Page 287 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

evolve. The act also contains the Canadian Charter of Rights and Freedoms. See also Canadian Charter of Rights and Freedoms.
Covenant Chain. A series of alliances between the Haudenosaunee and Europeans that were based on Haudenosaunee governance structures and were represented in a wampum belt. It is referred to as a chain to symbolize the linking of both parties in the alliance and their promise to renew the relationship by polishing the chain whenever it tarnished.
creation stories. Origin stories that explain the spiritual foundation for human life and the rela- tionship between humanity and the natural world. Each nation or group of nations has its own creation stories.
Crown. The monarch, who is the head of the Canadian state. The relationship of First Nations, Métis, and Inuit with Canadian governments is often seen as a direct relationship of First Nations, Métis, and Inuit with the monarch, as both an individual and corporate institution, rather than with separate ministries and levels of government.
Crown land. Land held by the federal or provin- cial government in the name of the monarch.
cultural appreciation. Cultural exchange that is conducted in an appropriate, respectful, and honourable way and with the consent and par- ticipation of the cultures involved.
cultural appropriation. Using or borrowing elements of a marginalized culture without the permission of that culture. Cultural appropria- tion is harmful, diminishes the elements of the culture that are appropriated, and continues the oppression of the marginalized group.
cultural awareness. Consciousness of a culture’s distinct values, traditions, beliefs, and world views.
cultural continuity. The continuation and prac- tice of First Nations, Métis, and Inuit cultural traditions. At times, the continuation of such traditions has been concealed because of
attempts by governments to abolish them, sometimes using physical force.
cultural curriculum. A subject or course in which the students are reflected in the course material.
cultural identity. For Indigenous peoples, a form of identity based on connection to the natural world, territory, family, clan, band, and/or nation, often verbalized using the original language and traditional name of the community. Cultural identity has a spiritual dimension derived from a strong affiliation with the land and other cultural traditions.
cultural preservation. The effort to protect cultural beliefs, traditions, and knowledge for future generations.
cultural protocols. The practices that guide behaviour when one respectfully engages with an individual or group, acknowledging and following the distinct traditions, customs, and world views of that individual/group.
cultural safety. Based on Irihapeti Ramsden’s ideas, an approach that combines knowledge and respect for Indigenous cultures with self- reflection, empathy, and the requirement to be aware of and to challenge unequal power rela- tions between individuals and within families, communities, and societies. It is particularly important in health care, education, social work, and the justice system.
Daniels v. Canada. A 2016 Supreme Court of Canada decision that defined Métis and non- status Indians as “Indians” under the Constitution Act, 1867, making it necessary for governments to consult them collectively on issues affecting their Aboriginal rights and interests.
day schools. Schools created by religious organizations and sponsored by the federal government for the purpose of assimilating Indigenous children into mainstream settler society. Day schools, which were set up near Indigenous communities, differed from residen- tial schools in that students did not board at the
GLOSSARY
285