Inuktut Uqausiit (Inuit Languages) in Canada – History and Contemporary Developments by Nadine C
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Native Land Claims and the Future of Archaeology in the Northwest Territories, Canada Thomas D
17 Native Land Claims and the Future of Archaeology in the Northwest Territories, Canada Thomas D. Andrews Charles D. Arnnold Elisa J. Hart Margaret M. Bertulli The settlement of comprehensive land claims is ushering in major changes in the manage ment of land and resources in the Northwest Territories, including heritage resources. This chap ter summarizes the progress that has been made in completing land claims, anticipates the impact that the claims will have on the way archaeological research is conducted, and discusses how the Government of the Northwest Territories (GNWT) is responding to these changes. Suggestions for dealing with the current social and political setting in the design and implementation of archaeological projects are also presented. OUTLINE OF NATIVE LAND CLAIMS IN THE NORTHWEST TERRITORIES In the early 1970s, the Government of Canada established a comprehensive claims policy to guide negotiations with Native groups in settling Aboriginal interests in lands that they tradition ally occupied. Although the Northwest Territories has its own legislative assembly and its own bureaucracy to administer most of the business of government, the Government of Canada has the sole responsibility for settling Aboriginal land claims in the Northwest Territories. The Indigenous peoples of the Northwest Territories are the Inuit, the Dene, the Cree, and the Metis. The Inuit include the Inuvialuit of the Beaufort Sea and Amundson Gulf areas of the west ern Arctic, who, in 1984, were the first Aboriginal group in the Northwest Territories to settle a land claim with the Government of Canada (see Figure 1). In May, 1993, the Inuit of the eastern Arctic, an area commonly referred to as “Nunavut” signed a final agreement on a land claim. -
Innu-Aimun Legal Terms Kaueueshtakanit Aimuna
INNU-AIMUN LEGAL TERMS (criminal law) KAUEUESHTAKANIT AIMUNA Sheshatshiu Dialect FIRST EDITION, 2007 www.innu-aimun.ca Innu-aimun Legal Terms (Criminal Law) Kaueueshtakanit innu-aimuna Sheshatshiu Dialect Editors / Ka aiatashtaht mashinaikannu Marguerite MacKenzie Kristen O’Keefe Innu collaborators / Innuat ka uauitshiaushiht Anniette Bartmann Mary Pia Benuen George Gregoire Thomas Michel Anne Rich Audrey Snow Francesca Snow Elizabeth Williams Legal collaborators / Kaimishiht ka uitshi-atussemaht Garrett O’Brien Jason Edwards DEPARTMENT OF JUSTICE GOVERNMENT OF NEWFOUNDLAND AND LABRADOR St. John’s, Canada Published by: Department of Justice Government of Newfoundland and Labrador St. John’s, Newfoundland and Labrador, Canada First edition, 2007 Printed in Canada ISBN 978-1-55146-328-5 Information contained in this document is available for personal and public non-commercial use and may be reproduced, in part or in whole and by any means, without charge or further permission from the Department of Justice, Newfoundland and Labrador. We ask only that: 1. users exercise due diligence in ensuring the accuracy of the material reproduced; 2. the Department of Justice, Newfoundland and Labrador be identified as the source department; 3. the reproduction is not represented as an official version of the materials reproduced, nor as having been made in affiliation with or with the endorsement of the Department of Justice, Newfoundland and Labrador. Cover design by Andrea Jackson Printing Services by Memorial University of Newfoundland Foreword Access to justice is a cornerstone in our justice system. But it is important to remember that access has a broad meaning and it means much more than physical facilities. One of the key considerations in delivering justice services in Inuit and Innu communities is improving access through the use of appropriate language services. -
Fact Sheets French, Arabic, Simplified and Traditional Chinese, Somali, Spanish
Translated COVID-19 Resources – September 24, 2020 Page 1 of 4 COVID-19 Resources Available in Multiple Languages Please note that not all resources will be appropriate for the local context. Government of Canada (all webpages available in French) Awareness resources are available in the following languages: Arabic, Bengali, Simplified or Traditional Chinese, Cree, Dene, Farsi, German, Greek, Gujarati, Hindi, Innu-Aimun, Inuinnaqtun, Inuktitut (Nunavik), Italian, Korean, Michif, Mikmaq, Ojibwe Eastern and Western, Oji-Cree, Polish, Portuguese, Punjabi, Romanian, Russian, Somali, Spanish, Tagalog, Tamil, Ukrainian, Urdu, Vietnamese Relevant Resources (selected) Languages About COVID-19 All Reduce the spread of COVID-19: Wash All your hands infographic How to care for a child with COVID-19 at All home: Advice for caregivers Physical distancing: How to slow the All except Bengali, Romanian or spread of COVID-19 Vietnamese COVID-19: How to safely use a non- All except Bengali, Traditional Chinese, medical mask or face covering (poster) Greek, Gujarati, Polish, Romanian, Urdu or Vietnamese How to quarantine (self-isolate) at home All except Bengali, Traditional Chinese, when you may have been exposed and Greek, Gujarati, Polish, Romanian, Urdu have no symptoms or Vietnamese Government of Ontario (all webpages available in French) Relevant Resources Languages COVID-19: Reopening schools and child French, Simplified and Traditional care Chinese, Farsi, Greek, Gujarati, Hindi, Italian, Korean, Polish Punjabi, Spanish, Tamil, Ukrainian, Urdu 519-822-2715 -
KIA Language Framework
KIA Language Framework Revitalizing Inuit Language in the Qitirmiut Region - Final Report - RT Associates August 2011 KIA Language Framework Table of Contents Executive Summary ................................................................................................................ i 1 Introduction .................................................................................................................. 1 2 Background................................................................................................................... 4 3 Qitirmiut Language Landscape ................................................................................. 11 4 Lessons from Other Jurisdictions .............................................................................. 16 5 What People Told Us.................................................................................................. 22 6 Analysis & Recommendations .................................................................................. 28 7 KIA Language Framework ......................................................................................... 31 Note to the Reader: We have used the term ‘Inuit Language’ to refer to the different Inuit language dialects used throughout the Qitirmiut Region including Innuinaqtun in the West communities and Nattilingmiutut in the East communities. RT Associates August 2011 KIA Language Framework Executive Summary Executive Summary Introduction In January 2011 KIA contracted consultants (RT Associates) to develop a KIA Language -
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. -
Indigenous Languages
INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants. -
The Rossville Scandal, 1846: James Evans, the Cree, and a Mission on Trial by Raymond Moms S Hirri Tt -Beaumont, B.A
The Rossville Scandal, 1846: James Evans, the Cree, and a Mission on Trial by Raymond Moms S hirri tt -Beaumont, B.A. A Thesis Submitted to the Faculty of Graduate Studies In partial fulfillment of the requirements for the degree of Master of Arts in History Joint Master's Programme University of Manitoba and University of Winnipeg January 200 1 National Library Biblioth&que nationale I*i of Canada du Canada Acquisitions and Acquisitions et Bibliographie Services services bibliographiques 395 Wellington Street 395. rue Wellingtm Ottawa ON K1A ON4 -ON KIAM Canada Canada The author has granted a non- L'auteur a accordé une Licence non exclusive licence dowing the exclusive permettant a la National Library of Canada to Bibliothèque nationale du Canada de reproduce, loan, distribute or seii reproduire, prêter, distribuer ou copies of this thesis in microform, vendre des copies de cette thèse sous paper or electronic formats. la forme de microfiche/nlm, de reproduction sur papier ou sur format électronique. The author retains ownership of the L'auteur conserve la propriété du copyright in this thesis. Neither the droit d'auteur qui protège cette thèse. thesis nor substantial extracts fiom it Ni la thèse ni des extraits substantiels rnay be printed or otherwise de celle-ci ne doivent être imprimés reproduced without the author's ou autrement reproduits sans son permission. autorisation. THE UNIVERSITY OF MANITOBA FACULTY OF GRADUATE STUDIES ****+ COPYRiGET PERMISSION PAGE The Rossville Scandal, 1846: James Evans, the Cree, and r Mission on Trial -
INUVIALUIT LANGUAGE and IDENTITY: PERSPECTIVES on the SYMBOLIC MEANING of INUVIALUKTUN in the CANADIAN WESTERN ARCTIC by Alexand
INUVIALUIT LANGUAGE AND IDENTITY: PERSPECTIVES ON THE SYMBOLIC MEANING OF INUVIALUKTUN IN THE CANADIAN WESTERN ARCTIC by Alexander C. Oehler B.A., University of Northern British Columbia, 2010 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN INTERDISCIPLINARY STUDIES UNIVERSITY OF NORTHERN BRITISH COLUMBIA July 2012 © Alexander C. Oehler, 2012 Abstract: The revitalization of ancestral languages has been an issue of great concern to Aboriginal communities across North America for several decades. More recently, this concern has also found a voice in educational policy, particularly in regions where Aboriginal land claims have been ratified, and where public schools fall under a mandate to offer curricula that meet the needs of Aboriginal students. This research seeks to explore the cultural significance of Inuvialuktun, a regional Inuit language comprised of three distinct dialects traditionally spoken by the Inuvialuit of the northern Northwest Territories, Canada. More specifically, the research seeks to examine the role of current Inuvialuktun language revitalization efforts in the establishment of Inuvialuit collective and individual identities across several age groups. Tying into the sociolinguistic discourse on ancestral language revitalization in North America, the research seeks to contribute a case study from a region underrepresented in the literature on language and identity. The applied aim of the study is to provide better insight on existing language ideologies and language attitudes subscribed to by current and potential learners of Inuvialuktun in the community of Inuvik, NWT. Data obtained by the study is intended to aid local and territorial language planners in identifying potential obstacles and opportunities regarding language learner motivation. -
John Horden, Missionary Bishop : a Life on The
>UNDID L/YES 00 Q O : l . r* CO Life on the ^Shores of Hudson .RBUCKLAND MA The Leonard Library Pgrltffr Toronto Shelf No.. ..aX5.t.|...3.. Register No. JOHN HORDEN, BISHOP OF MOOSONEE. [From a photograph taken about the time of his consecration.] JOHN HORDEN MISSIONARY BISHOP 21 life 0n 0f BY THE REV. A. R. BUCKLAND, M.A. AUTHOR OF "THE HEROIC IN MISSIONS" SEVENTH EDITION LONDON: THE SUNDAY SCHOOL UNION 57 AND 59 LUDGATE HlLL, E,C. 4 MRS. HORDEN FOR MANY LONG YEARS THE COMPANION OF HER HUSBAND S MISSIONARY LIFB NOTE FOR the material contained in this Life I am indebted to Bishop Horden s letters, published in the Periodicals and Eeports of the Church Mis and in the columns of the Record sionary Society, ; to the volume, Forty-two Years amongst the Indians and Eskimo, compiled by the Editor of the Coral Magazine, from letters addressed to her; to the account of Bishop Horden amongst the Brie/ Sketches Workers and of Church Missionary Society ; to information privately communicated. A. K. B. CONTENTS CHAP. PAGE I. A BOY S AMBITION . .11 II. THE DEPARTURE FOR MOOSONEE . .20 III. FIRST LABOURS AMONGST ESKIMO AND INDIANS . 32 IV. "IN JOURNEYINGS OFTEN" . .42 V. ENGLAND VISITED ..... 54 VI. OUT-STATIONS . .61 VII. A NEW RESPONSIBILITY . .68 VIII. LEAVES FROM BISHOP HORDEN s DIARY . 77 IX. YEARS OF TRIAL ..... 97 X. TO ENGLAND FOR THE LAST TIME . 110 XI. HOME AGAIN ...... 125 XII. CLOSING SCENES . 134 LIST OF ILLUSTRATIONS. PAOK JOHN HORDEN, BISHOP OF MOOSONEE . -
Diachronic Study of the Ergative Construction in North Baffin Inuktitut
Diachronic study of the ergative-antipassive alternation in North Baffin Inuktitut The alternation between the ergative and the antipassive in Inuktitut, as shown in (1a-b), has generated considerable discussion in the literature. Baffin Inuktitut (Spreng 2005: 2) (1) a. anguti-up arnaq-∅ kunik-taa ERGATIVE man-ERG woman-ABS kiss-IND.SUBJ3SG.OBJ3SG ‘The man kissed the woman’ b. anguti-∅ arna-mik kunik-si-vuq ANTIPASSIVE man-ABS woman-INS.SG kiss-ANT-IND.SUBJ3S ‘The man is kissing a woman’ In fact, the interest in this alternation comes from two different (but arguably related) puzzling problems. First, the interpretation of the patient in these transitive constructions is not consistent. On one hand, some theoretical linguists claim that the patient is interpreted as definite in the ergative but indefinite in the antipassive (e.g., Sadock 1980, Fortescue 1984), as the examples above suggest. However, other examples in the literature contradict those hypotheses and other proposals have been advanced. For example, Kalmár (1979: 95) argues that the patient in the ergative is actually a given argument (i.e., an argument that had already been mentioned in the discourse and is consequently definite) while the patient in the antipassive is a new argument (i.e., an argument that had not been introduced yet in the discourse and could be indefinite or definite) (see also Bittner 1987, Manga 1996, Hallman 2008). Importantly though, these other proposals do not account for all the data as we always find counterexamples. Second, recent studies show that there are ongoing changes with the ergative and antipassive in many Eastern Inuktitut dialects. -
Richard Faries Fonds
Richard Faries fonds 1893-1950 20 cm. of textual records Biographical Sketch Ven. Richard Faries, D.D., Archdeacon, Church of England. Born at Rupert's House, James Bay, Quebec, 30 Aug. 1870. His father was Angus Faries, a Hudson's Bay Co. employee and his mother was Mary Faries nee Corston. Richard was educated at Moose Factory school, James Bay and trained under the Rt. Rev. John Horden, first Bishop of Moosenee. He graduated from the Montreal Diocesan Theological College in 1894 and received an honorary Doctorate of Divinity from St. John's College, Winnipeg, in 1938. He married Catherine Isabella Craig of Abbotsford, Quebec, 11 Aug. 1908 (she died in 1951). Faries was incumbent of St. John's parish, York Factory from 1899 to 1951 and was archdeacon of the district of York, diocese of Keewatin, headquartered in York Factory, from 1917-1950. He was ordained deacon in 1894 and priest in 1898 according to one source (another source says 1917). He was school teacher at Moose Factory from 1890-1892 and assistant missionary there from 1894-1895. He was missionary to the Ojibway at Fort Hope, Osnaburgh and Marten's Falls in the District of Patricia from 1895-99 before becoming missionary to the Swampy Cree in York Factory, Fort Severen, Trout Lake, Sammattawa, northern Manitoba and northern Ontario and to the Chipewyans and Inuit of Fort Churchill from 1899 to 1951. Faries was also dispenser of medicine for the Department of Indian Affairs at York Factory and registrar of vital statistics in Manitoba for the region he served. -
THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies
2019 REVISED The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Secondary Schools for the Twenty-first Century � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 Supporting Students’ Well-being and Ability to Learn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 INTRODUCTION 6 Vision and Goals of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � �6 The Importance of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � �7 Citizenship Education in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � �10 Roles and Responsibilities in the First Nations, Métis, and Inuit Studies Program � � � � � � �12 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 16 Overview of the Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �16 Curriculum Expectations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �