Mixed Race Studies

The Carrie Bourassa story is yet another example of a kind of cultural Munchausen Syndrome

The Globe and Mail
Toronto, Canada
2021-11-09

Drew Hayden Taylor

Here we go again – another day, another story about someone with supposed Indigenous roots turning out perhaps not to be who they say they are. After recent reports from Indigenous scholars and the CBC cast doubts on claims to Indigenous ancestry by Carrie Bourassa, a University of Saskatchewan professor in community health and epidemiology as well as the scientific director of the Institute of Indigenous People’s Health, she was put on indefinite paid leave from one position and unpaid leave from the other.

For the longest time, Bourassa told the world her ancestry was Métis, Anishnawbe and Tlingit. But since the reports questioning those claims, she has been unable to verify her ancestry. Now, relieved of her high-profile positions, she can spend all her spare time jigging, beading and carving totem poles.

She is the latest to be suffering from what I consider a cultural form of Munchausen Syndrome – when a person pretends to be sick in order to get sympathy and attention from those around them. This particular form of the syndrome, which seems to be on the rise, occurs when somebody pretends to be of another race or people – usually Indigenous – possibly to obtain respect and recognition from others and, some might argue, certain financial benefits as well.

An early practitioner was English expat conservationist Archibald Stansfeld Belaney, who claimed to be Native American and called himself Grey Owl – but even back then, most Indigenous people were suspicious of how Grey or Owl-like he actually was. More recently in the U.S., former college instructor Rachel Dolezal claimed to be African-American when in reality she was just a white woman with pigment envy…

Read the entire article here.

[Caroline] Tait said genealogical records show that [Carrie] Bourassa’s supposed Indigenous ancestors were of Russian, Polish and Czechoslovakian descent.

“There was nowhere in that family tree where there was any Indigenous person,” said [Winona] Wheeler.

Tait was so troubled by what she found that, with the support of Wheeler and others, she compiled the information in a document and submitted formal academic misconduct complaints against Bourassa with the U of S [(University of Saskatchewan)] and the CIHR. In her email to CBC, Bourassa said the U of S complaint was dismissed.

“She is not Métis. She is the modern-day Grey Owl,” Tait said, referring to the famous British-born conservationist from the early 1900s who fooled the world into believing he was a Native American man.

Geoff Leo, “Indigenous or pretender?” CBC News, October 27, 2021. https://www.cbc.ca/newsinteractives/features/carrie-bourassa-indigenous.

Health scientist Carrie Bourassa on immediate leave after scrutiny of her claim she’s Indigenous

CBC News
2021-11-02

Geoff Leo, Senior Investigative Journalist

University of Saskatchewan, CIHR place Bourassa on leave over lack of evidence

Carrie Bourassa, a University of Saskatchewan professor and the scientific director of the Indigenous health arm of the Canadian Institutes of Health Research (CIHR), is on leave from both institutions following a weekend of online outrage stemming from CBC’s investigation into her claims to Indigeneity.

Bourassa, who has headed up an Indigenous research lab at the U of S and the CIHR’s Institute of Indigenous Peoples’ Health, has publicly claimed to be Métis, Anishnaabe and Tlingit.

CBC found there was no evidence she was Indigenous, despite her claims many times over the past 20 years. When asked, Bourassa hasn’t offered any genealogical evidence to back up her claims, but in a statement she said two years ago she hired a genealogist to help her investigate her ancestry, and that work continues.

Just last week, after publication of the CBC story, the CIHR issued a statement supporting Bourassa, saying it “values the work of the Institute of Indigenous Peoples’ Health under Dr. Carrie Bourassa’s leadership.” And the U of S also backed her, stating, “The quality of Professor Bourassa’s scholarly work speaks for itself and has greatly benefited the health of communities across Canada.”

However, on Monday, both institutions announced Bourassa was on immediate leave…

Read the entire article here.

Indigenous or pretender?

CBC News
2021-10-27

Geoff Leo, Senior Investigative Journalist

Carrie Bourassa, one of the country’s most-esteemed Indigenous health experts, claims to be Métis, Anishinaabe and Tlingit. Some of her colleagues say there’s no evidence of that.

With a feather in her hand and a bright blue shawl and Métis sash draped over her shoulders, Carrie Bourassa made her entrance to deliver a TEDx Talk at the University of Saskatchewan in Saskatoon in September 2019, where she detailed her personal rags-to-riches story.

“My name is Morning Star Bear,” she said, choking up. “I’m just going to say it — I’m emotional.”

The crowd applauded and cheered.

“I’m Bear Clan. I’m Anishinaabe Métis from Treaty Four Territory,” Bourassa said, explaining that she grew up in Regina’s inner city in a dysfunctional family surrounded by addiction, violence and racism…

Read the entire article here.

Métis Families and Schools: The Decline and Reclamation of Métis Identities in Saskatchewan, 1885-1980

University of Saskatchewan, Saskatoon
March 2009
270 pages

Jonathan Anuik, Assistant Professor of Educational Policy Studies
University of Alberta

A Dissertation Submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History

In the late-nineteenth century, Métis families and communities resisted what they perceived to be the encroachment of non-Aboriginal newcomers into the West. Resistance gave way to open conflict at the Red River Settlement and later in north central Saskatchewan. Both attempts by the Métis to resist the imposition of the newcomer’s settlement agenda were not successful, and the next 100 years would bring challenges to Métis unity. The transmission of knowledge of a Métis past declined as parents and grandparents opted to encourage their children and youth to pass into the growing settler society in what would become Saskatchewan. As parents restricted the flow of Métis knowledge, missionaries who represented Christian churches collaborated to develop the first Northwest Territories Board of Education, the agent responsible for the first state-supported schools in what would become the province of Saskatchewan. These first schools included Métis students and helped to shift their loyalties away from their families and communities and toward the British state. However, many Métis children and youth remained on the margins of educational attainment. They were either unable to attend school, or their schools did not have the required infrastructure or relevant pedagogy and curriculum. In the years after World War II, the Government of Saskatchewan noticed the unequal access to and achievement of the Métis in its schools. The government attempted to bring Métis students in from the margins through infrastructural, pedagogical, and curricular adaptations to support their learning.

Scholars have unearthed voluminous evidence of missionary work in Canada and have researched and written about public schools. As well, several scholars have undertaken research projects on Status First Nations education in the twentieth century. However, less is known about Métis’ interactions with Christian missionaries and in the state-supported or publicly funded schools. In this dissertation, I examine the history of missions and public schools in what would become Saskatchewan, and I enumerate the foundations that the Métis considered important for their learning. I identify Métis children and youth’s reactions to Christian and public schools in Saskatchewan, but I argue that Métis families who knew of their heritages actively participated in Roman Catholic Church rituals and activities and preserved and protected their pasts. Although experiences with Christianity varied, those with strong family ties and ties to the land adjusted well to the expectations of Christian teachings and formal public education. Overall, I tell the story of Métis children and youth and their involvement in church and public schooling based on how they saw Christianity, education, and its role on their lands and in their families. And I explain how Métis learners negotiated Protestant and Roman Catholic teachings and influences with the pedagogy and curriculum of public schools.

Oral history forms a substantial portion of the sources for this history of Métis children and youth and church and public education. I approached the interviews as means to generate new data – in collaboration with the people I interviewed. Consequently, I went into the interviews with a list of questions, but I strove to make these interviews conversational and allow for a two-way flow of knowledge. I started with contextual questions (i.e. date of birth, school attended, where family was from) and proceeded to probe further based on the responses I received from the person being interviewed and from previous interviews. As well, I drew from two oral history projects with tapes and transcripts available in the archives: the Saskatchewan Archives Board’s “Towards a New Past Oral History Project ‘The Métis’” and the Provincial Archives of Manitoba’s Manitoba Métis Oral History Project. See appendices A and B for discussion of my oral history methodology and the utility of the aforementioned oral history projects for my own research…

Read the entire dissertation here.

Re-searching Metis Identity: My Metis Family Story

University of Saskatchewan, Saskatoon
April 2010
200 pages

Tara Turner

A Thesis Submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Psychology

This research explores Metis identity through the use of a Metis family story. The participants of this Metis family were my father and his two sisters and his two brothers. As children, they lost both their parents at the same time in a car accident. After the death of their parents my participants all encountered the child welfare system, through adoption, orphanage, and foster care. Through adoption, the two youngest participants were separated from their siblings, and any knowledge of their Metis heritage, until they were adults. Individual interviews were conducted with each participant to gather their life stories. Two additional gatherings of the participants were completed in order to share individual and family stories. The second and final gathering was conducted as a talking circle. A culturally congruent qualitative research process was created with the use of stories, ceremonies, and the strengthening of family relationships. Analysis was completed with the use of Aboriginal storytelling guidelines. The themes examined through my family’s story include trauma, the child welfare system, and Metis identity. A significant piece of the research process was the creation of a ‘Metis psychological homeland’ (Richardson, 2004, p. 56), a psychological space of both healing and affirming Aboriginal identity. This dissertation is an example of how research can be completed in a way that does not perpetuate the mistrust between Aboriginal people and researchers, and that works to improve this relationship.

Read the entire dissertation here.

Re-searching Metis identity: My Metis Family story

University of Saskatchewan, Saskatoon
April 2010
200 pages

Tara J. Turner

A Thesis Submitted to the College of Graduate Studies and Research in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Department of Psychology University of Saskatchewan, Saskatoon

This research explores Metis identity through the use of a Metis family story. The participants of  this Metis family were my father and his two sisters and his two brothers. As children, they lost  both their parents at the same time in a car accident. After the death of their parents my participants all encountered the child welfare system, through adoption, orphanage, and foster care. Through adoption, the two youngest participants were separated from their siblings, and any knowledge of their Metis heritage, until they were adults. Individual interviews were conducted with each participant to gather their life stories. Two additional gatherings of the participants were completed in order to share individual and family stories. The second and final gathering was conducted as a talking circle. A culturally congruent qualitative research process was created with the use of stories, ceremonies, and the strengthening of family relationships. Analysis was completed with the use of Aboriginal storytelling guidelines. The themes examined through my family’s story include trauma, the child welfare system, and Metis identity. A significant piece of the research process was the creation of a “Metis psychological homeland” (Richardson, 2004, p. 56), a psychological space of both healing and affirming Aboriginal identity. This dissertation is an example of how research can be completed in a way that does not perpetuate the mistrust between Aboriginal people and researchers, and that works to improve this relationship.

Read the entire thesis here.