Module 3: Impacts of Colonization on the Lives and Lands of Indigenous Peoples

 

Module 3: Impacts of Colonization on the Lives and Lands of Indigneous Peoples

Confronting Personal Bias and Unlearning

I believe that bias is a series of ideas that frame how we see and respond to people we know and meet and the situations we find ourselves in. I think bias if formed by the people and surroundings I grew up in, and I think, if left unacknowledged, can influence decisions I make in life and in my teaching. I think explicit biases are attitudes and beliefs we have about a person or group that we know and acknowledge. An implicit bias are unconscious attitudes that lie below the surface that influence our actions and beliefs. I think I can begin to unpack my biases by first acknowledging that I have biases and then examine where they came from. Growing up in Williams Lake, B.C., I know my limited understanding of First Nations peoples was heavily influenced by my family, friends, and the education system. I hope to learn about the rich cultural history of local First Nations and engage in meaningful conventions and experiences that challenge my previous assumptions. Working as an Educational Assistant I often had to examine beliefs about students and their abilities beyond what an I.E.P. or other adults would say and learn what the student could accomplish firsthand. As a teacher, I believe that focusing on building relationships and understanding the many different strengths of my students is a first step to prevent leaning into my biases. I might carry biases on Indigenous students regarding their strengths and abilities because of the difference in values between the worldview I grew up with (Western) and First Nations worldview (Indigenous). I might think they are lazy if they need more time to process assignments and instructions. I may not include content where they can see themselves in their learning. I will continue in my journey to unlearn my biases through listening to oral storytelling, reading Indigenous histories, talking to Elders in my local First Nations, and recognize my previous biases and continue to reflect and challenge them. 

Doctrine of Discovery

Like Emma, I was unfamiliar with the Doctrine of Discovery before engaging with these resources. Throughout my high school and university education, this religious and legal doctrine was never discussed. The videos, podcast, and article by Travis Tomchuk have filled a significant gap in my understanding of how colonization was justified and legitimized through this framework.

What stood out to me most in the APTN video was the concept of Terra Nullius—the idea that land was considered "empty" if it wasn’t occupied by Christians. This, combined with the 15th-century papal bulls, laid the foundation for European powers to claim lands across the globe, including Turtle Island (now known as North America), Australia, India, and South America. These ideas were not just theoretical—they were embedded into legal systems and used to justify the dispossession of Indigenous peoples.

The Telling Our Twisted Histories podcast powerfully challenges the notion that Columbus or other European explorers could "discover" lands already inhabited for millennia. The Doctrine of Discovery erased the presence, knowledge, and sovereignty of Indigenous peoples. It also paved the way for policies like the Indian Act, which further marginalized Indigenous communities and sought to assimilate them into a Western worldview.

Travis Tomchuk’s article helped me reflect on three key questions:

1. What is the Doctrine of Discovery? It is a religious and legal framework that justified European colonial expansion by denying land rights to non-Christian peoples.
2. How has it shaped Canada’s history? It underpins the legal and political systems that continue to affect Indigenous sovereignty and land rights today.
3. What can we do about it? As an educator, I can commit to teaching this history honestly and critically, and to supporting the Truth and Reconciliation Commission’s Calls to Action.

This discussion has been eye-opening. It has shifted how I view my role as an educator and ally. I now feel a deeper responsibility to ensure my students learn about the Doctrine of Discovery and its ongoing impact. I want to help them explore how colonial laws were used to justify the erasure of Indigenous peoples and cultures, and how we can work toward a more just and equitable relationship between Canada and First Nations—one based on mutual respect and nation-to-nation recognition.

Moving forward, I want to explore:

• How can my commitment to learning about the Doctrine of Discovery translate into meaningful action and allyship?
• How can I ensure my teaching challenges colonial narratives rather than reinforcing them?

I appreciate everyone’s insights and look forward to learning more from your reflections. Thank you for being part of this important conversation.

Colliding Worldviews

As an educator, I have included these resources in my teaching. Analyzing them individually, I found the following:

Chimamanda Ngozi Adichie – “The Danger of a Single Story”
Adichie, a Nigerian author, shares her personal experiences with cultural misrepresentation. This TED Talk is a powerful reminder that no single story can represent an entire people or culture. It encourages educators to seek out and share diverse voices. While the talk may carry minimal bias, it is fundamentally a critique of bias itself. Adichie emphasizes the importance of multiple perspectives and warns against reducing people or cultures to a single narrative.

“8th Fire: 500 Years in 2 Minutes” by Wab Kinew
Wab Kinew, an Anishinaabe journalist, educator, and currently the Premier of Manitoba, presents a bold and concise retelling of Canadian history from an Indigenous perspective. The video challenges the dominant colonial narrative and asserts Indigenous resilience and continued presence. It intentionally centers Indigenous voices to counterbalance centuries of erasure, aiming to restore balance in historical storytelling.

“Worlds Collide” – Canada: The Story of Us, Episode 1
This episode attempts to tell a national Canadian story but falls short by centering European experiences and minimizing Indigenous perspectives. It highlights the ongoing issue of settler colonial bias in mainstream media. Although it features a mix of historians, actors, and commentators, most voices are from a settler perspective. The narrative often frames European settlers as rightful claimants to the land, glossing over the violence and dispossession experienced by Indigenous peoples.

While I have used these resources in my previous teaching experience, I’ve come to better understand the importance of centering Indigenous voices in curriculum and storytelling. I’ve been reminded of the need to critically evaluate resources for bias and representation, and the value of teaching students to question: Whose story is being told—and whose is missing? One of my key takeaways is the power of storytelling as a tool for truth-telling, healing, and reconciliation.

As a new educator, these insights will serve as a framework for my lesson planning and classroom practice.

A few ways I can disrupt settler colonial narratives in the story of contact and colonization:

• Include Indigenous-authored texts and media in the curriculum.
• Invite Indigenous speakers and knowledge keepers into the classroom.
• Critically analyze textbooks and historical narratives with students, asking: Who benefits from this version of history?
• Create space for multiple perspectives, especially those that have been historically silenced.
• Model lifelong learning—acknowledge what I don’t know and commit to learning alongside my students.

These actions will help provide a more balanced and truthful opportunity for students to learn about the history of colonization, Canada, and First Nations peoples

References

Adichie, C. N. (2009, July). The danger of a single story [Video]. TED Conferences. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story

Kinew, W. (2012). 8th Fire: 500 years in 2 minutes [Video]. CBC/Canadian Broadcasting Corporation. https://www.cbc.ca/player/play/2177348532

Canadian Broadcasting Corporation. (2017). Worlds collide (Episode 1) [TV series episode]. In Canada: The story of us. https://www.cbc.ca/2017/canadathestoryofus/csou-episodes/episode-1-worlds-collide-pre-1608-1759-1.4024003

Royal Proclamation, the Treaty Process, and Treaty Rights

Exploring the Royal Proclamation of 1763 and the treaty processes across Canada—especially in British Columbia—has been eye-opening. These resources have helped me understand not only the historical significance of treaties but also their ongoing impact on Indigenous rights, land, and sovereignty today. As an educator, I have a deeper understanding of how these legal and political frameworks shape the relationships between Indigenous Nations and the Crown, and how they must be part of the stories we tell in our classrooms.

Honouring Historic Treaties

The Royal Proclamation of 1763, as explained by UBC Indigenous Foundations and Justice Murray Sinclair, was a foundational document that recognized Indigenous land rights and set the stage for treaty-making. But as Sinclair shared in his powerful reflection, his relationship with the Proclamation was a “love-hate” legacy. The Proclamation acknowledged Indigenous sovereignty, yet its promises were often ignored or undermined. What struck me was how little attention this document received in legal education—even though it remains a cornerstone of Indigenous-Crown relations in Canada.

The Nation to Nation video emphasized that treaties were not about surrender—they were agreements between sovereign nations. Honouring these treaties today means more than just acknowledging them; it means working in partnership with First Nations to understand the original intent and to uphold the spirit of those agreements. Looking at the historical treaty maps and Native Land Digital, it’s clear that many treaties were drawn without fully considering the distinct Nations they affected. This reinforces the need for a respectful, and collaborative approach.

Modern-Day Treaty Process in British Columbia

British Columbia is unique in that most of the land remains unceded—meaning no treaties were signed to transfer ownership. This has led to decades of legal battles and activism by First Nations, but also to a modern treaty process that is beginning to reshape relationships.

The Treaty Promises video series by the David Suzuki Foundation helped me understand the complexity of this process—from making treaties, to interpreting them, to implementing them. These modern treaties are about more than land—they’re about restoring self-governance, cultural identity, and the right to make decisions as sovereign Nations. However, they also come with challenges, such as the extinguishment of future claims, which raises important questions about long-term justice and equity.

The BC Treaty Commission’s guide makes it clear that these are not just legal documents—they are living agreements that require ongoing commitment. With over 40 more treaties in progress, there is momentum, but also a need for continued accountability and transparency.

Transferring This Knowledge into Educational Practice

As a new educator, I see this learning as foundational to how I approach curriculum and classroom conversations. Here’s how I plan to bring this into my practice:

• Teach about Indigenous governance systems that existed long before colonization and continue today.
• Introduce students to the Royal Proclamation and its role in shaping Indigenous-Crown relations.
• Use maps and digital tools to explore treaty boundaries and unceded territories, especially in B.C.
• Encourage students to ask critical questions like: Whose land are we on? Whose voices are missing from this story?
• Highlight the importance of oral histories and Indigenous legal traditions, which are often overlooked in Western education.

While I have included many of these resources in my teaching this year, I recognize that I can deepen the connection to Truth and Reconciliation in more intentional ways. By incorporating these action steps, I hope to help students understand that reconciliation is not a one-time event—it is an ongoing process that requires truth, respect, and sustained action. Teaching about treaties and the Royal Proclamation is not just about understanding history—it’s about justice, relationships, and shaping the future we want to build together

References

David Suzuki Foundation. (n.d.). Treaty promises: Treaty making [Video]. https://davidsuzuki.org/video/treaty-promises-treaty-making/

David Suzuki Foundation. (n.d.). Treaty promises: Interpreting and understanding treaties [Video]. https://davidsuzuki.org/video/treaty-promises-interpreting-and-understanding-treaties/

David Suzuki Foundation. (n.d.). Treaty promises: Implementing treaties [Video]. https://davidsuzuki.org/video/treaty-promises-implementing-treaties/

Mennonite Church Canada. (2013). Nation to nation: Honouring the Royal Proclamation of 1763 [Video]. https://www.youtube.com/watch?v=usvUqImGnyw

Native Land Digital. (n.d.). Native land map [Interactive map]. https://native-land.ca/

Royal Proclamation, 1763. (n.d.). UBC Indigenous Foundations. University of British Columbia. https://indigenousfoundations.arts.ubc.ca/royal_proclamation_1763/

Sinclair, M. (2013). Justice Murray Sinclair on the Royal Proclamation of 1763 [Video]. Chippewas of Rama First Nation. https://www.youtube.com/watch?v=JrYwQZbzGJ4

Treaty Commission of British Columbia. (n.d.). What’s the deal with treaties? A lay person’s guide to treaty making in British Columbia. https://www.bctreaty.ca/sites/default/files/Whats_the_Deal_with_Treaties.pdf