DOCSLIB.ORG

The Pennsylvania State University the Graduate School College Of

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Pennsylvania State University the Graduate School College Of The Pennsylvania State University The Graduate School College of Education A COMPARATIVE SOCIO-HISTORICAL CONTENT ANALYSIS OF TREATIES AND CURRENT AMERICAN INDIAN EDUCATION LEGISLATION WITH IMPLICATIONS FOR THE STATE OF MICHIGAN A Thesis in Educational Leadership by Martin J. Reinhardt ©2004 Martin J. Reinhardt Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December, 2004 ii The thesis of Martin J. Reinhardt has been reviewed and approved by the following: John W. Tippeconnic III Professor of Education Thesis Advisor Chair of Committee William L. Boyd Batschelet Chair Professor of Education Susan C. Faircloth Assistant Professor of Education Edgar I. Farmer Professor of Education Nona A. Prestine Professor of Education In Charge of Graduate Programs in Educational Leadership *Signatures are on file in the Graduate School. iii ABSTRACT This study is focused on the relationship between two historical policy era of American Indian education--the Constitutional/Treaty Provisions Era and the Self- Determination/Revitalization Era. The primary purpose of this study is the clarification of what extent treaty educational obligations may be met by current federal K-12 American Indian education legislation. An historical overview of American Indian education policy is provided to inform the subsequent discussion of the results of a content analysis of sixteen treaties entered into between the United States and the Anishinaabe Three Fires Confederacy, and three pieces of federal Indian education legislation-the Indian Education Act (IEA), the Indian Self-Determination & Education Assistance Act (ISDEA), and the Individuals with Disabilities Education Act (IDEA). iv TABLE OF CONTENTS List of Figures …………………………………………………………………...... vii Acknowledgements………………………………………………………… .......... viii Chapter 1. Introduction….………………………………………………................ 1 Purpose of the Study……………………………………………………..... 2 Significance of the Study…………………………………………............... 4 Theoretical Framework…………………………………………………...... 4 Conceptual Model………………………………………………………...... 12 Chapter Summary………………..…………………………………............ 15 Chapter 2. Historical Overview and Statistical Abstract…….................................. 16 A Brief Historical Overview of Federal American Indian Education Policy…………………………………………………………………......... 16 American Indian Education in Michigan………………………………….. 45 A Statistical Profile of American Indian Students………………………… 66 National Statistics………………………………………………..... 66 Michigan Statistics………………………………………………… 70 Chapter Summary………………………………………………………..... 71 Chapter 3. Methodology…………………………………………………………… 73 Research Questions, Procedures, and Criteria…………………………...... 73 Limitations……………………………………………………………….... 80 Treaties and Laws Selected……………………………………………….. 83 Socio-Historical Content Analysis………………………………………... 86 Advantages of Socio-Historical Content Analysis………………………... 88 Disadvantages of Socio-Historical Content Analysis……………………... 89 Research Bias……………………………………………………………… 90 Chapter Summary…………………………………………………………. 91 Chapter 4. Content Analysis………………………………………………………. 92 Concerning the Scores for Relationships with Tribes and Treaties……...... 92 Concerning Trust Levels and the Acts……………………………………. 96 Concerning the Sections of the Analysis………………………………….. 96 Treaty 1: Treaty with the Wyandot, Etc., 1817…………………………… 97 Treaty 2: Treaty with the Ottawa, Etc, 1821……………………………… 119 Treaty 3: Treaty with the Chippewa, 1826………………………… .......... 129 Treaty 4: Treaty with the Potawatomi, 1826…………………………........ 139 Treaty 5: Treaty with the Chippewa, Etc., 1827…………………… .......... 143 Treaty 6: Treaty with the Potawatomi, 1828…………………………........ 146 Treaty 7: Treaty with the Chippewa, Etc., 1833…………………… .......... 149 Treaty 8: Treaty with the Ottawa, Etc., 1836………………………........... 154 Treaty 9: Treaty with the Chippewa (Detroit), 1837…………………........ 160 Treaty 10: Treaty with the Chippewa (St. Peters), 1837…………….......... 163 Treaty 11: Treaty with the Chippewa, 1842…………………………......... 166 Treaty 12: Treaty with the Potawatomi Nation, 1846……………… .......... 169 Treaty 14: Treaty with the Chippewa, 1854…………………………......... 173 Treaty 16: Treaty with the Ottawa and Chippewa, 1855……………......... 177 v Treaty 17: Treaty with the Chippewa of Saginaw, Etc., 1855………........ 182 Treaty 23: Treaty with the Chippewa of Saginaw, Swan Creek, and Black River, 1864…………………………………………………..... 185 Chapter Summary……………..………………………………………...... 192 Chapter 5. Discussion…………………………………………………………….. 194 Corrective Findings……………………………………………………..... 194 Research Questions………………………………………………………. 195 Research Question One…………………………………………………... 196 Treaty Monetary Provisions……………………………………… 198 Treaty Non-Monetary Provisions………………………………... 201 Relevance to Michigan Tribes…………………………………… 204 Anishinaabe Tribes Included…………………………………...... 205 Michigan Tribes Included in Treaty…………………………....... 208 Federally Recognized……………………………………. 208 Bay Mills Indian Community…………………..... 208 Grand Traverse Band of Ottawa/Chippewa…....... 208 Gun Lake Band of Pottawatomi Indians……….... 209 Hannahville Indian Community…………………. 209 Huron Potawatomi, Inc………………………….. 209 Keweenaw Bay Indian Community……………... 209 Lac Vieux Desert Band of Lake Superior Chippewa Indians……………………………….. 209 Little River Band of Ottawa Indians……………. 210 Little Traverse Bay Bands of Odawa Indians…… 210 Pokagon Band of Potawatomi Indians…………... 210 Saginaw Chippewa Indian Tribe of Michigan…… 210 Sault Ste. Marie Tribe of Chippewa Indians…….. 210 State Historic…………………………………………….. 211 Burt Lake Band of Ottawa and Chippewa Indians.. 211 Grand River Band of Ottawa Indians…………...... 211 Swan Creek/Black River Confederated Ojibway Tribes of Michigan……………………………….. 211 Research Question Two………………………………………………….. 211 Research Question Three……………………………………………….... 212 Terms Searches ………………………………………………….. 213 Monetary Provisions/Funding Comparison …………………....... 213 Research Question Four………………………………………………….. 216 Research Question Five………………………………………………….. 218 Education as a General Trust…………………………………….. 219 Education as a Limited Trust…………………………………….. 219 Education as an Express Trust………………………………….... 221 Education as an Implicit Trust………………………………….... 224 Chapter Summary………………………………………………………... 232 Chapter 6. Conclusion………………………………………………………….... 233 Socio-Historical Context……………………………………………….... 233 Treaties Included……………………………………………………….... 234 vi Laws Included…………………………………………………………… 235 Canons of Treaty Construction and Trust Criteria………………………. 235 Summary of Research Findings………………………………………..... 236 Michigan Indian Education as a Trust Responsibility…………... 243 Michigan Indian Education as a Tribal Responsibility………….. 245 Michigan Indian Education as a Federal Responsibility……….... 245 Michigan Indian Education as a State Responsibility ………….... 246 Implications for School Policy…………………………………………... 247 Implications for School Practice………………………………………… 248 Recommendations for Further Study……………………………………. 249 Footnotes……………………………………………………………………….... 250 References……………………………………………………………………….. 251 Appendixes………………………………………………………………………. 265 A. American Indian Tribes in Michigan………………………………..... 265 B. Michigan’s Federally Recognized Tribes (Map)…………………....... 266 C. Comstock Agreement………………………………………………… 267 D. A Synopsis of the History of American Indian Education: National… 268 E. A Synopsis of the History of American Indian Education: Michigan… 276 F. Treaty Provisions Table……………………………………………….. 281 G. Search Hit Tables.…………………………………………………….. 288 H. Anishinaabe Tribal Schools U.S.A…………………………………… 318 I. Law Summary Charts………………………………………………….. 319 vii LIST OF FIGURES Figure 1-1. The shared responsibility for American Indian education in Michigan…………………………….. 13 Figure 3-1. Michigan Indian Education Policy Era Timeline…………………..... 81 Figure 4-1. Type of Relationship Between Acts, Tribes, and Treaties…………………………………………..... 96 Figure 4-2. Treaty/Trust Search Summary Table……………………...……........ 98 viii ACKNOWLEDGEMENTS Chi-miigwech (many thanks) to all of those who have dedicated their time and energy toward the study of Indian education. Like the late Robert “Bob” Van Alstine, you have inspired me to walk a path that I believe will help provide a bright future for the Seventh Generation. I want to thank my wife, Tina Moses, and my daughters, Nimiinagos and Biidaaban for putting up with me for the last six years while I completed this study. My grandmother, Joyce Filer-McCoy, has always been there for me during the best and worst of times. My mother, Antoinette Biron, and father Fred Reinhardt Jr., provided a firm foundation for my brother, sister and I to grow and develop. All of my aunts and uncles have taught me many lessons throughout my life, and for this traditional family style of education, I am forever grateful. It is to one uncle in particular, however, that I am indebted to as a family mentor and role model in higher education. Tom Biron has been like a comet blazing through this universe of thought. He earned my doctoral degree long before I ever did. Finally, I want to acknowledge and thank my committee members. I am humbled as I now refer to Dr. John Tippeconnic, III as a colleague. His knowledge and experience in the field of Indian education has provided a basis for many scholars to begin their study. Dr. William Boyd has continually challenged me to think beyond my comfort zone and to consider how Indian education issues relate to other communities and vice versa. Dr. Susan Faircloth has always
Load more

Recommended publications
  • Indigenous-Led, Land-Based Programming Facilitating Connection to the Land and Within the Community
    Indigenous-Led, Land-Based Programming Facilitating Connection to the Land and within the Community By Danielle R. Cherpako Social Connectedness Fellow 2019 Samuel Centre for Social Connectedness www.socialconnectedness.org August 2019 TABLE OF CONTENTS Executive Summary Section 1: Introduction --------------------------------------------------------------------------------------------- 3 1.1 Research and outreach methodology Section 2: Misipawistik Cree Nation: History & Disruptions to the Land ----------------------------- 5 2.1 Misipawistik Cree Nation 2.2 Settler-colonialism as a disruption to the connection to the land 2.3 The Grand Rapids Generating Station construction and damage to the land 2.4 The settlement of Hydro workers and significant social problems 2.5 The climate crisis as a disruption to the connection to the land 2.6 Testimonies from two local Elders, Alice Cook and Melinda Robinson Section 3: Reconnecting to the Land using Land-Based Programming ------------------------------ 16 3.1 Misipawistik Pimatisiméskanaw land-based learning program 3.1 (a) Providing culturally relevant education and improving retention of students, 3.1 (b) Revitalizing Cree culture, discovering identity and reconnecting to the land, 3.1 (c) Addressing the climate crisis and creating stewards of the land, 3.1 (d) Building community connectedness (Including input from Elders and youth). 3.2 Misipawistik’s kanawenihcikew Guardians program Section 4: Land-Based Programming in Urban School Divisions -------------------------------------- 25 4.1
    [Show full text]
  • Treaty 5 Treaty 2
    Bennett Wasahowakow Lake Cantin Lake Lake Sucker Makwa Lake Lake ! Okeskimunisew . Lake Cantin Lake Bélanger R Bélanger River Ragged Basin Lake Ontario Lake Winnipeg Nanowin River Study Area Legend Hudwin Language Divisi ons Cobham R Lake Cree Mukutawa R. Ojibway Manitoba Ojibway-Cree .! Chachasee R Lake Big Black River Manitoba Brandon Winnipeg Dryden !. !. Kenora !. Lily Pad !.Lake Gorman Lake Mukutawa R. .! Poplar River 16 Wakus .! North Poplar River Lake Mukwa Narrowa Negginan.! .! Slemon Poplarville Lake Poplar Point Poplar River Elliot Lake Marchand Marchand Crk Wendigo Point Poplar River Poplar River Gilchrist Palsen River Lake Lake Many Bays Lake Big Stone Point !. Weaver Lake Charron Opekamank McPhail Crk. Lake Poplar River Bull Lake Wrong Lake Harrop Lake M a n i t o b a Mosey Point M a n i t o b a O n t a r i o O n t a r i o Shallow Leaf R iver Lewis Lake Leaf River South Leaf R Lake McKay Point Eardley Lake Poplar River Lake Winnipeg North Etomami R Morfee Berens River Lake Berens River P a u i n g a s s i Berens River 13 ! Carr-Harris . Lake Etomami R Treaty 5 Berens Berens R Island Pigeon Pawn Bay Serpent Lake Pigeon River 13A !. Lake Asinkaanumevatt Pigeon Point .! Kacheposit Horseshoe !. Berens R Kamaskawak Lake Pigeon R !. !. Pauingassi Commissioner Assineweetasataypawin Island First Nation .! Bradburn R. Catfish Point .! Ridley White Beaver R Berens River Catfish .! .! Lake Kettle Falls Fishing .! Lake Windigo Wadhope Flour Point Little Grand Lake Rapids Who opee .! Douglas Harb our Round Lake Lake Moar .! Lake Kanikopak Point Little Grand Pigeon River Little Grand Rapids 14 Bradbury R Dogskin River .! Jackhead R a p i d s Viking St.
    [Show full text]
  • Kwakwaka'wakw Storytelling: Preserving Ancient Legends
    MARCUS CHALMERS VERONIKA KARSHINA CARLOS VELASQUEZ KWAKWAKA'WAKW STORYTELLING: PRESERVING ANCIENT LEGENDS ADVISORS: SPONSOR: Professor Creighton Peet David Neel Dr. Thomas Balistrieri This report represents the work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely published these reports on its website without editorial or peer review. For more information about the projects program at WPI, seehttp://www.wpi.edu/Academics/Projects Image: Neel D. (n.d.) Crooked Beak KWAKWAKA'WAKW i STORYTELLING Kwakwaka'wakw Storytelling: Reintroducing Ancient Legends An Interactive Qualifying Project submitted to the faculty of Worcester Polytechnic Institute in partial fulfillment of the requirements for the Degree of Bachelor of Science. Submitted by: Marcus Chalmers Veronika Karshina Carlos Velasquez Submitted to: David A. Neel, Northwest Coast native artist, author, and project sponsor Professor Creighton Peet Professor Thomas Balistrieri Date submitted: March 5, 2021 This report represents the work of WPI undergraduate students submitted to the faculty as evidence of a degree requirement. WPI routinely published these reports on its website without editorial or peer review. For more information about the projects program at WPI, see http://www.wpi.edu/Academics/Projects ABSTRACT ii ABSTRACT Kwakwaka'wakw Storytelling: Preserving Ancient Legends Neel D. (2021) The erasure of Kwakwaka'wakw First Nations' rich culture and history has transpired for hundreds of years. This destruction of heritage has caused severe damage to traditional oral storytelling and the history and knowledge interwoven with this ancient practice. Under the guidance of Northwest Coast artist and author David Neel, we worked towards reintroducing this storytelling tradition to contemporary audiences through modern media and digital technologies.
    [Show full text]
  • Treaties in Canada, Education Guide
    TREATIES IN CANADA EDUCATION GUIDE A project of Cover: Map showing treaties in Ontario, c. 1931 (courtesy of Archives of Ontario/I0022329/J.L. Morris Fonds/F 1060-1-0-51, Folder 1, Map 14, 13356 [63/5]). Chiefs of the Six Nations reading Wampum belts, 1871 (courtesy of Library and Archives Canada/Electric Studio/C-085137). “The words ‘as long as the sun shines, as long as the waters flow Message to teachers Activities and discussions related to Indigenous peoples’ Key Terms and Definitions downhill, and as long as the grass grows green’ can be found in many history in Canada may evoke an emotional response from treaties after the 1613 treaty. It set a relationship of equity and peace.” some students. The subject of treaties can bring out strong Aboriginal Title: the inherent right of Indigenous peoples — Oren Lyons, Faithkeeper of the Onondaga Nation’s Turtle Clan opinions and feelings, as it includes two worldviews. It is to land or territory; the Canadian legal system recognizes title as a collective right to the use of and jurisdiction over critical to acknowledge that Indigenous worldviews and a group’s ancestral lands Table of Contents Introduction: understandings of relationships have continually been marginalized. This does not make them less valid, and Assimilation: the process by which a person or persons Introduction: Treaties between Treaties between Canada and Indigenous peoples acquire the social and psychological characteristics of another Canada and Indigenous peoples 2 students need to understand why different peoples in Canada group; to cause a person or group to become part of a Beginning in the early 1600s, the British Crown (later the Government of Canada) entered into might have different outlooks and interpretations of treaties.
    [Show full text]
  • ALGONQUIAN TRADE LANGUAGES Richard Rhodes Eastern Ojibwa
    1 ALGONQUIAN TRADE LANGUAGES Richard Rhodes Eastern Ojibwa Dictionary Project University of Michigan In this paper,1 I will turn from my more usual concerns of linguis­ tic analysis to a question of language use—a question of perhaps broader interest to the current audience since the implications of this paper touch on the domains of anthropology and ethnohistory as well as on linguistics. I will develop the hypothesis that intertribal contact among Algonquians in the Great Lakes area was mediated via trade languages or koines rather than through interpreters or by some other means.2 By the term trade language I mean a language customarily used for communication between speakers of different languages, even though it may be that neither speaker has the trade language as his dominant language. Some familiar examples include Greek, which in Roman times was the trade langauge of the Medi­ terranean, and Latin, which was the trade language of Europe. More recently Portuguese, French, and English have served as trade lan­ guages in various parts of Africa and Asia. Other well-known non- Indo-European trade languages include Swahili in East Africa and Fulani in West Africa, and one could argue that Modern Standard Arabic and Mandarin Chinese constitute trade languages in their respective parts of the world. It is characteristic of trade languages that there is a relatively high degree of bilingualism involving the trade language. As we will see later, this fact lends significant support to our position on Algonqui­ an trade languages. The hypothesis that certain midwestern Algonquian languages and dialects once served as trade languages arose out of an incongruity in my field work that has bothered me for a number of years, namely that most of the speakers of Ottawa that I have been working with are descendants not of Ottawas, but of Potawatomis and Chippewas, i.e.
    [Show full text]
  • Downloads/2010-Report-On-The-Status-Of-Bc-First- Nations-Languages.Pdf
    Ḵ̓A̱NGEX̱TOLA SEWN-ON-TOP: KWAK’WALA REVITALIZATION AND BEING INDIGENOUS by PATRICIA CHRISTINE ROSBOROUGH B.A., University of Victoria, 1993 M.A., Bastyr University, 1995 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in THE FACULTY OF GRADUATE STUDIES (Educational Leadership and Policy) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2012 © Patricia Christine Rosborough, 2012 ABSTRACT Kwak’wala, the language of the Kwakwa̱ka̱’wakw, like the languages of all Indigenous peoples of British Columbia, is considered endangered. Documentation and research on Kwak’wala began more than a century ago, and efforts to revitalize Kwak’wala have been under way for more than three decades. For Indigenous peoples in colonizing societies, language revitalization is a complex endeavour. Within the fields of language revitalization and Indigenous studies, the practices and policies of colonization have been identified as key factors in Indigenous language decline. This study deepens the understanding of the supports for and barriers to Kwak’wala revitalization. Emphasizing Indigenization as a key aspect of decolonization, the study explored the relationship between Kwak’wala learning and being Indigenous. The study was conducted through a Ḵ̓a̱ngex̱tola framework, an Indigenous methodology based on the metaphor of creating a button blanket, the ceremonial regalia of the Kwaka̱ka̱’wakw. The research has built understanding through the author’s experience as a Kwak’wala learner and the use of various approaches to language learning, including two years with the Master-Apprentice approach. The research employs the researcher’s journals and personal stories, as well as interviews with six individuals who are engaged in Kwak’wala revitalization.
    [Show full text]
  • Topics in Potawatomi Grammar
    Topics in Potawatomi Grammar TOPICS IN POTAWATOMI GRAMMAR home | reference | PLSC | forum 1. Introduction to the Potawatomi Language 2. The Sounds of Potawatomi 3. Writing Systems 4. Sound Rules 5. Grammatical Categories 6. Parts of Speech 7. Introduction to Word Structure [more on this subject soon] 8. The Inflection of Nouns 9. The Inflection of Verbs 10 Introduction to Sentence Structure [more on this subject soon] 11. Adverbial Clauses 12. Complement Clauses 13. Relative Clauses [more on this subject soon] 14. Conjunction [more on this subject soon] 15. Disjunction [more on this subject soon] 16. Adversatives Verb Paradigm Charts A Note on Paradigms and Attrition file:///D|/My%20Documents/anishinaabe/TRIBES/languages/potawatomi/grammartopics.html2007.01.26. 23:36:54 Introduction 1. INTRODUCTION TO THE POTAWATOMI LANGUAGE home | reference | PLSC | forum | grammar topics 1. Communities of Speakers 2. Dialects 3. Potawatomi an Endangered Language 4. Language Families and the Algonquian Language Family 5. Language Family Trees 6. Some Distinctive Features of Potawatomi Grammar 6.1. Animacy 6.2. Preference for Verbal Constructions 6.3. Inflections vs. Pronouns 6.4. Word-Building 6.5. Word Order 6.6. Linguistic Research 1. COMMUNITIES OF SPEAKERS [top] Neshnabémwen, commonly known as Potawatomi, is the heritage language of the Bodéwadmik, or Potawatomi people. In the early 1800's, the Potawatomi area extended over a large territory centered around Lake Michigan. After removal, the tribes were dispersed over much of the midwest of the United States and adjacent Ontario in Canada. In the United States there are six federally recognized Potawatomi Tribes: the Forest County Potawatomis in Wisconsin, Hannahville Indian Community in northern Michigan, the Huron Band Potawatomis in southwestern Michigan, the Pokagon Band Potawatomis (which are also in southwestern Michigan but also extend to northwestern Indiana) the Prairie Band Potawatomis in Kansas, and the Citizen Potawatomi Nation in Oklahoma.
    [Show full text]
  • Indian Reserves on the Prairies 243
    1985] INDIAN RESERVES ON THE PRAIRIES 243 INDIAN RESERVES ON THE PRAIRIES RICHARD H. BARTLETT~ Indian reserves comprise the only land left to the Indians of the Prairie Provinces. This paper endeavors to examine and explain the rights of ownership and administra­ tion held by the Indians and Governments in such lands. It endeavors to determine what the treaties between the Indians and the Crown promised and to what extent they have been fulfilled. Rights with respect to minerals and timber are examined in the course of the study. I. THE ESTABLISHMENT OF INDIANS RESERVES BY TREATY 1 Alberta, Manitoba and Saskatchewan make up the Prairie Provinces of Canada. The southern reaches of the Provinces were the traditional lands of the plains' tribes: the Plains Cree, the Assiniboine, the Gros Ventre, the Blackfoot and the Sarcee. 2 To the north the forests were the territory of the Chipewyan, Beaver, Slave and Sekani tribes. 3 The traditional title of the Indians to their lands was recognized in the terms of the treaties that were entered into between the Crown in the right of the Dominion and the Indians. The treaties provided for the surrender of the Indian title in return for the establishment of reserves, guarantees as to hunting and fishing rights, annuities and certain social and economic undertakings. The treaties were entered into as the pressure of settlement and development demanded. Indian title in southern Manitoba and Saskat­ chewan was surrendered by Treaties #1 (1871), #2 (1871), #3 (1873) and #4 (1874). Central Manitoba, Saskatchewan and Alberta was surrendered by Treaties #5 (1875) and #6 (1876).
    [Show full text]
  • CBA Paper – First Nation Treaties in Canadian Federalism
    The Divided Indivisible Crown: A Provincial Perspective on Treaty Rights Gordon E. Hannon1 I have been asked to provide some comments about treaty rights from the prospective of the “Provincial Crown”. I am happy to do so, but I start with the observation about the odd notion of the “Provincial Crown”. The Crown is, of course, indivisible, there being but one “sovereign”. The Crown in an aboriginal law context has long been considered to be the federal Crown – the Crown in right of Canada. I think that traditional view is overly simplistic and outdated and it must be recognized that the Provinces are key players in recognizing and respecting treaty rights. Increasingly the relations between First Nations and the Crown are expressed with Crown representatives in right of the Provinces. In Part 1 of this paper I provide brief review of the evolution of the law from the enclave theory of First Nations as exclusive subjects of federal jurisdiction to the present where Provincial governments have extensive relations with First Nations in relation to the use and development of Crown lands which are administered and managed by Provincial Governments. In Part 2, I give five specific examples that I think illustrate that evolution. Part 1 – Evolution of Provincial Government involvement in Treaty matters When I started my work with Manitoba Justice it was frequently said – as if some kind of self-evident truism – that aboriginal peoples were “federal jurisdiction”, and that the Province was very limited in what it could do in respect of aboriginal peoples. The Province was aware of the treaties; in the Prairie Provinces being the numbered Treaties.2 But save for hunting rights, the treaties were really federal responsibility.
    [Show full text]
  • Annual General Report 2019
    Annual General Report 2019 Restoring Inherent Jurisdiction Advocating for MKO Nations to assert authority over our lands, children and culture Manitoba Keewatinowi Okimakanak Inc. Table of Contents Acronyms ........................................................................................................ 3 Grand Chief’s Message .................................................................................. 4 Department Reports for the 2018-2019 Fiscal Year ....................... 7 Grand Chief’s Office and Funding ............................................................................ 8 Child and Family Services Liaison Unit .......................................................................... 10 Client Navigator .......................................................................................................... 11 Clinical Care Transformation (Health) ............................................................................ 13 Communications .......................................................................................................... 14 Economic Development ........................................................................................... 15 Education ......................................................................................................................... 16 First Nations Justice Strategy: Restorative Justice .............................................. 17 Indigenous Skills and Employment Training Program .............................................. 19 Mental Wellness
    [Show full text]
  • Copyright © November 2018 Erin Yaremko
    Failed Partnership to Future Partnership: An Examination of Social Impacts Moving from Institutional Failure to Partner with Indigenous Communities to a New Model of Partnership A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba In partial fulfilment of the requirements of the degree of MASTER OF ARTS Department of History University of Manitoba Winnipeg Copyright © November 2018 Erin Yaremko 0 Acknowledgement of Treaty Territory and Positionality I acknowledge that I reside and work on treaty 1 and treaty 5 territory, the traditional territories of the Anishinaabeg (Ojibway), Muskeko-ininiwak (Cree), Dakota and Nakota peoples, and the homeland of the Red River Métis Nation. As a settler descendant I acknowledge the continuation of modern colonial barriers First Nations continue to face, and am consciously aware of the white privilege I carry. I commit myself to building reciprocal partnerships and alliances to further the growth of the Indigenous perspective in historical source. I come to this research and work with anticolonial, anti-racist world views and commit myself to furthering my own personal growth and understanding of Indigenous methodology and world views through continual alliance with each Nation I am fortunate to partner with. My early upbringing through inner city volunteer positions and further work in areas of social justice facilitated the growth of my passion for social justice-based research and work in partnership with other cultural groups. Past work in partnership with the Japanese Canadian based project Landscapes of Injustice helped foster my understanding of large social justice- based research projects. Work in partnership with the Japanese Manitoban and Japanese Saskatchewan communities furthered my understanding of colonization in Canada and the trauma caused by western society.
    [Show full text]
  • The Numbered Treaties in Saskatchewan
    THE NUMBERED TREATIES IN SASKATCHEWAN aties in the g Tre Cla hin ssro ac R C E G U I D om Te O U E F E S O R R G T Y R A A E D R T E 2 A August 2008 The Office of the Treaty Commissioner in partnership with FIELD TEST DRAFT The Numbered Treaties in Saskatchewan: Teaching Treaties in the Classroom, A Treaty Resource Guide for Grade 2 © 2008 All rights reserved. This book is to be used for educational purposes only and is not intended for resale. Permission to adapt the information contained herein for any other purpose requires permission in writing from the Office of the Treaty Commissioner. Library and Archives Canada Cataloguing in Publication Teaching treaties in the classroom : a treaty resource guide for kindergarten to grade 6 / Office of the Treaty Commissioner. Contents: Since time immemorial : a treaty resource guide for kindergarten — The lifestyles of the First Nations peoples before and after the arrival of the newcomers : a treaty resource guide for grade 1 — The numbered treaties in Saskatchewan : a treaty resource guide for grade 2 — The First Nations and the newcomers settle in what is now known as Saskatchewan : a treaty resource guide for grade 3 — The Indian Act of 1876 was not part of treaty : a treaty resource guide for grade 4 — The First Nations struggle to be recognized : a treaty resource guide for grade 5 — Revival of the treaty relationship, living in harmony : a treaty resource guide for grade 6 ISBN 978-0-9782685-1-0 (kindergarten).— ISBN 978-0-9782685-2-7 (grade 1).
    [Show full text]