{"id":10127,"date":"2010-11-16T21:31:12","date_gmt":"2010-11-16T21:31:12","guid":{"rendered":"http:\/\/www.mixedracestudies.org\/wordpress\/?p=10127"},"modified":"2010-11-16T21:33:08","modified_gmt":"2010-11-16T21:33:08","slug":"constructing-whiteness-regulating-aboriginal-identity","status":"publish","type":"post","link":"https:\/\/mixedracestudies.org\/wp\/?p=10127","title":{"rendered":"Constructing Whiteness: Regulating Aboriginal identity"},"content":{"rendered":"

Constructing Whiteness: Regulating Aboriginal identity<\/a><\/em><\/strong><\/p>\n

University of Toronto
\n2009
\n93 pages
\nPublication Number: AAT MR59722
\nISBN: 9780494597224<\/p>\n

Rebecca Boock<\/strong><\/p>\n

A thesis submitted in conformity with the requirements for the degree of Masters of Arts Graduate Department of Sociology and Equity Studies in Education Ontario Institute for Studies in Education University of Toronto<\/em><\/p>\n

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\u2014reproduced through both formal and informal schooling\u2014work 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.<\/p>\n

Table of Contents<\/strong><\/p>\n