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Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview
Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Faculty of Humanities, Department of Linguistics and Faculty of Education, Indigenous Education Art Napoleon, 2014 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental Member iii ABstract Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental MemBer Through a review of literature and a qualitative inquiry of Cree language practitioners and knowledge keepers, this study explores traditional concepts related to Cree worldview specifically through the lens of nîhiyawîwin, the Cree language. Avoiding standard dictionary approaches to translations, it provides inside views and perspectives to provide broader translations of key terms related to Cree values and principles, Cree philosophy, Cree cosmology, Cree spirituality, and Cree ceremonialism. It argues the importance of providing connotative, denotative, implied meanings and etymology of key terms to broaden the understanding of nîhiyaw tâpisinowin and the need -
Refusing to Hyphenate: Doukhobor Autobiographical Discourse
REFUSING TO HYPHENATE: DOUKHOBOR AUTOBIOGRAPHICAL DISCOURSE By JULIE RAK, M.A. A Thesis Submitted to the School ofGraduate Studies in Partial Fulfilment ofthe Requirements for the Degree Doctorate McMaster University © Copyright by Julie Rak, June 1998 DOCTORATE (1998) (English) McMaster University Hamilton, Ontario TITLE: Refusing to Hyphenate: Doukhobor Autobiographical Discourse AUTHOR: Julie Rak, B.A. (McMaster University), M.A. (Carleton University) SUPERVISOR: Professor Lorraine M. York NUMBER OF PAGES: vi,256 (ii) Abstract My thesis, Refusing to Hyphenate: Doukhobor Autobiographical Discourse brings together recent theories ofautobiography with a consideration ofalternative autobiographical writing and speaking made by a Russian-speaking migrant group, the Doukhobors ofCanada. The situation ofthe Doukhobors is ideal for a consideration of alternate autobiographical forms, since Doukhobors have fallen outside liberal democratic discourses ofCanadian nationalism, land use and religion ever since their arrival in Canada in 1899. They have turned to alternate strategies to retell their own histories against the grain ofthe sensationalist image ofDoukhobors propagated by government commissions and by the Canadian media. My study is the first to recover archived autobiographical material by Doukhobors for analysis. It also breaks new ground by linking new developments in autobiography theory with other developments in diaspora theory, orality and literacy and theories ofperformativity, as well as criticism that takes issues about identity and its relationship to power into account. When they had to partially assimilate by the 1950s, some Doukhobors made autobiographical writings, translations and recordings that included interviews, older autobiographical accounts and oral histories about their identity as a migratory, persecuted people who resist State control. Others recorded their protests against the British Columbian government from the 1930s to the 1960s in collective prison diaries and legal documents. -
Introduction.Pdf
TAKOTA A LAN6UACECOURSE FOR BECINNERS THI5 BOOKI5 DE5ICNEDTO BEUSED WITH A 5ERIE5OF TAKOTALANCUACE CA'SETTE5. THEYARE AVAILABLE FROM THE PUBLISHER autrlo.FqRUm A Divisionof JeflreyNorton Publishers Guilford,Connectiqll kkola: A Languag€Cour$ lor B€ginn€rs lotme y Hecetu Yelo (The Way ]t ls) SflrdenlMenud Copyright@ 1989 Oglala LakolaCollege. Allrigi s res€rued.Prinled in the UniledSlates ol America. Nopart ollhis publicationmay be reproduced,slored in a retrievalst€lem, or lfansmilled,in anyform or by an means,eleclronic, mochanical, photocopying, recording,orotherwlse, wilhoutthe prior lvrilten p€mission ol lhe publisher. ISBN0-88432-44a-6 l€xl and c€sselles ISBN0-88432-609-8 lexl only Publishedby Audio-Forum, adivisionol JetfreyNonon Publishers, Inc. On-lhe'Green.Guillord. Connecl cul 0&37-2635 I ACKNOWLED6MENTS TheseLakota langJage lessons were p'oduced under a Natonal Endowment for the Humanities grant to OglalaLakota Collegeand KlLl radio. Lakota language lessons, n somewhat differentformat irom these presented on the cassettes, were aired on KlLlrad o during1986-88. PatLee, former Lakota Studies Chair and current Vice President forInstruct on at Ogala Lakota College, was Project Director. Princioalsoeakers on the audio cassettes are Karen White Eyes,Lakota Studies Instructor, and l\,4arcell Bul Bear,D recloroi PejutaHaka Co lege Cenler in Kyle,SD. The cassettes were recordedat Ogala Lakota College by Tony Brave and Robert Quver, Sound Technicians. Theaccompany ng printed malerlals were developed by Karen WhiteEyes and Charmaine -
Perspectives of Saskatchewan Dakota/Lakota Elders on the Treaty Process Within Canada.” Please Read This Form Carefully, and Feel Free to Ask Questions You Might Have
Perspectives of Saskatchewan Dakota/Lakota Elders on the Treaty Process within Canada A Dissertation Submitted to the College of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy In Interdisciplinary Studies University of Saskatchewan Saskatoon By Leo J. Omani © Leo J. Omani, copyright March, 2010. All rights reserved. PERMISSION TO USE In presenting this thesis in partial fulfillment of the requirements for a Postgraduate degree from the University of Saskatchewan, I agree that the Libraries of this University may make it freely available for inspection. I further agree that permission for copying of the thesis in any manner, in whole or in part, for scholarly purposes may be granted by the professor or professors who supervised my thesis work or, in their absence, by the Head of the Department or the Dean of the College in which my thesis was completed. It is understood that any copying or publication or use of this thesis or parts thereof for financial gain is not to be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of Saskatchewan in any scholarly use which may be made of any material in my thesis. Request for permission to copy or to make other use of material in this thesis, in whole or part should be addressed to: Graduate Chair, Interdisciplinary Committee Interdisciplinary Studies Program College of Graduate Studies and Research University of Saskatchewan Room C180 Administration Building 105 Administration Place Saskatoon, Saskatchewan Canada S7N 5A2 i ABSTRACT This ethnographic dissertation study contains a total of six chapters. -
Fund First Nations University Now! Spring Equinox Edition
Fund First Nations University Now! Spring Equinox Edition Posts from the blog fnuniv.wordpress.com Edward Doolittle and many others Published by FastPencil, Inc. Copyright © 2010 Edward Doolittle Published by FastPencil, Inc. 3131 Bascom Ave. Suite 150 Campbell CA 95008 USA (408) 540-7571 (408) 540-7572 (Fax) [email protected] http://www.fastpencil.com First Edition Contents CHAPTER 1: CAUT Letter to Rob Norris 1 CHAPTER 2: Statement from University of Regina President and Vice-Chancellor, Dr. Vianne Timmons 3 CHAPTER 3: University of Regina Faculty Association (URFA) Statement 5 CHAPTER 4: CAUT Press Release, February 5 6 CHAPTER 5: First Nations University needs to stay 7 CHAPTER 6: Faculty Press Release 8 CHAPTER 7: University of Regina Faculty Association 10 CHAPTER 8: Reason #1: Government accountability 11 CHAPTER 9: Stand-alone FNUC uncertain 12 CHAPTER 10: U of R linguistics students attempt to save program 13 CHAPTER 11: The human costs of First Nations University’s failure 14 CHAPTER 12: Letter #1: Appeal from Wes Heber 15 CHAPTER 13: Reason #2: The Students 16 CHAPTER 14: Letter #2: Appeal from Joan Sanderson 17 CHAPTER 15: Students’ Voices on the Importance of the First Nations University of Canada 18 CHAPTER 16: Lesley Bear, Alumna 21 CHAPTER 17: Letter #3: Appeal from Carrie Bourassa 22 CHAPTER 18: Liberals call on Harper government to help keep First Nations University open 23 CHAPTER 19: Reason #3: Indian Education is a Treaty Right 24 CHAPTER 20: Thursday, February 11 Events 25 CHAPTER 21: Reason #4: First Nations University -
Interior Plains Region Might Vary
124-155_Ch05_F4 2/1/07 7:30 PM Page 124 CHAPTER Interior Plains 5 Land of Open Skies n the late 1700s, explorer and mapmaker David Thompson I travelled west after exploring the Canadian Shield. He kept a journal as he travelled, and this is how he described the region that would be called the Interior Plains. What I now relate is of the great body of dry land at the east foot of the mountains, the northern part of the forests, and the southern part of the plains, through which roll the Bow and Saskatchewan Rivers with their many branches. The Bow River flows through the most pleasant of the plains, and is the great resort of the bison and the red deer. The snow of the glaciers of the mountains, which everywhere border the west side of these plains, furnish water to form many rivers. The rivers that roll through this immense unbroken body of land of plains and forests are beautifully distributed... The climate is good, the winters about five months, the summers are warm, and the autumn has many fine days. The soil is rich and deep... and agriculture will succeed... 124 124-155_Ch05_F4 2/1/07 7:30 PM Page 125 Canada: Our Stories Continue The Interior Plains is a large region that covers parts of ? Critical Inquiry TIP Manitoba, Saskatchewan, and Alberta, as well as parts of the Northwest Territories and Yukon Territory. This region is Retrieving fairly flat, with low hills. It has areas of grassland, wooded Look at graphs, maps, tables, charts, and parkland, and large northern forests. -
FINAL OBSTRUENT VOICING in LAKOTA: PHONETIC EVIDENCE and PHONOLOGICAL IMPLICATIONS Juliette Blevins Ander Egurtzegi Jan Ullrich
FINAL OBSTRUENT VOICING IN LAKOTA: PHONETIC EVIDENCE AND PHONOLOGICAL IMPLICATIONS Juliette Blevins Ander Egurtzegi Jan Ullrich The Graduate Center, Centre National de la Recherche The Language City University of New York Scientifique / IKER (UMR5478) Conservancy Final obstruent devoicing is common in the world’s languages and constitutes a clear case of parallel phonological evolution. Final obstruent voicing, in contrast, is claimed to be rare or non - existent. Two distinct theoretical approaches crystalize around obstruent voicing patterns. Tradi - tional markedness accounts view these sound patterns as consequences of universal markedness constraints prohibiting voicing, or favoring voicelessness, in final position, and predict that final obstruent voicing does not exist. In contrast, phonetic-historical accounts explain skewed patterns of voicing in terms of common phonetically based devoicing tendencies, allowing for rare cases of final obstruent voicing under special conditions. In this article, phonetic and phonological evi - dence is offered for final obstruent voicing in Lakota, an indigenous Siouan language of the Great Plains of North America. In Lakota, oral stops /p/, /t/, and /k/ are regularly pronounced as [b], [l], and [ɡ] in word- and syllable-final position when phrase-final devoicing and preobstruent devoic - ing do not occur.* Keywords : final voicing, final devoicing, markedness, Lakota, rare sound patterns, laboratory phonology 1. Final obstruent devoicing and final obstruent voicing in phonological theory . There is wide agreement among phonologists and phoneticians that many of the world’s languages show evidence of final obstruent devoicing (Iverson & Salmons 2011). Like many common sound patterns, final obstruent devoicing has two basic in - stantiations: an active form, involving alternations, and a passive form, involving static distributional constraints. -
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. -
A Native History of Kentucky
A Native History Of Kentucky by A. Gwynn Henderson and David Pollack Selections from Chapter 17: Kentucky in Native America: A State-by-State Historical Encyclopedia edited by Daniel S. Murphree Volume 1, pages 393-440 Greenwood Press, Santa Barbara, CA. 2012 1 HISTORICAL OVERVIEW As currently understood, American Indian history in Kentucky is over eleven thousand years long. Events that took place before recorded history are lost to time. With the advent of recorded history, some events played out on an international stage, as in the mid-1700s during the war between the French and English for control of the Ohio Valley region. Others took place on a national stage, as during the Removal years of the early 1800s, or during the events surrounding the looting and grave desecration at Slack Farm in Union County in the late 1980s. Over these millennia, a variety of American Indian groups have contributed their stories to Kentucky’s historical narrative. Some names are familiar ones; others are not. Some groups have deep historical roots in the state; others are relative newcomers. All have contributed and are contributing to Kentucky's American Indian history. The bulk of Kentucky’s American Indian history is written within the Commonwealth’s rich archaeological record: thousands of camps, villages, and town sites; caves and rockshelters; and earthen and stone mounds and geometric earthworks. After the mid-eighteenth century arrival of Europeans in the state, part of Kentucky’s American Indian history can be found in the newcomers’ journals, diaries, letters, and maps, although the native voices are more difficult to hear. -
Verbal Fluency: Norms for the Lakota Population in Semantic and Phonemic Fluency Tasks
VERBAL FLUENCY: NORMS FOR THE LAKOTA POPULATION IN SEMANTIC AND PHONEMIC FLUENCY TASKS by Larissa M. Jordan, CCC-SLP Bachelor of Arts, John Brown University, 2007 Master of Science, University of Central Missouri, 2010 A Thesis Submitted to the Graduate Faculty of the University of North Dakota in partial fulfillment of the requirements for the degree of Master of Arts Grand Forks, North Dakota August 2014 © 2014 Larissa M. Jordan ii This thesis, submitted by Larissa M. Jordan in partial fulfillment of the requirements for the Degree of Master of Arts from the University of North Dakota, has been read by the Faculty Advisory Committee under whom the work has been done and is hereby approved. _________________________________ Dr. Regina Blass, Chairperson _________________________________ Dr. Alycia Cummings _________________________________ Dr. Mark E. Karan This thesis is being submitted by the appointed advisory committee as having met all the requirements of the School of Graduate Studies at the University of North Dakota and is hereby approved. _____________________________________ Dr. Wayne Swisher Dean of the School of Graduate Studies _____________________________________ Date iii PERMISSION Title Verbal Fluency: Norms of the Lakota Population in Semantic and Phonemic Fluency Tasks Department Linguistics Degree Master of Arts In presenting this thesis in partial fulfillment of the requirements for a graduate degree from the University of North Dakota, I agree that the library of this University shall make it freely available for inspection. I further agree that permission for extensive copying for scholarly purposes may be granted by the professor who supervised my thesis work or, in her absence, by the Chairperson of the department or the dean of the School of Graduate Studies. -
Résumés Des Communications 49E Congrès Des Algonquinistes 27-29 Octobre 2017 Université Du Québec À Montréal
Résumés des communications 49e Congrès des Algonquinistes 27-29 octobre 2017 Université du Québec à Montréal Abstracts 49th Algonquian Conference October 27-29, 2017 Université du Québec à Montréal Sommaire / Table of Contents « Range ton baloney, il y a de l’orignal! » : regard sur l’alimentation en contexte anicinabe - Laurence Hamel- Charest 5 The Earliest Records of the Montagnais Language: A Reassessment - David Pentland 6 (Ir)realis dubitative in the Cree Dialect Continuum - Rose-Marie Déchaine 7 Résurgence autochtone et réconciliation « autocritique » : Séjours de sensibilisation à la culture anicinape et à la pédagogie de la terre – Kitcisakik - Joseph Friis, Alexandra Arellano 7 Instrumental Nouns in Miami-Illinois - David J. Costa 9 The Prominence of Speech-Act Participants: A study of diachronic change in Algonquian Person Agreement - Chantale Cenerini 10 Le mouvement des pow wow chez les Innu au Québec : Algonquiens contemporains, enjeux identitaires et échanges culturels - Véronique Audet 12 Gikinoo’amawaag Eko-Niizhing-Biboon Gikinoo’amaaganag Ji-Anishinaabebiigewaad: Teaching Students Anishinaabemowin Rhetoric and Composition - Margaret Noodin 13 Clause combining in Plains Cree and Michif Peter Bakker, Aarhus University, Denmark - Robert A. Papen 14 Les maîtres des animaux et le changement chez les Innus d'Unamen Shipu - Émile Duchesne 14 Derivational paradigms: A tool for learning vocabulary (and epistemology) - Rose-Marie Déchaine 16 Nominal classification in Michif - Olivia N. Sammons 17 « Ces Indiens se plaignent pour rien » : Les agents indiens et la gestion des écoles de jour indiennes à Kitigan Zibi (1879 - 1953) - Anny Morissette 19 Aanji’zaagibagaa: Changing Blooms - Nathon Breu 20 On confirming the Split Phonology Hypothesis (SPH) for Michif - Robert A. -
Ojibwe Giizhiig Anung Masinaaigan and D(L)Akota Makoċe Wiċaŋḣpi Wowapi: Revitalization of Native American Star Knowledge, a Community Effort
Ojibwe Giizhiig Anung Masinaaigan and D(L)akota Makoċe Wiċaŋḣpi Wowapi: Revitalization of Native American Star Knowledge, A Community Effort Annette S. Lee St. Cloud State University Abstract: project because elders are passing, some The Native Skywatchers research and programming in- simply ‘weren’t listening’ when the star sto- itiative focuses on the revitalization of native star ries were being told and at the same time knowledge of the Ojibwe and Dakota people. Activities there are many layers of social upheaval on include interviewing elders, culture and language teach- some reservations, including unemploy- ers, and creating programming around traditional native star knowledge interlaced with Western science. Star ment, addiction, suicides, gangs and lack of maps, curriculum, hands-on workshops, planetarium clean drinking water. This research and shows, and artwork have been designed and delivered. programming is dedicated to rebuilding Developed for native and non-native communities in and reclaiming the native star knowledge, light of the new Minnesota State Science Standards im- documenting it, disseminating it and devel- plemented in 2009, presented here are two native star oping it. The ideal outcome is that more maps that were created by the Native Skywatchers initi- native people have a meaningful connec- ative: the Ojibwe Giizhig Anung Masinaaigan (or the tion to the stars. Through this connection Ojibwe Sky Star Map); and the D(L)akota Makoċe to the stars a sense of cultural pride, a sense Wiċaŋḣpi Wowapi or (D(L)akota Star Map). This in- terdisciplinary project includes professional astronomers, of connectedness and purpose is nurtured. professional artists, language and cultural experts, edu- Inherently interdisciplinary, our work in- cators, community members and elders.