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1 Module 1 Case Study A Legacy of Cultural Genocide – The Sixties Scoop Attention: This case study may trigger your emotions. Please book an appointment with one of the counselors at our Learner Success Services if you need any support. The author of the case study, Crystal Manyfingers, who is a teaching and learning consultant at Bow Valley College, will also be happy to provide additional support. Background The Sixties Scoop refers to a period of time in Canada when an unknown number of Indigenous children were taken from their parents and communities by child intervention services and placed with mostly non-Indigenous families. According to the Truth and Reconciliation Commission of Canada (2015), “the effects of the residential school experience and the Sixties Scoop have adversely affected parenting skills and the success of many Aboriginal families” (p. 138). Many children lost touch with their families, communities, culture and traditional language, which caused lasting negative issues with mental, spiritual, emotional and physical health and well-being. Survivors and their families are still feeling the effects of the Sixties Scoop today. The Truth and Reconciliation Commission of Canada (2015) states, “By the end of the 1970s…the impact of the Sixties Scoop was in evidence across the country. In 1977, Aboriginal children accounted for 44 per cent of the children in care in Alberta” (p. 69). The Sixties Scoop has not received the same attention as another dark chapter in Canada’s history: the issue of residential schools, and unlike survivors of the residential school 2 system, adults who went through the Sixties Scoop have never received an apology from the federal government. Case Study: Dolores, Her Adoptive Mother and Her Biological Mother Dolores was taken from her biological mother right after she was born in 1969. She was adopted by an Irish Catholic family in a small town outside of Calgary. Dolores grew up in a very religious home with her adoptive parents. She loved to attend church services with her parents every Sunday. She especially loved the music and she eventually joined the choir, but she always felt different because of her darker skin. At the age of 17, Dolores heard another young Indigenous girl share about her culture with the rest of the students at school. This sparked her curiosity, and she began to wonder about what kind of person her biological mother was. When she was 18, Dolores contacted the adoption agency and asked them to share any information they could about her natural birth parents. They told her that she was born of Cree heritage and was a registered Status Indian from the Enoch Cree First Nation. She was also told that her birth father Dale Morin was a well-known artist, but he had died in a car accident a few years back. She was also told that her birth mother, Helen, was still alive and living in Edmonton. Dolores asked her adoptive mother, Judy, if she could go to Edmonton to meet Helen. Judy softly said, “OK” and walked into another room. For the rest of the day Judy was quite quiet. During their family dinner time, Dolores and her siblings told stories and asked their mother questions; she said “Mm-hmm” and stared out the window. That night, she went into Dolores’ bedroom, sat down on the bed, and said, “If you really want to go to Edmonton to meet her, then I will drive you.” 3 The moment Dolores and Helen met, they hugged each other tightly, and Helen cried and called her ‘my baby girl.’ Dolores and Helen quickly formed a close bond but, sadly, she was told by Helen that she was dying of cancer. After Helen’s death a few months later, Dolores returned to her old feelings of disconnect and she blamed the government for taking her away from her biological parents when she was just a little girl. She decided that she would seek out her own journey of healing and reconciliation. When she started at Bow Valley College, she visited the Iniikokaan Centre where she met a group of Indigenous students taking classes there as well. She began to write about her journey of discovering her Indigenous heritage in her essays and journals. She joined an association of Sixties Scoop survivors with whom she shared her own personal experiences. These people were very supportive because they also had shared similar childhood experiences of disconnect. She felt a sense of belonging. Dolores shared stories of her new Indigenous friends and knowledge of her Cree heritage with her family quite often. They seemed glad that Dolores was so happy. One night, Judy came into her bedroom and said, “I just want to tell you why we adopted you. Your parents were alcoholics and just wouldn’t have been able to raise you.” 4 References Truth and Reconciliation Commission of Canada. (2015). Honouring the truth, reconciling for the future: Summary of the final report of the Truth and Reconciliation Commission of Canada. http://nctr.ca/assets/reports/Final%20Reports/Executive_ Summary_English_Web.pdf 5 PART A: Case Study Questions (60 marks or 15 marks each) Answer each of the following questions in approximately 200 words. 1. Dolores is developing her self-concept, which according to Beebe et al. (2021) is influenced by three sources. Which of these three sources do you think influences Dolores’ self-concept the most? Why? Explain and apply the concepts in Chapter 2 of the textbook to support this answer. 2. Why did Judy tell Dolores that her birth parents were alcoholics at the end of the case study? Refer to two concepts from suggestions about improving intercultural communication in Chapter 4 of the textbook to support your answer. 3. Why didn’t Judy introduce Indigenous culture to Dolores when she was growing up? Apply the concepts of “enculturation” and “acculturation” from Chapter 4 of the textbook to support your answer. 4. In the case study, it took Judy a long time to say to Dolores, “If you want to go to Edmonton to meet her, then I will drive you.” Why did Judy respond to Dolores’ plan of meeting her birth mother in this way? Consider the principles of interpersonal communication in Chapter 1 of the textbook to support your answer. Note: If you quote a sentence or a few words from the case study in your answer, include an in- text citation. See Part C below for more information. Part B: Field Study (18 marks) Please complete either the written option or the video option for the field study. A significant factor of prejudice is that it is universal: the result of humans’ natural desire to categorize experiences. This also means that we tend to act upon our prejudices, which becomes discrimination. 6 With this concept in mind, describe a situation that happened either online and/or face-to-face where you discriminated against another person because of that person’s identity, either accidentally or purposefully. Consider the diverse identities explored in Chapter 4 of the textbook for guidance—personal identities can include someone’s gender, sexual orientation, ethnicity, race, age, and ability. 1. Briefly describe the situation. What assumptions or impressions led to the discriminatory behaviour? (It is okay to use inappropriate language in this part of your answer, as long as you are clear that it was part of the interaction you’re describing.) What was the outcome of the situation? (6 marks, 200 words) 2. Imagine that you have the opportunity to have the same conversation with this person. Write a dialogue with this person (as in, write what you and the other person could say and do) that has a positive outcome by applying the strategies about improving intercultural communication competence from chapter 4 of the textbook, and the strategies about improving interpersonal perception skills from Chapter 3 of the textbook. Be sure to make a note somewhere in or around your dialogue that indicates what strategies you’re using in the dialogue. (12 marks, 200-400 words) Written option. Write down your answers to the above questions on a new document, according to APA Style guidelines. Submit the document to the Case Study 1 assignment Dropbox on D2L. Video option. Use your smart phone or laptop to navigate to the Case Study 1 assignment Dropbox on D2L. Scroll down on that page, and you will see a tab called "Record a Video." D2L will update your browser or enable the camera on your phone. Click accept and begin recording a 7 video when you are ready. You can also host your video in a google drive and submit the link in the Dropbox. You can upload the video to YouTube, submitting the link in the Dropbox. Part C: APA Formatting (7 marks) Ensure that your assignment is set up in APA format. Each time you refer to the content of the textbook or the Case Study, whether by paraphrasing the authors’ words or by quoting them, provide an in-text citation in APA format. For example, “survivors and their families are still feeling the effects of the Sixties Scoop today” (Manyfingers, 2019, para. 2). Include a reference list at the end of your document. The reference list should include only two entries: for your textbook and for the Case Study itself. On the references page, include this reference entry: Manyfingers, C. (2019). Module 1 case study: The Sixties Scoop [Course content]. http://d2l.bowvalleycollege.ca Include another reference entry for the textbook. Total: 85 marks http://d2l.bowvalleycollege.ca/ Attention: This case study may trigger your emotions. Please book an appointment with one of the counselors at our Learner Success Services if you need any support. The author of the case study, Crystal Manyfingers, who is a teaching and learning cons... Background Case Study: Dolores, Her Adoptive Mother and Her Biological Mother Please complete either the written option or the video option for the field study. Written option.