Faun Ember Rice

Total Page:16

File Type:pdf, Size:1020Kb

Faun Ember Rice Time and Story in Sahtú Self Government Intercultural Bureaucracies on Great Bear Lake by Faun Ember Rice A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Anthropology University of Alberta © Faun Ember Rice, 2016 Abstract This thesis explores aspects of self-government in Délı̨nę, NT, Canada, a Sahtú Dene community of approximately 550 people. Délı̨nę’s Final Self Government Agreement (FSGA) was passed by the federal government of Canada in 2015, and the research for this thesis coincided with the beginning of Délı̨nę’s one-year transition into self government. The FSGA follows the Sahtú Dene and Métis Comprehensive Land Claim Agreement of 1993, and the region falls within Treaty 11. This thesis’ primary question is: What are the shared stories about the future of self-government that people in Délı̨nę tell?S ubsidiary questions and themes that emerged from the research process include: How does the history of the Sahtú region inform contemporary negotiations, agreements, and the stories told about them? How do new roles created by institutions of governance impact the people who hold them? How does the text of a self-government agreement diverge from the ideas that people have about self-government? Using a combination of collaborative ethnographic methods (including participant observation, qualitative interviews, and community feedback) the material for this thesis was gathered over the course of two months, August to September of 2015. All interviews were conducted in English, though many in Délı̨nę speak Sahtú Dene (North Slavey or Athapaskan). Field data were analyzed using a qualitative coding technique then combined with a regional and topical literature review to produce the document to follow. I open with a discussion of methodology, followed by a partial history of self- determination and colonialism in Délı̨nę, from time immemorial to the beginnings of land claim agreements. Next, the Canadian state’s legal approach to self-government negotiations is examined, providing a background for some of the legal obstacles that ii Indigenous communities may face. I highlight a few key sections of the text of Délı̨nę’s Final Self Government Agreement before identifying four different ways of thinking about the future of self-government and intercultural bureaucracies, as discussed by participants in Délı̨nę. The four different approaches to self-government’s future inform accompanying stories that help individuals in the Sahtú region frame what it means to be traditional, modern, or negotiate the two, in occupation, language, economy, and lifestyle. The first identified story is that self-government is a bubble created for culture to occur within, and that the bubble may shrink or pop if the people on its edges are worn down. The second story is that Dene values, languages, and lifestyles will eventually replace colonial history and values using self-government as a framework to do so. Third, people may invoke a commitment to excel both as Dene and as bureaucrats but keep the two roles separate, being “strong like two people.” Fourth, many in Délı̨nę have faith in their community’s spiritual strength and the prophecies that will allow it to withstand exterior pressures and change those who visit for the better. This thesis’ presentation of history informs its discussion of current hurdles, structural challenges, hopes, and plans for Indigenous self- government. All three chapters are intended to be descriptive rather than prescriptive, but they conclude with thoughts about how the stories presented may be useful for people working in intercultural bureaucracies in Canada. Anthropology has been largely critical of the impact of land claims and self- government agreements on Indigenous communities’ ability to self-determine (see Coulthard 2007; Dokis 2015; Irlbacher-Fox 2009; Nadasdy 2003 for some key examples). This thesis acknowledges the structural difficulty of Indigenous self- iii determination in a colonial state, but focuses on the ways in which Sahtú Dene peoples are reinventing and inverting the dynamics of marginalization. Positioned at a unique time of transition where both hopes and trepidations about self-government’s future were running high in Délı̨nę, this thesis sketches pictures of the community’s self-envisioned paths. Self-government narratives impact human actions, policy, and lifestyles; this thesis chronicles them for their social presence and the lessons that can be derived by reflecting on them. iv Preface This thesis is an original work by Faun Rice. The research project, of which this thesis is a part, received research ethics approval from the University of Alberta Research Ethics Board, Project Name “Self-Determination in Délı̨nę: Cultural and Linguistic Revitalization in a Legal and Spatial Context,” Study ID: Pro00053105 on March 12, 2015. Additionally, Faun Rice received a Northwest Territories Scientific Research License from the Aurora Research Institute, Project Name “Self-Determination in Délı̨nę: Cultural and Linguistic Revitalization in a Legal and Spatial Context,” No. 15702 on July 06, 2015. The Northwest Territories Scientific Research License was issued with consent from Délı̨nę First Nation (Chief and Council), the Charter Community of Délı̨nę, the Délı̨nę Renewable Resource Board, and the Délı̨nę Land Corporation. v Acknowledgments This thesis was completed thanks to numerous friends, colleagues, and family members. Over the year of fieldwork, research, and writing I was lucky to have great support from many people and institutions. I would like to take the time to thank just a few of them here. First, the community of Délı̨nę, NT was very kind to host me for two months. Bernice and Morris Neyelle, along with their whole family, were wonderful and warm hosts who I can’t thank enough for their hospitality. Danny and Gloria Gaudet, Walter Bayha, Ed Reeves, Fibbie Tatti, Michael Neyelle, Gary Elemie, Edith Mackeinzo, Elsie Vital-Swanson, Steven Iveson, Raymond Taneton, Paulina Roche, and Deborah Simmons were all very supportive of my role as a student in Délı̨nę, and I would like to thank all of them for their time, energy, and friendliness. There were many other people in Délı̨nę who were very welcoming and supportive – all of the ladies who sew together at Aurora College, all of the elders who allowed me to listen to their stories, everyone involved in the place name mapping project, and far too many more to name. Mahsi cho. At the University of Alberta, I am particularly grateful for the continued support and supervision of Andie Palmer. I am also thankful for my thesis committee members, Mark Nuttall, Sarah Shulist, D’Arcy Vermette, and Joseph Hill, along with professors Jean DeBernardi and Marko Zivkovic; all of them are excellent teachers with an abundance of faith in their students. On an institutional and administrative level, I would also like to gratefully recognize the University of Alberta Department of Anthropology for supporting tuition and research trips, the Social Sciences and Humanities Research Council of Canada for the Canada Graduate Master’s Scholarship, Student Aid Alberta, the Faculty of Graduate Studies and Research, the Northern Scientific Training Program, and UAlberta North. Each granting agency made this degree and thesis possible with its support. To friends and family: Kaitlin O’Brien was the very first one to read my first, messy, thesis draft. I owe her endless thanks for all her feedback and support. Will Tanenbaum was a close second, and might have won had I made him an audiobook version. Nadia Ady kept me on track during evenings of writing, Miriam Gross listened to me bounce ideas around, and I am lucky to know countless more fantastic people who put up with me during this time. Not least amongst them, my family read my blog, checked in on me via email, flagged grammatical mishaps (a huge thanks to Tara Nixon), and asked only good questions. Finally, my CILLDI family has been a formative part of my life and this thesis, and I hope that everyone there will continue to keep in contact. vi Contents Abstract ii Preface v Acknowledgments vi List of Figures viii Glossary of Terms ix Chapter One: Context and Regional History 1.0 Introductıon 1 1.1 Methods 3 1.2 History and Literature Review: Shaping Text and Context 10 1.3 Time Immemorial: Long Ago Stories 12 1.4 Traditional Governance: Consensus and Experience 16 1.5 Sahtú: Great Bear Lake 19 1.6 Traders, Missionaries, and Explorers: Learning to use Snow Shoes 21 1.7 Hand Games, Drums, and Dances 24 1.8 Treaty 11 27 1.9 The Early 20th Century and Port Radium 28 1.11 Skidoos and Pipelines: The Post-War Landscape 31 1.12 Regional History: Conclusion 37 Chapter Two: Modernity, Colonialism, and Recent Legal History 2.0 Introduction: Indigenous bureaucracies 39 2.1 Modernity and Indigeneity: Terms in Action 42 2.2 Traditional by Law: Legal Implications of Tradition and Modernity 46 2.3 Origins and Challenges of Indigenous Self-Government in Canada 52 2.4 Délı̨nę’s Final Self-Government Agreement 57 Interlude: First Snow 64 Chapter Three: Picturing Self-Government in Délı̨nę First Nation 3.0 Introduction 68 3.1 The Bubble: Gatekeeping or Sacrifice 72 3.2 Dene Transformations of Colonial Institutions 80 3.2a Dene transformations of Ecology, Environmental Policy, and Property 81 3.2b Dene transformations of Governance, Language and Laws 89 3.3 We are becoming “Strong Like Two [Different] People.” 96 3.4 Prophecy and Authority 104 3.5 Chapter Three: Concluding Thoughts 108 Conclusion 112 References 115 Cases Cited 125 vii List of Figures Figure 1: Yamoria's Three Pelts seen from Tulita 14 Figure 2: Cemetery looking out on lake 23 Figure 3: Drumming in the Cultural Centre 38 Figure 4: Skies Over Saoyú-Ɂehdacho 67 Figure 5: The Prophet House 82 Figure 6: Fishing on Sahtú 88 Figure 7: Reflections on Sahtú 111 viii Glossary of Terms Délı̨nę: Translated by the community as “where the water flows,” Délı̨nę is the newer official name of the charter community of Fort Franklin, though it existed as a place name for the region where Great Bear River feeds into the lake long before the settlement.
Recommended publications
  • G18x005 G18l8-001
    November 16, 2020 File: G18X005 G18L8-001 Mr. Mark Cliffe-Phillips Mackenzie Valley Environmental Impact Review Board 200 Scotia Center Box 938, 5102 - 50th Avenue Yellowknife NT X1A 2N7 Sent via email Dear Mr. Cliffe-Phillips, Re: Notice of Preliminary Screening Determination – Application for Permit and Water Licence Inuvik Wind Project – Inuvik, NT The Gwich’in Land and Water Board (Board) met on November 14, 2020 and considered the Application from NWT Energy Corporation (03) Ltd. (NTEC) for Type A Land Use Permit (Permit) G18X005 and Water Licence (Licence) G18L8-001 for the Inuvik Wind Project in Inuvik, NT, in accordance with the Mackenzie Valley Resource Management Act (MVRMA). The Board conducted a preliminary screening based on the Application and the public record for the proceeding. Based on the evidence provided, the Board is satisfied the screening has been completed according to section 125 of the MVRMA and has decided not to refer the project to environmental assessment. The Preliminary Screening Report includes the Board’s reasons for decision, as required by section 121 of the MVRMA (attached). If the Board does not receive notice of referral to environmental assessment, it will proceed with the issuances of G18X005 and G18L8-001 on November 27, 2020. Our Board and staff look forward to continued communications throughout the pause period. If you have any questions or concerns regarding this letter, please contact AlecSandra Macdonald at (867) 777-4954 Yours sincerely, Elizabeth Wright Chair, GLWB Copied to: GLWB Distribution List Attached: Preliminary Screening Report, including Reasons for Decision Preliminary Screening Report Form Preliminary screener: GLWB EIRB Reference / File number: G18X005 G18L8-001 Reference number: TITLE: Inuvik Wind Project ORGANIZATION: NWT Energy (03) Ltd.
    [Show full text]
  • Understanding Aboriginal and Treaty Rights in the Northwest Territories: Chapter 2: Early Treaty-Making in the NWT
    Understanding Aboriginal and Treaty Rights in the Northwest Territories: Chapter 2: Early Treaty-making in the NWT he first chapter in this series, Understanding Aboriginal The Royal Proclamation Tand Treaty Rights in the NWT: An Introduction, touched After Great Britain defeated France for control of North briefly on Aboriginal and treaty rights in the NWT. This America, the British understood the importance of chapter looks at the first contact between Aboriginal maintaining peace and good relations with Aboriginal peoples and Europeans. The events relating to this initial peoples. That meant setting out rules about land use contact ultimately shaped early treaty-making in the NWT. and Aboriginal rights. The Royal Proclamation of 1763 Early Contact is the most important statement of British policy towards Aboriginal peoples in North America. The Royal When European explorers set foot in North America Proclamation called for friendly relations with Aboriginal they claimed the land for the European colonial powers peoples and noted that “great frauds and abuses” had they represented. This amounted to European countries occurred in land dealings. The Royal Proclamation also asserting sovereignty over North America. But, in practice, said that only the Crown could legally buy Aboriginal their power was built up over time by settlement, trade, land and any sale had to be made at a “public meeting or warfare, and diplomacy. Diplomacy in these days included assembly of the said Indians to be held for that purpose.” entering into treaties with the indigenous Aboriginal peoples of what would become Canada. Some of the early treaty documents aimed for “peace and friendship” and refer to Aboriginal peoples as “allies” rather than “subjects”, which suggests that these treaties could be interpreted as nation-to-nation agreements.
    [Show full text]
  • Diamond Mining and Tłįchǫ Youth in Behchokǫ̀, Northwest Territories
    ARCTIC VOL. 65, NO. 2 (JUNE 2012) P. 214 – 228 All That Glitters: Diamond Mining and Tłįchǫ Youth in Behchokǫ,̀ Northwest Territories COLLEEN M. DAVISON1 and PENELOPE HAWE2 (Received 5 March 2010; accepted in revised form 23 September 2011) ABSTRACT. Currently, Canada’s northern territories have three active diamond mines and one mine under construction, and one mine has recently closed. In response to local concerns, and in partnership with members of the Tłįchǫ First Nation, this ethnographic study examines the positive and detrimental impacts of diamond mining on youth in Behchokǫ,̀ Northwest Territories, using data collected from intensive fieldwork and participant observation, focus groups, interviews, and archival documents. The study of mining impacts remains a complex and contested field. Youth in Behchokǫ̀ experience both negative and positive effects of mining. Diamond mining companies are places of employment and act as community resources; their development has influenced the transience of individuals in the region, the identity and roles of family caregivers, the motivation of students, the purpose of schooling, and the level of economic prosperity in some (but not all) families. The diverse impacts of these changes on the health of northern individuals and communities can be understood only within the broader context of social, economic, political, and environmental changes occurring in the Arctic today. Results of this study help inform ongoing efforts by those in Behchokǫ̀ and the Northwest Territories to monitor the effects of diamond mining and maximize the potential benefits for local people, including youth. Key words: Aboriginal health, youth, diamond mining, resource development, education, employment, impacts and benefits RÉSUMÉ.
    [Show full text]
  • Sidenius Creek Archaeological Inventory Project: Potential Model - - - Muskwa-Kechika Management Area
    SIDENIUS CREEK ARCHAEOLOGICAL INVENTORY PROJECT: POTENTIAL MODEL - - - MUSKWA-KECHIKA MANAGEMENT AREA March, 2001 Prepared for: Muskwa-Kechika Trust Fund Project # M-K 2000-01-63 Prepared by: BC Regional Office Big Pine Heritage Consulting & Research Ltd. #206-10704 97th Ave. Fort St. John, BC V1J 6L7 Credits: Report Authors – Rémi Farvacque, Jeff Anderson, Sean Moffatt, Nicole Nicholls, Melanie Hill; Report Production – Jeff Anderson, Rémi Farvacque, Sean Moffatt; Archival Research – Nicole Nicholls, Vandy Bowyer, Elvis Metecheah, Chris Wolters; Interview Personnel – Maisie Metecheah, Elvis Metecheah, Colleen Metecheah, Nicole Nicholls, Rémi Farvacque; Project Director – Rémi Farvacque ACKNOWLEDGEMENTS i We wish to thank the following individuals and groups who provided assistance, guidance, and financial support. Sincere thanks is owed to the Chief & council, staff, and members of the Halfway River First Nation (HRFN) who graciously provided us with facilities and support when conducting interviews, and to the community members who were eager to discuss this project with us. Financial support was provided by the Muskwa-Kechika Management Area Advisory Board (Project # M-K 2000-01-63). Robert Jackson (Council, HRFN) and Chris Bazant (Oil & Gas Landsperson, HRFN) provided guidance that was greatly appreciated. Ethnographic research was assisted by Elvis Metecheah & Chris Wolters, and the Treaty and Aboriginal Rights Research archives staff at Treaty 8 offices, Fort St. John, BC Assistance in the field was provided by Maisie, Elvis, and Colleen Metecheah (members of the HRFN). A thank you goes to McElhanney Land Surveyors, Fort St. John, for their expedient and generous delivery of data sets and printing services. Frontispiece: False-colour elevation model of study area.
    [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]
  • LANGUAGES of the LAND a RESOURCE MANUAL for ABORIGINAL LANGUAGE ACTIVISTS
    LANGUAGES of THE LAND A RESOURCE MANUAL FOR ABORIGINAL LANGUAGE ACTIVISTS Prepared by: Crosscurrent Associates, Hay River Prepared for: NWT Literacy Council, Yellowknife TABLE OF CONTENTS Introductory Remarks - NWT Literacy Council . 2 Definitions . 3 Using the Manual . 4 Statements by Aboriginal Language Activists . 5 Things You Need to Know . 9 The Importance of Language . 9 Language Shift. 10 Community Mobilization . 11 Language Assessment. 11 The Status of Aboriginal Languages in the NWT. 13 Chipewyan . 14 Cree . 15 Dogrib . 16 Gwich'in. 17 Inuvialuktun . 18 South Slavey . 19 North Slavey . 20 Aboriginal Language Rights . 21 Taking Action . 23 An Overview of Aboriginal Language Strategies . 23 A Four-Step Approach to Language Retention . 28 Forming a Core Group . 29 Strategic Planning. 30 Setting Realistic Language Goals . 30 Strategic Approaches . 31 Strategic Planning Steps and Questions. 34 Building Community Support and Alliances . 36 Overcoming Common Language Myths . 37 Managing and Coordinating Language Activities . 40 Aboriginal Language Resources . 41 Funding . 41 Language Resources / Agencies . 43 Bibliography . 48 NWT Literacy Council Languages of the Land 1 LANGUAGES of THE LAND A RESOURCE MANUAL FOR ABORIGINAL LANGUAGE ACTIVISTS We gratefully acknowledge the financial assistance received from the Government of the Northwest Territories, Department of Education, Culture and Employment Copyright: NWT Literacy Council, Yellowknife, 1999 Although this manual is copyrighted by the NWT Literacy Council, non-profit organizations have permission to use it for language retention and revitalization purposes. Office of the Languages Commissioner of the Northwest Territories Cover Photo: Ingrid Kritch, Gwich’in Social and Cultural Institute INTRODUCTORY REMARKS - NWT LITERACY COUNCIL The NWT Literacy Council is a territorial-wide organization that supports and promotes literacy in all official languages of the NWT.
    [Show full text]
  • Manitoba Postsecondary Graduates from the Class of 2000 : How Did They Fare? by Chantal Vaillancourt
    Catalogue no. 81-595-MIE — No. 029 ISSN: 1711-831X ISBN: 0-662-40245-6 Research Paper Culture, Tourism and the Centre for Education Statistics Manitoba postsecondary graduates from the Class of 2000 : how did they fare? by Chantal Vaillancourt Culture, Tourism and the Centre for Education Statistics Division 2001 Main Building, Ottawa, K1A 0T6 Telephone: 1 800 307-3382 Fax: 1 613 951-9040 Statistics Statistique Canada Canada How to obtain more information Specific inquiries about this product and related statistics or services should be directed to: Client Services, Culture, Tourism and the Centre for Education Statistics, Statistics Canada, Ottawa, Ontario, K1A 0T6 (telephone: (613) 951-7608; toll free at 1 800 307-3382; by fax at (613) 951-9040; or e-mail: [email protected]). For information on the wide range of data available from Statistics Canada, you can contact us by calling one of our toll-free numbers. You can also contact us by e-mail or by visiting our website. National inquiries line 1 800 263-1136 National telecommunications device for the hearing impaired 1 800 363-7629 Depository Services Program inquiries 1 800 700-1033 Fax line for Depository Services Program 1 800 889-9734 E-mail inquiries [email protected] Website www.statcan.ca Information to access the product This product, catalogue no. 81-595-MIE, is available for free. To obtain a single issue, visit our website at www.statcan.ca and select Our Products and Services. Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner and in the official language of their choice.
    [Show full text]
  • "It Was Only a Treaty"
    "IT WAS ONLY A TREATY" TREATY 11 ACCORDING TO THE DENE OF THE MACKENZIE VALLEY Revised for The Dene Nation and The Royal Commission on Aboriginal Peoples Rene M.J. Lamothe April, 1996 EXECUTIVE SUMMARY "It Was Only A Treaty" provides some basic concepts about Treaty 11 from a Dene perspective. The paper sets out cultural parameters of Dene life by providing information on key social, economic, political and spiritual aspects of Dene life with the intention of providing readers with the historical and legal context in which the Dene live. Through the presentation of the context of Dene life, the paper sets the parameters which limit Dene decision making with regards to the land and relationships with non-Dene. Some of the information may be viewed by academic interests to be outside the scope of what they consider "sound knowledge" about the Dene. The information, however, is provided from within the context of Dene experience, much of which, being of a spiritual nature, is not readily available to the "outside" academic. This information is also intended, in part, to set the stage for the non-Dene to better understand the social, political and economic conditions in play in Dene society in 1921. Understanding the context from which the Dene approached the Crown's Treaty Party is fundamental to understanding the Dene version of Treaty 11. The paper explores government interests in the territory covered by Treaty 11. Although this section is very limited in its' scope and does not provide conclusive evidence about the motives of government, it provides information on land surveys which took place in Dene territory before Treaty was made, as well as bringing to light some of the political and economic pressures which have been at play within the Euro-Canadian/American public since contact.
    [Show full text]
  • Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
    Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions.
    [Show full text]
  • Updated Report on Canada's Aboriginal Consultation Activities
    Updated Report on Canada’s Aboriginal Consultation Activities for the Mackenzie Gas Project Submitted to the National Energy Board Pursuant to Hearing Order GH-1-2004 March 15, 2010 Volume 1 – Report Updated Report on Canada’s Aboriginal Consultation Activities for the Mackenzie Gas Project REVISED TABLE OF CONTENTS Volume 1 Glossary of Terms............................................................................................v 1. Introduction ..........................................................................................1 2. The Mackenzie Gas Project – Crown Consultation Unit (MGP-CCU) ...................................................1 3. Crown Consultation and the MGP.........................................................4 3.1 How Did We Consult? ................................................................4 3.1.1 The Joint Review Panel and National Energy Board Hearing Processes .............................................5 3.1.2 Information on Aboriginal Concerns Provided by the Proponent............................................5 3.2 Direct Consultations ...................................................................5 3.2.1 Who Did We Consult?...................................................5 3.2.2 Process for Direct Consultation.....................................6 3.3 Consultation Binder ....................................................................7 4. Funding .................................................................................................7 4.1 Funding Related to the Environmental
    [Show full text]
  • Pipeline Project Preliminary Information Packagefor the Northern Gas Pipeline Project Volume I Table of Contents
    A- 54967 PRELIMINARY INFORMATION PACKAGE FOR THE NORTHERN GAS PIPELINE PROJECT PRELIMINARY INFORMATION PACKAGEFOR THE NORTHERN GAS PIPELINE PROJECT VOLUME I TABLE OF CONTENTS I . INTRODUCTION ....................................................................................................................... 1 .. A . Project Descrlptlon................................................................................................................. 1 B. Capital Structure. .................................................................................................................... 4 C . Consortium Approach............................................................................................................ 5 D . Aboriginal Ownership and Benefits....................................................................................... 5 E . Tolls and Access ..................................................................................................................... 6 F . Alaska ..................................................................................................................................... 7 G . Regulatory Matters................................................................................................................. 7 H . Conclusion ............................................................................................................................. 8 I1 . PROJECT OVERVIEW ............................................................................................................. 9
    [Show full text]
  • National Friendship Centre Survey
    National Friendship Centre Survey Aboriginal Language Programs March 2007 This Strategy was commissioned by Contact: National Association of Friendship Centres 275 MacLaren Street, Ottawa, Ontario K2P 0L9 TELEPHONE: (613) 563-4844 FAX: (613) 594-3428 or (613) 563-1819 GENERAL INQUIRY EMAIL: [email protected] Prepared by www.invertmedia.com ii National Friendship Centre Survey of Aboriginal Language Programs CONTENTS 1. Introduction 1.1. Why a Survey? 1 1.2. Objectives 2 1.3. Methodology 2 2. Background 2.1. Language Health 4 2.2. Why Language Revitalization? 4 2.3. Delivery Resources and Contexts 10 3. Survey Results 3.1. By Region and Contact 13 3.2. By Regional Languages 14 3.3. Language Program Provision 15 3.4. Program Type and Funding 16 3.5. Curriculum Materials 17 3.6. Best Practices 17 3.7. Learner Age Range 18 3.8. Number of Learners 18 3.9. Priority Programs 19 3.10. Accreditation 19 3.11. Client Characteristics 19 3.12. Success Factors 21 3.13. Challenges 21 iii 3.14. Program Resources 22 3.15. Other Community Programs 22 3.16. Past Programs 24 3.17. Overall Demand 24 3.18. Overall Resource Availability 25 3.19. General Comments 25 4. Analysis 4.1. Response Levels/ Respondents 26 4.2. Languages and Territories 27 4.3. Program Funding 28 4.4. Friendship Centre Language Programs 29 4.5. Program Clients/ Learners 32 4.6. Other Community Programs 33 5. Summary 5.1. Recommendations 34 5.2. Conclusion 37 6. Appendices 6.1. Survey Questions 39 6.2.
    [Show full text]