and the environment. The following quotes reflect traditional perspectives:
(Shenandoah, Leon (1990) Wisdomkeepers: Meetings with Native American Spiritual Elders. pp. 107 and 120).
Since the time before contact, Aboriginal people continue to develop community infrastructures to meet their needs. As times change, so does the nature of economic development practised by Aboriginal peoples. Explore your local area to compile a list of Aboriginal initiatives.
All Canadians are faced with economic issues in meeting their basic needs. Statistically, Aboriginal peoples in Canada suffer the most disparity in the sharing of wealth when compared with other Canadians. In Saskatchewan, key issues include the cycle of poverty, under-employment and under-education of Aboriginal peoples, and the discrepancy in interpretations of Aboriginal and treaty rights.
It is important to seek a variety of perspectives regarding all issues examined in this unit. Balance is essential to ensure that students develop informed perspectives regarding Aboriginal economic development issues. Dialectical reasoning provides a process for exploring diverse perspectives and analyzing issues.
Key Understanding: A range of perspectives exists regarding development.
Central to the idea of dialectical reasoning is recognition for the diversity of truths. This understanding is a prerequisite for students as they begin to develop criteria for the evaluation of diverse perspectives. Equally important is the willingness to respect others' perspectives, even when they are in direct opposition to one's own. It is important for teachers to model tolerance, appreciation and respect for the view-points of others.
"Simulations are a useful tool for uncovering in social systems, essential aspects which are often masked by the richness and complexity of the real world (Maidment, 1973, p. 12)." Simulations which encompass many aspects of development provide students with the skills and context in which to begin to understand the complexities of development. South Moresby: Decisions of Conservation and Development, is one example of such a simulation. The central issue of logging was partially settled when the federal government agreed to create a national park in South Moresby. The exercise is worthwhile because it provides an overview of the many perspectives to take into account when considering resource development. This simulation format is readily adaptable to other issues regarding resource development such as logging in northern Saskatchewan, hydroelectric projects, uranium development, and gaming.
South Moresby Background:
After much discussion and debate, South Moresby, the southern most island of the Queen Charlottes, was declared a national park in the summer of 1987. How the decision was realized and the numerous stakeholders involved provides an example for students. The Queen Charlottes archipelago off the coastal regions of British Columbia are also the ancestral homelands of the Haida Nation. The Council of Haida Nation has filed a comprehensive land claim encompassing the Queen Charlottes.