I’ve just finished reading the content associated with three more headings in the Indian Act, 1876. Overall, it outlines the rules and regulations regarding reserve lands and resources. I believe there is a huge lack of understanding concerning how and why reserves are organized today. I often hear and read of people slandering reserves and the Indigenous peoples who live on them without making any reference to the many injustices they face. Canadian schools should emphasize this knowledge and awareness to stop the spreading of insensitive misinformation. I encourage readers to not only continue reading my blog post, but also put it into perspective by reading more informative articles such as this one.

Back to the Indian Act, here are two sections which I found most thought-provoking:

What Indians only deemed holders of lots.
6. In a reserve, or portion of a reserve, subdivided by survey into lots, no Indian shall be deemed to be lawfully in possession of one or more of such lots, or part of a lot, unless he or she has been or shall be located for the same by the band, with the approval of the Superintendent-General :

Property of deceased In- dian, how to descend.
9. Upon the death of any Indian holding under location or other duly recognized title any lot or parcel of land, the right and interest therein of such deceased Indian shall, together with his goods and chattels, devolve one-third upon his widow, and the remainder upon his children equally ; and such children shall have a like estate in such land as their father ; but should such Indian die without issue but leaving a widow, such lot or parcel of land and his goods and chattels shall be vested in her, and if he leaves no widow, then in the Indian nearest akin to the deceased, but if he have no heir nearer than a cousin, then the same shall be vested in the Crown for the benefit of the band : But whatever may be the final disposition of the land, the claimant or claimants shall not be held to be legally in possession until they obtain a location ticket from the Superintendent-General in the manner prescribed in the case of new locations.

Section 6 points out that no Indian legally possesses reserve land. That is still true today, which is likely unknown by or confusing for Candian private property owners. I also wanted to include section 9 because it demonstrates to what extent Indian land and goods was governed by the Crown.

Again, I strongly recommend for you all to read this article for more insighful information on Indian Reserves. Until next time.


Technology Inquiry Project, Post #1: Bridging the Gap

Bethany and I have started to generate some ideas for our Tech Inquiry Project! We decided to explore what roles (if any) networking technologies can play in outdoor education. At first glance, networking technology and outdoor education seem like binary opposites. I remember watching TV while my mom lectured me about how kids nowadays spend way too much darn time looking at screens, before forcing me to go play outside. More recently, I’ve noticed that even the thought of incorporating networking technology into everyday classroom practices often triggers a moral dilemma for some of my peers in the BEd program. On the other hand, I’ve never heard anybody complain about children spending too much time outside. So the question remains: Is networking technology the arch nemesis of outdoor education, kidnapping children from authentic, real world experiences and interactions? Bethany and I want to bridge this gap by discovering purposeful ways for students to enjoy both simultaneously. Follow us on our journey as we dig up research and even put activities like Geocaching and QuestaGame to the test. Until next week!