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Reflect on how colonialism and eugenics interconnect and reinforce each other and how settler education systems endorse both. What patterns do you recognize?
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Imagine yourself in a eugenics class and write a reflection on what it would be like. Would your voice be amplified? Would it be silenced or marginalized?
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What are some of the ways eugenics ideas and practices continue to sustain themselves? As an educator, how might you counter settler eugenics in education?
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Reflecting on how eugenics in education aimed to improve human life, how was human life perceived and defined? Who was included and who was excluded?
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Consider the role of institutions in Ontario’s history of settler eugenics. How are institutions today involved in continuing to justify the theft of land and resources from ᓂᑕᑦ ᐊᓂᔑᓂᓂᐊᐧᐠ (First Nations Peoples)?
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What might you do differently as a result of your reflections? What actions do your reflections lead you to?
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How do you find eugenics in the archive or the library? Do keyword searches work? What kinds of sources do you find? What ᑎᐸᒋᒧᐃᐧᓇᐣ (stories) do the sources tell? What’s missing from these sources? What ᑎᐸᒋᒧᐃᐧᓇᐣ (stories) and whose ᑎᐸᒋᒧᐃᐧᓇᐣ (stories) are missing?