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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/18068

Title: Constructing Whiteness: Regulating Aboriginal Identity
Authors: Boock, Rebecca
Advisor: Cannon, Martin
Department: Sociology and Equity Studies in Education
Keywords: education
Issue Date: 10-Dec-2009
Abstract: Curricula in classrooms facilitate a national amnesia of colonialism that renders inconceivable the possibility of Aboriginal heritage or mixed-blood presence in national subjects. This thesis examines my own family history alongside the Indian Act and discourses of multiculturalism. I provide a personal account for the ways in which Aboriginal identities are regulated in Canada. I examine how glorified white settler narratives - reproduced through both formal and informal schooling - work to displace Aboriginal peoples as the original inhabitants of the land. I argue that this facilitates ongoing Canadian colonialism that continues to circumvent the possibility of particular mixed-blood Aboriginal identities within the confines of national belonging. Citizenship education in the Toronto District School Board is situated as a mechanism of formal schooling that continues to negate the ongoing colonization of Aboriginal people so that mixed-race Aboriginal students may continue to assume themselves as white subjects within the nation.
URI: http://hdl.handle.net/1807/18068
Appears in Collections:Master
Department of Sociology and Equity Studies in Education - Master theses

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