Slideshow that accompanies the Building Inclusive Communities Training Workshop. Produced by the Inclusive Communities Committee, a subcommittee of the Grey Bruce Violence Prevention Committee.

1. Building Inclusive
Communities
A training
workshop for
workplaces and
community
groups

2. Building Inclusive Communities
Presented by the Inclusive
Communities Committee, a
sub committee of the Grey
Bruce Violence Prevention
Coordinating Committee
www.endabusenow.ca

3. Building Inclusive Communities
 Welcome
 Housekeeping
 Getting Started
 Group smudge

4. A big tent with room for all

5. Building Inclusive Communities
“Racism in its many forms is one of the
chief barriers to individual fulfillment
and happiness in our own society…. I
hope that people will finally come to
realize that there is only one ‘race’ - the
human race- and that we are all
members of it”
Margaret Atwood

6. In the Spirit of Unity

7. In the Spirit of Unity
The Unity Button is a reminder of the
Medicine Wheel Teachings and the
Four Directions as handed down to us
by our Elders.

8. In the Spirit of Unity
In Traditional
storytelling, many
Elder’s teach about
equality and respect for
all the people of all
colours.
It is a celebration of our
identity as Aboriginal
People and the diversity
of our many nations.

9. In the Spirit of Unity
The people who
wear this symbol are
not only proclaiming
pride in their own
cultures but respect
for all cultures of the
world.

10. Building Inclusive Communities
Workshop Goals
 To support learning and changes in
attitudes to build inclusive communities
and inclusive workplaces
 To provide opportunities for skill
development and understanding to
address racism and discrimination in the
workplace and in our communities.

11. Building Inclusive Communities
Expected Outcomes:
 Recognition of how racism effects us
as individuals and communities
 New knowledge of the diversity in our
community and the history of
Aboriginal people
 New understanding about the values,
attitudes and beliefs that underpin
racism, diversity and inclusiveness
 New skills to address racism and
build more inclusive communities.

12. Some definitions
 Aboriginal: The  First Nations: groups
original people of of original
Canada and their inhabitants of
descendants, Canada.
including First  Métis: Mixed First
Nation, Métis and Nations and
Inuit. Term used in European ancestry
the Canadian  Inuit: Original
Constitution (1982) inhabitants of
northern Canada
living generally
above the tree line.

13. Getting Started -
Introductions
Imagine an
inclusive
workplace, family
and community

14. Introduce yourself
and say one thing
you imagine in an
inclusive workplace,
family, community.

15. Building Inclusive Communities

16. Building Inclusive Communities
 Why is racism an issue
for me/us?
 What does it look and
feel like?
 Create a list of the
overt and covert
‘markers’ of racism
and discrimination

17. Building Inclusive Communities
 How do we benefit
from racism and
discrimination (past
and present)?
 How do we lose?

18. Building Inclusive Communities

19. Weaving Our Communities

20. Settlement in Canada and Grey
Bruce - A brief overview
 At the time of European contact 900
years ago there were about 10 million
Aboriginal people living in North
America
 Archeological evidence shows
Aboriginal cultures at Sandia (13,000
years ago), Clovis (10,000 and Folsom
(6,000 )

21. Settlement in Canada and Grey Bruce
 Diverse Aboriginal nations and language
groups with sophisticated cultures were
well established in all areas of North
America at the time of contact.
 Between 1500 and 1600 Giovanni
Caboto (Cabot) and Champlain began
the history of English and French
colonization and white settlement.

22. Settlement in Canada and Grey Bruce
 Aboriginal and European cultures
differed greatly, especially around the
concept of “ownership’ of land - a
concept that Aboriginal culture did not
support.
 European colonization also brought
diseases that had a decimating impact
on the Aboriginal population

23. A brief overview of settlement
 The relationship of Europeans and
Aboriginals was ‘nation’ to ‘nation’ and
included military alliances, trading, and
treaties.
 After 1800 Aboriginal people were seen
as a barrier to advancement of
European settlement and land
ownership.

24. A brief overview of settlement
 1763 the British Royal Proclamation
established the Indian Territory, a vast
area of land where whites could not
settle or buy lands. This set the stage
for treaties between First Nations and
the Crown.
 Treaties were signed agreements where
First Nations agreed to share land or
grant access to land in exchange for
protections and rights from the Crown.
(11 numbered treaties were signed
between 1871-1906)

25. A brief overview of settlement
 1700 slavery was authorized in “New
France”. Black African slaves were
introduced to Canada.
 Canada became a safe haven for black
Loyalists during the American
Revolution (1775-1783)
 1815 - 1860 the Underground Railroad
led tens of thousands of black slaves
seeking freedom to Canada
 1833 British government abolished
slavery.

26. A brief overview of settlement
 In 1830 the colonialist introduced a new
policy of ‘civilization’ and
‘Christianization’ and removal of Indians
to reserves.
 The Federal Indian Act (1876) defined
Indian status and outlined how Indians
could acquire full Canadian citizenship
by relinquishing their culture, traditions
and rights to land.

27. The government of Canada saw
the Indian Act as a temporary
measure to control Aboriginal
peoples until they were fully
assimilated through
enfranchisement. It was not until
1960 that Indians were granted
the right to vote in federal
elections.

28. Under the Indian Act Aboriginal
people lost their status when they
received a university degree,
became a doctor, lawyer, or
Christian minister.
Status was passed through the
male. Aboriginal women lost status
when they married a man without
status.

29. A brief overview of settlement
Prior to colonization, Aboriginal
women had distinct and powerful
roles in decision making, and
many cultures were matriarchal.
Colonization imposed new forms of
governance based on patriarchy,
where woman lost status, rights
and voice.

30. Residential Schools
Part of the assimilation process was the
institution of residential schools.
Aboriginal children were forcibly
removed from their families and
communities and forced to adopt
Canadian culture. They were punished
for practicing their culture and
languages.

32. Residential Schools
Emotional, physical, psychological,
sexual and spiritual abuses took
place in schools funded by the
government and run by Christian
missionaries.
Countless children died of disease,
overcrowding, and abuse.

33. Residential Schools
“authorities at all levels failed to give
them (children) the care and protection
to which they were entitled. Sexual and
other forms of abuse took root and
flourished…This cannot be seen as an
understandable but regrettable excess
of the day. At no time has it been part
of this country’s values to allow the
brutal exploitation of children in
institutions charged with their care.”
(Globe and Mail 1998)

34. Aboriginal Settlement in Grey Bruce
Our people and nations have been
here as long as the English have
been in England, and will continue
to do so as long as the grass is
green and the water runs.

35. Aboriginal Settlement in Grey Bruce
The Chippewas of Saugeen First Nation and
the Chippewas of Nawash First Nation share
the same traditional territories in southwest
Ontario.
They are part of the ancient Three Fires
Confederacy of Ojibway, Odawa, and
Pottawatomi. The Anishnabek nation is the
second largest Indigenous nation in North
America,after the Navajo Apache, with
successful councils, self government and
unity.

36. Traditionally, the Anishnaabek had the Dodem clan system of
government. Men and women practiced consensus decision
making and followed their own conscience when making a
choice.
They fished, hunted, created maple syrup, gathered rice,
discovered medicines, and traded with the Huron and Odawa
for corn, squash, beans that came from an extensive network
of trading across Turtle Island that ran from Peru through
Mexico.

37. Settlement in Grey and Bruce
 1600’s French and Métis settlement
begins
 1773 Indian Territory established (all of
the Great Lakes area)
 1800’s European settlement (Irish,
Scots, English) begins

39. Aboriginal Settlement in Grey Bruce
 1836 treaty with Saugeen Ojibway for
all lands south of the peninsula in return
for housing, assistance to become
‘civilized’ and protection of the
peninsula ‘forever’.
 1854 coerced treaty with Saugeen
Ojibway for the peninsula. Reserves at
Saugeen and Nawash established.

40.  1993 Recognition of Aboriginal
treaty rights (Jones-Nadjiwon
decision)
 1994 Saugeen Ojibway land claim
for traditional territory

41. Settlement in Grey and Bruce
1800’s Black settlers escaping slavery
and Loyalists to the crown settle in the
area. Several important settlements
existed in Grey County: Priceville,
Nenagh and Virginia (now Ceylon) in the
southern part of the County, Negro
Creek, and Holland Centre in the middle,
and Owen Sound in the north.
1862 First Emancipation Picnic in
Harrison Park, Owen Sound.

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43. Grey Bruce Settlement
 1890 Jewish and German settlement
begins.
 1900 - 1970’s European immigration
continues
 1970’s visible minority immigration
begins.

44. Story of Settlement
 What is the legacy of the story of
settlement?
 What needs to change for the
future?

45. Building Inclusivity
Review of Tools:
Markers of racism and discrimination
- adding to our list
Markers of inclusivity
- adding to our list

46. Racism
Racism is the intentional or
unintentional use of power to isolate,
separate and exploit others. This
use of power is based on a belief in
superior origin, identity of supposed
racial characteristics.
Racism confers certain privileges on
and defends the dominant group,
which in turn sustains and
perpetuates racism.

47. Racism
Both consciously and unconsciously,
racism is enforced and maintained by
the legal, cultural, religious,
educational, economical, political and
military institutions of societies.
Racism is more than just a personal
attitude. It is the institutionalized
form of that attitude. It is both overt
and covert.
Racism is racial prejudice plus power.

48. Building Inclusivity
What stands in the way of
addressing racism and
discrimination?
Why don’t we address it?

49. Building Inclusivity
What resources and supports do
we have to build on?
Where can we get information,
support, help?

50. Taking Action
A recent research study in Canada and
the USA found that people identify
situations of racism and discrimination
happening around them, but they are
reluctant to get involved. In some
cases they avoid future contact with the
person who they see as the victim of
the racist or discriminatory behaviour.

51. Building Skills

52. Perspectives
 The Victim - the person or
persons who experience racist or
discriminatory acts.
 The Perpetrator - the person or
persons who perpetrate racist or
discriminatory acts.
 The Bystander - The person or
persons who observe racist or
discriminatory acts.

53. Structured Rehearsals
 Read over the scenario
 Discuss possible options to respond to
this scenario
 Try out an option(s)
 Discuss how this felt
 What would work better?
 Replay the scenario with new option(s)
 Discuss and note your learning

54. Building Skills
 What are the skills you worked on?
 What makes a difference?
 Where did you need help?
 What was the most important
learning from this exercise?

55. Building Inclusivity and Taking
Action
 What do we need to
do to build
inclusivity in our
workplace?
 Our community?
 What strengths do
we have?
 What are our next
steps?

56. A big tent with room for all

57. Thanks!
 To the members of
the ICC for
developing the
workshop
 To the government
of Ontario for
funding
 To you for building
inclusive
communities