Abstract: On 1 April 2022, Pope Francis made a historic apology to indigenous peoples in Canada for what he described as “deplorable” abuses occurring in church run residential schools.1 This statement is one of multiple apologies recently offered by world leaders for colonial injustices and abuses of indigenous people. For many, these apologies represent landmark events. However, as indigenous health scientists who bear witness to the real life impacts of colonisation on indigenous health today, we cannot help but raise the question: “How do these apologies get translated into tangible changes that reduce indigenous/non-indigenous health inequities?” While we do not presume to hold all the answers, we are certain of two things. Firstly, while indigenous leadership and direction is essential, the hard work of change needs to be shared by all who have benefitted from colonisation. Secondly, current inaction appears to be rooted in so called know-do gaps—meaning there are gaps between what we know and what we do in policy and practice. In this instance, clear policy directions come from indigenous leadership globally and a growing evidence base that could inform action, yet indigenous/non-indigenous health inequities persist, and in many cases are getting worse. Building on these premises, we have three cross-cutting recommendations for non-indigenous decision makers, administrators, and practitioners of health and social system policy, on how to translate white and/or settler privilege into tangible change.




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Abstract: In this study, I explore the ways Settler nurse educators understand their identity within the context of Canada’s colonial narrative. I provide a generative space for critical reflectivity on my own social location through creative, embodied explorations of my Settler-colonial story and experiences, Indigenous historical accounts, and dialogical engagement with Canada’s socio-historical configuration as a Settler nation-state. I consider the ways Whiteness , (DiAngelo, 2018a), Settler identity (Tuck & Yang, 2012; Wolfe, 2006), and Settler colonial logics act as barriers to transforming Settler understanding of Canada’s Settler colonial history and Indigenous sovereignty (Donald, 2009). Using Indigenous Métissage as a research sensibility, I engage in narrative and embodied practices to better understand and transform my relationship to self, land, and Canada’s colonial history. Through braided stories of place, practices, and historical perspectives, I examine the impact that Camp Chief Hector had on my White settler formation and its exclusionary and exploitative relationship with the Stoney Nakoda Nation. I consider a path towards reconciliation; one created by attending to respect and reverence, reciprocity, kinship relationality, and treaty responsibility. By thinking through my lived experiences as an entry point to engage Settler identity, I tell a more truthful account of Canadian history and of the current state of how Settler colonial logics influence the relationship between Settlers and Indigenous people.


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Cover Image: “Fuck you colonial Fucks you murdered our children at the residential concentration schools. Everyday is a orange day With no justice (2022)” by Lawrence Paul Yuxweluptun