Disruptive Knowledge in Education for Reconciliation: The Effects of Indigenous Course Requirements on Non-Indigenous Students’ Attitudes

Following the Truth and Reconciliation Commission of Canada, various institutions have embarked on diverse educational initiatives in the name of creating equitable and respectful relationships between Indigenous and non-Indigenous Peoples. One such initiative is the University of Winnipeg’s mandate that all undergraduate students fulfill an Indigenous Course Requirement (ICR). Using the framework of disruptive knowledge, this mixed-methods study investigated the impact of select ICR courses on non-Indigenous students’ attitudes. Results revealed increased recognition of discriminations facing Indigenous Peoples, increased support for systemic change, and self-described behavioural changes. At the same time, these results highlight the limitations of such courses within a settler-colonial context.À la suite de la Commission de vérité et réconciliation du Canada (CVR), diverses institutions se sont lancées dans des initiatives éducatives variées au nom de la création de relations équitables et respectueuses entre les peuples autochtones et non autochtones. L›une de ces initiatives est le mandat de l›Université de Winnipeg, selon lequel tous les étudiants de premier cycle suivent un cours obligatoire qui répondra à une exigence de cours autochtone (ECA). En utilisant la théorie des connaissances perturbatrices, cette étude à méthodes-mixtes a examiné l›impact de certains cours (ECA) sur les attitudes des étudiants non autochtones. Les résultats ont révélé une reconnaissance amplifiée des discriminations auxquelles les peuples autochtones sont confrontés, un soutien développé aux initiatives d›équité du gouvernement et des changements de comportement et de pensées auto-décrits. En même temps, ces résultats mettent en évidence les limites de tels cours dans un contexte de colonisation

The Validity of Self-Report Measures in Assessing Historical Knowledge: The Case of Canada’s Residential Schools

The Truth and Reconciliation Commission of Canada (TRC) strives to increase public education regarding residential schools. A baseline measure of the public’s residential school knowledge could be useful to evaluate the progress of the TRC. The National Benchmark Survey, Urban Aboriginal Peoples Study, and Canadian Public Opinion on Aboriginal Peoples Report are three existing surveys that provide such a baseline, though each use only self-report measures. We measured residential school knowledge of 2,250 non-Indigenous Canadian undergraduate students through self-report (subjective) and multiple-choice (objective) measures. Analyses revealed a statistically significant correlation between self-reported and objective knowledge of residential schools

The Case for and Causes of Intraminority Solidarity in Support for Reparations: Evidence From Community and Student Samples in Canada

In three studies, we examined how racial/ethnic majority (i.e., White) and non-Indigenous minority participants in Canada responded to reparations for Indigenous peoples in Canada. Our goal was to understand whether and why there may be intraminority solidarity in this context. In Study 1, with a large, national survey (N = 1,947), we examined the extent to which participants agreed the government should be responsible for addressing human rights violations committed by previous governments as well as whether the government has done enough to address the wrongs committed against Indigenous peoples in Canada. With a sample of undergraduate students in Study 2 (N = 144) and another community sample in Study 3 (N = 233), we examined possible mediators of the relationship between ethnic status and support for reparations. Taken together, the results of three studies suggest that, compared to White majority Canadians, non-Indigenous minority Canadians were more supportive of providing reparations to Indigenous peoples through a complex chain of collective victimhood, inclusive victim consciousness, continued victim suffering, and solidarity

Supplemental Material for How feeling connected to one’s own community can increase support for addressing injustice impacting outgroup communities

<p>Supplemental material, Supplemental_Material for How feeling connected to one’s own community can increase support for addressing injustice impacting outgroup communities by Katelin H. S. Neufeld, Danielle Gaucher, Katherine B. Starzyk and Gregory D. Boese in Group Processes & Intergroup Relations</p

Supplemental Material, SPPS746463_suppl_mat - Changes in the Positivity of Migrant Stereotype Content: How System-Sanctioned Pro-Migrant Ideology Can Affect Public Opinions of Migrants

<p>Supplemental Material, SPPS746463_suppl_mat for Changes in the Positivity of Migrant Stereotype Content: How System-Sanctioned Pro-Migrant Ideology Can Affect Public Opinions of Migrants by Danielle Gaucher, Justin P. Friesen, Katelin H. S. Neufeld and Victoria M. Esses in Social Psychological and Personality Science</p

"Is Water a Human Right?": Priming Water as a Human Right Increases Support for Government Action

Many First Nations homes in Canada do not have adequate water services.  This issue is unlikely to be resolved without public pressure on the government.  Thus, we investigated one strategy to increase non-Indigenous Canadians’ support for government action: framing water as a human right.  Informed by a partnership with Indigenous community members and multidisciplinary collaborators, we conducted seven experiments that sampled non-Indigenous Canadian community members (N = 584) and university undergraduates (N = 274).  Overall, framing water as a human right increased public support, relative to control conditions.  Further, the human rights frame indirectly increased support for government action through increases in perceived suffering (physical and financial) and empathy.  We discuss policy implications and end with a call for action