Abstract: Canadian processes such as the Royal Commission on Aboriginal Peoples, the Truth and Reconciliation Commission of Canada, and Comprehensive Land Claims as well as flashpoint events (Simpson & Ladner, 2010) such as the Kanien’kehaka resistance at Kanehsatà:ke and Kahnawà:ke (the “Oka Crisis”) and more recently, the Idle No More movement, signal to Canadians that something is amiss. What may be less visible to Canadians are the 400 years of colonial oppression experienced and the 400 years of resistance enacted by Indigenous peoples on their lands, which are currently occupied by the state of Canada. It is in the context of historical and ongoing Canadian colonialism: land theft, dispossession, marginalization, and genocide, and in the context of the overwhelming denial of these realities by white settler Canadians that this study occurs.

In order to break through settler Canadian denial, and to inspire greater numbers of white settler Canadians to initiate and/or deepen their anti-colonial and/or decolonial understandings and work, this study presents extended life narratives of white settler Canadians who have engaged deeply in anti-colonial and/or decolonial work as a major life focus. In this study, such work is framed as living in Indigenous sovereignty, or living in an awareness that we are on Indigenous lands containing their own protocols, stories, obligations, and opportunities which have been understood and practiced by Indigenous peoples since time immemorial.

Inspired by Indigenous and anti-oppressive methodologies, I articulate and utilize an anticolonial research methodology. I use participatory and narrative methods, which are informed and politicized through words gifted by Indigenous scholars, activists, and Knowledge Keepers. The result is research as a transformative, relational, and decolonizing process. In addition to the extended life narratives, this research yields information regarding connections between social work education, social work practice, and the anti-colonial/decolonial learnings and work of five research subjects who have, or are completing, social work degrees. The dissertation closes with an exploration of what can be learned through the narrative stories, with recommendations for white settler peoples and for social work, and with recommendations for future research.






Abstract: Why did the lands east of the Urals–long associated by Russians with the hard labor of convicts, fearsome nomads, and an unbearable climate–attract so many Russian peasant settlers at the end of the nineteenth and early twentieth centuries? Historians usually cite a combination of push-pull factors. They represent migration as a consequence of stagnation in the agrarian economy (push) and state policies promoting migration (pull), rather than interpreting migration as a dynamic element that contributed to these factors. These explanations therefore suffer from being tautological. They are at best incomplete and at worst distort the culture and agency of the migrants themselves. In seeking to comprehend the motivations of the millions of peasants who migrated to Siberia, we confront, much like contemporary observers, an epistemological question: how to know for sure what millions of mostly illiterate people were thinking when, after all, their subaltern position encouraged them to obfuscate, prevaricate, and produce “hidden transcripts?” In this article I argue that “settlement fever” (pereselencheskaia goriachka), a metaphor employed by A. A. Kaufman, Imperial Russia’s leading expert on peasant migration to Siberia, best expresses the diffusion of knowledge about and enthusiasm for resettlement to that part of the empire. In supporting this argument, I draw on the research and insights of Jose Moya concerning analogous “fevers” that impelled more or less simultaneous trans-Atlantic migrations. I then analyze the Siberian settlement fever’s epistolary and other microbial elements, and conclude by constructing a fever chart for the early Soviet years. This endorsement of Kaufman’s fever metaphor is meant to emphasize an essential element of the migratory process, namely, its communicability. Moya relied on diffusion theory to understand how, like germs, information spread “microsocially,” encompassing ever-widening “sociogeographic spaces.” He discovered that such factors as proximity to ports and socio-economic condition paled in significance compared to kinship, friendship, and other microsocial networks. This, I suggest, is how to explain the predominance of “irregular” (samovol’noe) resettlement: peasants went according to their own timetables and scouts. The state adjusted to them, rather than the other way around. Rumor and letters from relatives already settled also played a role. Migration fever abated during World War I and the revolution when it was overtaken by other fevers–self-demobilization, seizures of landlords’ property, and push-back from rebellious Kazakhs. It returned though in the 1920s, presumably spreading by the same means as before.


Abstract: Over the last ten years, there has been extensive scholarly debate about the nature of settler colonialism and the category ‘settler’. The central problem animating this dissertation is the question of how we understand the position of a settler group like the Doukhobors in Canadian settler colonialism. In 1899 approximately 7,500 members of the Doukhobor religious movement fled oppression in Russia and arrived in Canada with the hope of creating an earthly paradise based on communal economy, mutual aid, pacifism, and an anarchistic theology. Less than a decade after fleeing Tsarist oppression in Russia and settling in the Canadian prairies, the Doukhobors once again came into conflict with a government; this time the conflict revolved around land and compliance with homestead regulations. This moment marked the beginning of more than half a century of provincial and federal government attempts to assimilate recalcitrant factions of the Doukhobor community. A number of tactics including opportunistic land policy, imprisonment, removal and forced education of children, legislation targeting communal property and inducements to integrate into mainstream Canadian society were employed by provincial and federal governments to make the Doukhobors into proper settler subjects. By examining these government attempts to re-make Doukhobor subjectivity in the image of an idealized Anglo-settler identity, this project sheds light on the broad process through which ‘settlers’ are ‘made’ by government action. Drawing on archival iv sources, this dissertation exposes the intersection of Canadian government policy, and colonial ideas, directed towards Indigenous peoples and the Doukhobors from 1899 until 1960. I examine this intersection through the themes of land, education, and colonial knowledge creation in government reports. The dissertation finds that the twin elements of settler colonialism—settlement and dispossession—must be considered as a unified political project. During the period under study there is significant transfer of ideologies and policies between those officials working on the assimilation of settlers and those working toward the dispossession of Indigenous peoples. The dissertation concludes that an important element of the category ‘settler’ is its political nature, and therefore its contingent and contestable nature.