Please note that the following bibliography was compiled over a number of years. When using a series of these titles please acknowledge the researcher:

Flynn-Burhoe, Maureen. (1992-ongoing). Personal Research Tool. EndNote Bibliographic Database Key words: RCAP, museology, distorted histories, role of academics in social justice. Uploaded Accessed YY/MM/DD. url Creative Commons Copyright BY-NC-SA

This bibliography contributes to a nuanced dialogue on the role of academics in responding to the Royal Commission on Aboriginal Peoples. In one section the RCAP report calls for a revisiting of distorted histories. I am concerned that the fragmentation of academic disciplines has led fatal omissions that create an unintentional renewal of mythologies about colonial relations and their heritage in Canada.

I use the renowned academic Frideres as an example of the dilemma of the academic. While I use Frideres in teaching, learning and research his authoritative texts are disturbing because of their lack of inclusion of First Nations, Inuit and Métis as embodied social agents of change. His most recent publication (2005) entitled Aboriginal Peoples in Canada: contemporary conflicts is a seventh edition of his original comprehensive survey textbook entitled Canada’s Indians: Contemporary Conflicts (1974), later Native People in Canada: Contemporary Conflicts (1983; 1993). Frideres acknowledges that his latest work is a critical interpretation of events that shaped Aboriginal-Euro-Canadian relations that form the structure of Canada. His bibliography provides a useful who’s who of in Canadian aboriginal studies in the 21st century. It is revealing that there is a small minority of First Nations, Métis and Inuit represented. Rosemary Kuptana is an exception.

I found it particularly disturbing that in the chapter entitled “The Inuit of the North: Nation building in practice” (2005:281-314) that there was no mention of the impressive achievements of individual Inuit leaders of thought. The overall impression is that Inuit made wrong decisions in responding to social structural changes. It reads like the bibliography which is pieced together from documents produced by consultants for government organizations.

Frideres who is the frequently cited reference in IDRC, RCAP and is required reading in most undergraduate courses on aboriginal politics, government and social issues, situates his own work in the positivist and empirical mode (1992) based on the assumption that scientific knowledge is an instrument for establishing laws. For that reason he rejected news ways of knowing such as the use of participatory action research methodologies as they had not provided articulate, systematic and convincing evidence of the logic and rigorous structure. Frideres argues that scientists are capable of setting aside their existing views and are able to rely fully on objective methodologies of observation. He is convinced that in spite of the complexity of nature, science is still capable of unlocking its complex secrets. He acknowledges other ways of knowing such as authority, rationalism and intuition but is convinced that scientists use these forms of knowledge as well. He feels that science is already premised on the relativity of truth, that constant changes in nature and that ‘nothing is self-evident(Frideres 1992:2-3).’ This article was troubling as the most contemporary theory used was Braithwaite (1953) and Popper (1959).

Participatory research

(Castellano 1986) (Frideres 1992)

Call to revisit histories of distorted relationships between aboriginal peoples and Canadians

(RACP 1996)

RCAP education

(Castellano, Davis, and Lahache 2000)

RCAP: Eskimo Affairs Committee

(Clancy 1987), (Parker 1996)
(Withrow 1972) (Berger 1977) (Grygier 1994; Grygier 1973; Grygier, Jaywardene, and Edmuson 1973) (Karsh 1983)

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