Guide to Canadian Aboriginal Education Resources
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Abstract Memorializing Individuals, Seeking Justice
ABSTRACT MEMORIALIZING INDIVIDUALS, SEEKING JUSTICE FOR COMMUNITIES: THE EPIDEMIC OF SYSTEMIC VIOLENCE AGAINST INDIGENOUS PEOPLES AND THE ROLE OF ART AND PUBLIC RESPONSE IN BRINGING ABOUT SOCIAL CHANGE By Amanda Ferris Frederico May, 2016 Director of Thesis: Dr. Jessica Bardill, Ph.D. DEPARTMENT OF ENGLISH Indigenous peoples throughout the Americas are often targets of violence stemming from settler colonial societies that would position Indigenous peoples on the outskirts of mainstream, often Eurocentric societies. For Indigenous people, the systemic violence against them works to erase all Indigenous identities from dominant non-Indigenous societies. Even as Indigenous identities in general are targets of systemic violence, there are two subgroups within a larger Indigenous community that are targeted for violence more often than the overall Indigenous community –Indigenous women and those individuals who identify in ways that deviate from the dominant society’s preferred heteronormative and gender-binary identities. Queer Indigenous people and Indigenous women represent the minority of a minority who are hunted in an effort to erase their divergent identities entirely. Through the examination of prose, film, poetry and social movements, I will address the question of how these Indigenous peoples can begin to recover from this systematic violence against two of their subpopulations through the creation of memorials to the victims. Through memorialization, Indigenous populations return power and agency to these victims and continue a quest for justice that will offer psychological healing for victims, their families, and a larger Indigenous population. Through the process of memorializing the divergent and individual identities of these victims of sexuality, gender, and gender expression driven violence, art and social media begin the process of obtaining justice through rediscovering and revalidating these identities. -
REPRESENTATIONS of SECURITY and INSECURITY in the HIGHWAY of TEARS: a CRITICAL DISCOURSE ANALYSIS by Rebecca A. Tallman B.A., Br
REPRESENTATIONS OF SECURITY AND INSECURITY IN THE HIGHWAY OF TEARS: A CRITICAL DISCOURSE ANALYSIS by Rebecca A. Tallman B.A., Brock University, 2007 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN INTERNATIONAL STUDIES UNIVERSITY OF NORTHERN BRITISH COLUMBIA July 2014 © Rebecca A. Tallman, 2014 UMI Number: 1526516 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Di!ss0?t&iori Piiblist’Mlg UMI 1526516 Published by ProQuest LLC 2015. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ABSTRACT The Highway of Tears is a local term that refers to a stretch of highway in northern British Columbia where an estimated 18 to 35 women and girls have disappeared or have been found murdered since the 1960s (Culbert and Hall 2009). Drawing on feminist approaches to security and International Relations, this thesis explores the concepts of security and insecurity in the case of the Highway of Tears. I use critical discourse analysis to answer the following question: How are the concepts of security and insecurity represented in the discourse of select media related to the Highway of Tears? It was seen that each narrator framed and located security and insecurity differently. -
Teacher Resource Guide
TEACHER RESOURCE GUIDE 10 Copyright © 2015, First Nations Education Steering Committee and First Nations Schools Association No part of the content of this document may be reproduced in any form or by any means, including electronic storage, reproduction, execution, or transmission without the prior written permission of FNESC. PROPRIETARY NOTICE This document contains information that is proprietary and confidential to FNESC and FNSA. Any reproduction, disclosure, or other use of this document is expressly prohibited except as FNESC and FNSA may authorize in writing. IMAGE CREDITS - OUTSIDE COVER Tile Reconciliation Canoe, BC Teachers’ Federation Image A-04182 courtesy of the Royal BC Museum and Archives CONTACT INFORMATION First Nations Education Steering Committee and First Nations Schools Association #113 - 100 Park Royal South West Vancouver, BC V7T 1A2 604-925-6087 / 1-877-422-3672 [email protected] INDIAN RESIDENTIAL SCHOOLS AND RECONCILIATION Teacher Resource Guide • Social Studies 10 CONTENTS Introduction Background .................................................................................................................................... 3 Planing for Instruction................................................................................................................ 6 Part One : The Purpose of Residential Schools .................................................................... 11 Lesson 1.1: What Were Residential Schools? ................................................................... 12 Lesson 1.2: Traditional -
Canadian Studies
FALL 2007 PRACTICAL AND AUTHORITATIVE ANALYSIS OF KEY NATIONAL ISSUES CANADIAN STUDIES: A FUTURE? FEATURES INTRODUCTION Son of phase one by Seth Feldman, page 1 Son of phase one Canadian Studies: A victim of its own success? s many of the articles to this BY SETH FELDMAN by Colin Coates, page 1 special issue of Canada Watch A Seth Feldman is the director of the What has changed? Three decades in dedicated to Canadian Studies incor- Robarts Centre for Canadian Studies. Canadian Studies porate the personal histories of their by Janice Dickin, page 5 authors, I am afraid that I will have to When I arrived in 1975 and took Les études canadiennes à la croisée des come clean with mine. I was in the my place as a newly minted New chemins ? process of completing my doctorate Yorker/Canadian, I was in for a bit Pierre Anctil, page 8 in a rather innovative media studies of a culture shock. My knowledge “Your major is Canadian Studies? program at SUNY/Buffalo when, of Canada was largely limited to my What’s that?” much to my surprise, I was hired to field, though no small thing that. by Natalie Riggs, page 10 teach Film Studies at the University McLuhanism was in its heyday, the Canadian Studies at a small, of Western Ontario. Yes, I had to find National Film Board and the CBC undergraduate, Atlantic university: Looking to the future London, Ontario on a map. Son of phase one, page 2 by Della Stanley, page 11 The ongoing crisis of Canadian Studies by Richard Nimijean, page 14 Canadian Studies: A Has Canadian Studies had its day? by Joan Sangster, page 17 victim of its own success? The future of Canadian Studies: A Gen-Xer’s perspective CHALLENGES FACING BY COLIN COATES by Peter Hodgins, page 20 CANADIAN STUDIES Toward a recovery of social solidarity? Colin Coates is coordinator of by Ian Angus, page 22 PROGRAMS IN CANADA the Canadian Studies program at n theory, Canadian Studies should Glendon College, York University and Letters from Denmark: Thoughts on Ibe a thriving academic pursuit holds the Canada Research Chair in Canadian Studies across the country. -
Canadian Studies Center News
CANADIAN STUDIES CENTER ARCTIC AND INTERNATIONAL RELATIONS HENRY M. JACKSON SCHOOL OF INTERNATIONAL STUDIES CANADIAN STUDIES CENTER NEWS MARCH 2019 CENTER NEWS UW and Fulbright Canada sign MOU for Canada Fulbright Research Chair in Arctic Studies The new ve-year agreement supports the current Visiting Research Chair, Dr. Andrew Chater. MORE FACULTY NEWS Canada-aliated faculty visits Université Laval in Québec City Professor Fritz Wagner, Department of Urban Design and Planning, talked to students at Université Laval about urban planning for disaster resilience. MORE STUDENT NEWS Rule of law in Canada for Indigenous Peoples post-Tsilhqot’in Foreign Language and Area Studies (FLAS) Fellow Boo Dodson shares details of his research into Canadian constitutional law as it applies to First Nations. MORE Students contribute to Pacic Northwest Canadian Studies Consortium meeting The theme was “Teaching Canada, Learning Canada.” Several students from the Canadian Studies Center took part. MORE Meet our newest Arctic Studies minor student Thomas Herrmann joins the Arctic Studies community. Read more about his studies and interest in the Arctic! MORE New Corbett Scholar Blog is live! Follow along as our 2018--2019 Corbett Scholars share their cross-border experiences, and reect on what they have learned about both their home and host countries. MORE ACTIVITIES Center represented at statewide conference for social studies teachers UW College of Education doctoral student Paulette Thompson led a workshop exploring comparisons between civil rights activists in Canada and the U.S. MORE Bridging the gap between Arctic Indigenous communities and Arctic policy The latest issue of Arctic and International Relations explores the culture, economies and current political involvements of the Aleut -- a Pacic Northwest Maritime people. -
(Bulletin) National Aboriginal Day, Seven Generations Under
URBAN UNIT RURAL AND SUBURBAN UNIT PRIVATE SECTOR UNITS June 22, 2017 National Aboriginal Day, Seven Generations under Confederation We have lived seven generations since confederation, and we know that the settlers of Turtle Island (aka North America) have to make decisions differently, We cannot continue with the oppression of indigenous peoples of this land and the destruction of Mother Earth. Canada was created as a colony, and colonialism was part of the foundation of the state that confederation created. Colonialism has brought too much suffering for too long, and we need to make a great effort for reconciliation and a new kind of relationship between settlers and indigenous peoples, nation-to-nation, and person-to-person. Support Indigenous Creators and Cultures on June 21 National Aboriginal Day is June 21, the summer Solstice. Indigenous peoples and allies gather on June 21 to celebrate and venerate traditional teachings, to reflect on issues, and to celebrate Can we have a better future? Can our children the cycle of life and the seasons. Please take part and future generations have a secure and holistic in National Aboriginal Day activities in your future? All is possible. In Canada’s celebration community, and when you do, please choose to of 150 years of colonialism there are some support the celebrations that are indigenous-run important questions missing. to empower indigenous creativity and self- determination. Settler culture teaches that Canada was “discovered” by Europeans. How can a place We invite everyone to take part in these events. have been discovered when there were already You can find out about some of the events near people living here? What can the settlers learn you at www.aboriginaldaylive.ca and using from the original inhabitants of these lands? #NAD2017 on twitter. -
Métis Identity in Canada
Métis Identity in Canada by Peter Larivière A thesis submitted to the Faculty of Graduate and Postdoctoral Affairs in partial fulfillment of the requirements for the degree of Master of Arts in Geography Carleton University Ottawa, Ontario © 2015, Peter Larivière Abstract The understanding and acknowledgement of Aboriginal rights has grown in importance within Canada as a result of the ever changing legal landscape and as Aboriginal groups more forcefully confront decades of colonial rule to assert their historic rights. While this has predominantly come out of First Nations issues, there has been a gradual increase in the rights cases by Métis communities. Primary among these was the 2003 Supreme Court of Canada Powley decision which introduced how Métis identity and community identification are key in a successful litigation claim by Métis. This research considers questions surrounding the contentious nature of Métis identity including how Métis see themselves and how their understandings are prescribed by others including the state, through tools such as the Census of Canada. ii Acknowledgements There is always a fear in acknowledging the support of individuals who assisted over the years that someone may be missed. So let me thank all those whose paths I have crossed and who in their own way set the stage for my being in this very place at this time. Without you I would not have made it here and I thank you. There are specific people who I do wish to highlight. My mother and father and my sister and her family all played a role not only in my formative years but continue to be part of my every day. -
Metis Studies the Development of a Field and New Directions
Metis Studies The Development of a Field and New Directions FRITS PANNEKOEK UNTIL RECENTLY, source Metir sfo s studies have been few both for classroom use as well as academic reflection. Lately, there has been a virtual explosion of interest, although largely among non- Metis historians begus ha thichangeo o w n dynamit sw to .No ne .A alss ci o forcing Rive d Meti Re whic n rf i so historiographg h sombo e th e f o t you argue it has been mired for too long. The writings of the previous decades have already been examined fro mhistoriographicaa l perspectiv severan ei l excellent articles.1 Rather than updating these useful exercises alternan ,a - tive is to examine the new literature from a topical perspective, posing ques- tion suggestind san avenuew gne investigationf so . The current literature is the reflection of scholarly concerns of the last two decades and fit into six basic themes or areas: the origins of the Metis people historie th , c Metifue rth tradf so e perioeighteente th f do earld han y nineteenth century e Meti lato th ,t ed s nineteentDiaspormi e th f o a h century, the revival of Metis consciousness in the twentieth century, Metis land claims, and Metis women's history. A case could be made that the begin- ning poin eacn i t thesf ho egreae areath e t siconar Metif so s historiography: W.L. Morton, G.F.G. Stanley, and Marcel Giraud.2 However, their studies have been well assesse ofted dan n reinforce stereotypes bess i loo o t t i ko s , to more recent literature. -
Certification Committee
Canada’s Counsellors and Psychotherapists Celebrate National Aboriginal Day OTTAWA (June 20, 2014) The Canadian Counselling and Psychotherapy Association (CCPA) is proud to acknowledge and celebrate National Aboriginal Day. Celebrated on June 21st, this special day recognizes the unique heritage, cultural diversity and achievements of First Nations, Inuit and Métis peoples in Canada. “As part of our collective body of work, CCPA has an Indigenous Circle Chapter that provides a dedicated voice for First Nations, Inuit, and Métis persons in the Association,” said CCPA President, Blythe Shepard. “We are proud to celebrate this special day and encourage all Canadians to join in the celebrations and special events taking place from coast to coast to coast.” The CCPA began consultations with Indigenous leaders in the Association membership in 2012 to determine preferred methodologies for enhancing representation of Indigenous Members on the Board of Directors. These consultations resulted in a dedicated professional on the Board of Directors who was of direct self-disclosed Status or Non-Status First Nation, Métis or Inuit ancestry. CCPA’s Indigenous Director provides essential stewardship for and consideration of diverse Indigenous perspectives that inform the decision-making of the National Board of Directors. CCPA remains committed to raising awareness and creating a network for Indigenous and non-Indigenous counsellors to work together on issues that affect Indigenous clients, families, and communities. In fact, CCPA’s Northern Initiative project, conducted over the past 3 years, has focused on outreach, consultation, collaboration and professional development for counselling and psychotherapy professionals working with people in northern and remote communities. Most recently, free webinars were provided in response to requests for professional development regarding ethical issues in remote communities, and regarding cultural competence related to colonialism and counselling people living with Historic Trauma and Residential School Syndrome. -
Decolonizing Climate Policy in Canada Phase 1
March 2021 Indigenous Climate Action Decolonizing Climate Policy in Canada Report from Phase One Table of Contents About Indigenous Climate Action ..................................................................................................................................... 3 Acknowledgments ................................................................................................................................................................. 4 Executive Summary .............................................................................................................................................................. 5 1. Introduction ........................................................................................................................................................................ 8 1.1 The Methods we Used for Phase 1.........................................................................................................................10 1.2 What we Found ...........................................................................................................................................................11 2. Overview of Climate Policy and Plans in Canada ...................................................................................................12 2.1 The Pan-Canadian Framework (PCF) ....................................................................................................................12 2.2 A Healthy Environment, A Healthy Economy (HEHE) .......................................................................................12 -
SUPPORT for a RECOGNIZED NATIONAL INDIGENOUS PEOPLES DAY HOLIDAY 2021 National Aboriginal Day Was First Introduced and Proclaime
SUPPORT FOR A RECOGNIZED NATIONAL INDIGENOUS PEOPLES DAY HOLIDAY 2021 National Aboriginal Day was first introduced and proclaimed in 1996 by the Governor General of Canada. June 21st is the day officially recognized as National Aboriginal Day. While celebrated in various activities around the country, the day was not celebrated as an official statutory holiday anywhere in Canada until 2001, when the Northwest Territories became the first to recognize the day as a formal territorial statutory holiday. In May of 2017, the Yukon passed legislation making this day an official statutory holiday. Yukon and Northwest Territories have both passed this legislation; it is now time for the Province of British Columbia and the rest of Canada take note of the voices calling for change and officially recognize this important day as an official statutory holiday. In addition to the above, in June of 2017 the federal government pledged to change the name of National Aboriginal Day to National Indigenous Peoples Day,1 a move that is supported by the Assembly of First Nations and is being applauded by many. Currently, the Government of British Columbia has shown openness in finding ways to move forward in reconciliation through passing the Declaration on the Rights of Indigenous Peoples Act which has created a process to align BC’s laws with the UN Declaration. Background ● In 1996, the Governor General of Canada proclaimed June 21st as National Aboriginal Day. In cooperation with Indigenous Peoples’ national organizations, the Government of Canada designated June 21 National Indigenous Peoples Day, a celebration of Indigenous Peoples’ culture and heritage. -
Indigenous Studies Courses in the Faculty of Arts and Social Sciences Fall/Winter 2016‐17
Indigenous Studies Courses in the Faculty of Arts and Social Sciences Fall/winter 2016‐17 FALL TERM CANA 2050.03/HIST 2205.03: Historical Issues in Indigenous Studies Instructor: Diana Lewis. Taught on Tuesday/Thursday from 8:35‐9:55 This course is an interdisciplinary introduction to the history of encounters and relationships between indigenous peoples and European settlers in Canada. Topics may include treatise, colonial policy, residential schools, child welfare, resettlement, and the Indian Act. This course provides the necessary background to understand contemporary Indigenous issues. CANA 4000.03: Indigenous Women & The State (Seminar in Canadian Studies) *NEW Instructor: Margaret Robinson. Taught on Tuesday/Thursday from 8:35‐9:55 This course will study systemic factors shaping the lives of Indigenous women in Canada, with a focus on Indigenous identity, cultural, political, and ceremonial involvement, Indian status, access to treaty rights, and experiences of poverty and violence. CANA 3002.03: Indigenous Representation in Film (Topics in Indigenous Studies) *NEW Instructor: Margaret Robinson. Taught on Tuesday/Thursday from 10:05‐11:25 This course offers an overview of issues shaping the portrayal of Indigenous peoples in film. Focus will be on developing a critical understanding of Indigenous representation in political and cultural context. Films examined will span the silent to contemporary film era, and will include Indigenous cinema. CANA 3001.03: Contemporary Indigenous Art (Topics in Canadian Studies) *NEW Instructor: Margaret Robinson. Taught on Wednesday from 1:35‐4:25 This course presents an overview of a range of contemporary artistic expression by Indigenous people of Canada and the United States.