Dialogue

Current Situation

Indigenous Rights Movements in Canada are vibrant, diverse, and ongoing efforts to achieve justice, self-determination, and reconciliation for First Nations, Inuit, and Métis peoples. These movements encompass a wide range of issues including the assertion of Aboriginal title and rights, the honouring and implementation of treaties, resource development agreements, environmental protection, and the revitalization of Indigenous languages and cultures.

Key areas of focus include the implementation of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), addressing the Truth and Reconciliation Commission’s 94 Calls to Action, and working towards equitable access to social services, education, and healthcare. While significant progress has been made in recent decades in recognizing Indigenous rights, many challenges remain, and the movements continue to advocate for systemic change, respect for inherent rights, and a nation-to-nation relationship with the Canadian government.

Key Phrases

Land claims:

Official assertions by Indigenous peoples of their rights and title to ancestral territories, often seeking recognition, compensation, or co-management.

Example: The First Nation has been negotiating its land claims with the government for decades.

Treaty rights:

Specific rights of Indigenous peoples guaranteed by treaties signed between them and the Crown (representing the Canadian government).

Example: Hunting and fishing are often protected as treaty rights in many agreements.

Historic wrongs:

Past injustices and harmful actions committed against Indigenous peoples, such as residential schools, forced displacement, and the disregard of treaties.

Example: Acknowledging and addressing historic wrongs is a crucial step towards reconciliation.

Self-governance / Self-determination:

The right of Indigenous peoples to govern themselves, make decisions about their own affairs, and control their own development in accordance with their own laws and traditions.

Example: The community is working towards greater self-governance to manage its local resources.

Reconciliation:

The process of establishing and maintaining respectful relationships between Indigenous and non-Indigenous peoples in Canada, based on mutual understanding and respect for rights.

Example: Education plays a vital role in fostering reconciliation across the country.

Inherent rights:

Rights that Indigenous peoples possess by virtue of their original sovereignty and distinct cultures, existing prior to and independent of Canadian law.

Example: The right to cultural expression is an inherent right of all Indigenous peoples.

Calls to Action:

94 specific recommendations made by the Truth and Reconciliation Commission of Canada to address the legacy of residential schools and advance the process of reconciliation.

Example: Many organizations are actively working to implement the Calls to Action.

Grammar Points

1. “Like” as a Discourse Marker

In informal speech, “like” is often used as a discourse marker. It doesn’t carry its literal meaning (e.g., “similar to”) but serves various functions:

• To introduce an example or approximation: “I just thought it was about land, like, ‘this land is my land’ kind of thing.” (Bob clarifies what he thought).
• To express hesitation or soften a statement: “So, like, really old contracts that nobody read the fine print on?” (Bob is unsure but offering an analogy).
• To introduce a direct or indirect quote: “They kept saying ‘Treaty 6’ and ‘historic wrongs’.” (Implied “they were saying, like…”).

While common in casual conversation, it’s generally avoided in formal writing.

2. Phrasal Verbs

Phrasal verbs are combinations of a verb and an adverb or a preposition (or both) that create a new meaning.

• Figure out: To understand or solve something.
  Example: “I was trying to figure out how to assemble my new IKEA desk.”
• Short-circuit: (Figurative) To suddenly stop working or thinking clearly due to overload.
  Example: “My brain just short-circuited.”
• Look into: To investigate or examine something.
  Example: “You could start by looking into the Truth and Reconciliation Commission’s Calls to Action.”
• Tackle: To deal with a problem or task.
  Example: “Maybe I’ll finish my desk, then tackle some reading.”

3. Present Continuous for Ongoing Actions

The present continuous tense (am/is/are + verb-ing) is used to describe actions that are happening now, at this moment, or actions that are ongoing or temporary.

• “Are you talking about the recent discussions?” (Action happening now).
• “My brain is starting to feel less like IKEA instructions…” (A change that is in progress).
• “They are ongoing efforts for justice, reconciliation…” (Describing continuous, sustained actions).

Practice Exercises

1. Fill in the blanks with the correct key phrase:
   • The government must respect the of Indigenous nations to self-determination.
   • The report details the devastating impact of on generations of Indigenous families.
   • Understanding is essential for meaningful reconciliation.
2. Rewrite the following sentences using “like” as a discourse marker (informally):
   • It was a very important discussion.
   • I just needed a moment to think.
3. Match the phrasal verb to its meaning:
   • Figure out: (a) Investigate (b) Understand (c) Solve a puzzle
   • Look into: (a) Examine (b) See inside (c) Discover
   • Tackle: (a) Grab firmly (b) Deal with (c) Start working on
4. Short Answer Comprehension:
   • What analogy does Bob use to describe his initial confusion about land claims?
   • Besides treaties, what other fundamental rights does Alice mention Indigenous peoples have?
   • What specific commission does Alice suggest Bob look into for more information?

Answers

1. • The government must respect the inherent rights of Indigenous nations to self-determination.
   • The report details the devastating impact of historic wrongs on generations of Indigenous families.
   • Understanding treaty rights (or land claims or historic wrongs or Calls to Action) is essential for meaningful reconciliation.
2. • It was, like, a very important discussion.
   • I just needed, like, a moment to think.
3. • Figure out: (b) Understand
   • Look into: (a) Examine
   • Tackle: (b) Deal with (or (c) Start working on)
4. • Bob uses the analogy of IKEA desk instructions for his confusion.
   • Alice mentions inherent rights.
   • Alice suggests Bob look into the Truth and Reconciliation Commission’s Calls to Action.