DOCSLIB.ORG

Frequently Asked Questions About Aboriginal Peoples

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

FREQUENTLY ASKED QUESTIONS February 2002 ABOUT ABORIGINAL PEOPLES Each year, Indian and Northern Affairs Canada (INAC) receives thousands of enquiries from the general public that relate to Aboriginal peoples. Here, we bring together the answers to some of the most frequently asked questions. Who are the Aboriginal peoples Under the federal policy, Aboriginal Indians in Canada: Status Indians, in Canada? groups may negotiate self-government Non-Status Indians and Treaty They are the descendants of the arrangements over a variety of subject Indians. Some find the term ‘Indian’ original inhabitants of North matter, including government struc- outdated and offensive and prefer to America. The Canadian Constitution ture, land management, health care, identify themselves as First Nations recognizes three groups of child welfare, education, housing people. Aboriginal people: Indians, Métis and economic development. and Inuit. These are three separate Negotiations are held between Who are Registered or Status peoples with unique heritages, Aboriginal groups, the federal gov- Indians? languages, cultural practices and ernment and, in areas affecting its A Status or Registered Indian is a spiritual beliefs. jurisdiction and interests, the relevant person who is listed on the Indian provincial or territorial government. Register. The Indian Act sets out the What is Aboriginal Self-government arrangements may requirements for determining who is self-government? take many forms, based on the a Status Indian. In August 1995, the Government diverse historical, cultural, political of Canada adopted an approach to and economic circumstances of the Who is eligible for registration as a negotiating practical and workable Aboriginal groups, regions and Status Indian under the Indian Act ? arrangements with Aboriginal people communities involved. The Indian Register is the official to implement their inherent right to record identifying all Status Indians self-government. These arrange- Who are Indians? in Canada. The eligibility rules have ments recognize Aboriginal people's The term ‘Indian’ collectively changed many times since the mid- right to make decisions about matters describes all the Indigenous people 1800s, when the first lists of regis- internal to their communities, integral in Canada who are not Inuit or tered Indians were drawn up. Bill to their unique cultures, traditions Métis. Indian peoples are one of C-31, passed by Parliament in 1985, and languages, and connected with three peoples recognized as amended the Indian Act, ending their relationship to the land and Aboriginal in the Constitution Act, various forms of discrimination that resources. 1982: Indian, Inuit and Métis. In had caused many people to lose addition, three categories apply to their status. A person wishing to sssssssssssssssssssssssssssssssssssssssssssss sssssssssssssssssssssssssssssssssssssssssssss register for the first time, or to be What are treaty rights? reinstated after having lost his or her First Nations signed treaties with various British and, later, Canadian govern- status, should complete an applica- ments before and after Confederation in 1867. No two treaties are identical, tion. Application forms are available but they usually provide for certain rights, including reserve lands, annuities from regional INAC offices or from (a small sum of money paid each year) and hunting and fishing rights. The the Registrar at INAC Headquarters. treaty rights of an individual Treaty Indian will depend on the precise terms and conditions of the treaty that his or her First Nation signed. Do Status Indians have special immigration benefits to the US? Are maps available showing areas covered by treaties? Yes. Status Indians from Canada are Yes. Contact the Canada Map Office at Natural Resources Canada. permitted to relocate to the US without Or go directly to their Web site at going through the normal immigration http://atlas.gc.ca/english/quick_maps/fifth/fifthv_ed_view43_e.html process. They must present their Indian for the 1991 Indian Treaties map, or Status card at the border crossing. If http://atlas.gc.ca/english/quick_maps/index_current.htm they do not have a card, they need a for the Historical Indian Treaties map. written statement from their First Nation council, along with documents that prove they have at least 50 percent Indian ancestry. How many Status Indians are What are claims? there in Canada? The federal government recognizes two broad classes of claims: comprehen- As of 2001, there were 675,499 Status sive and specific claims. Comprehensive claims are based on the recognition Indians in Canada. More than 55 per- that there are continuing Aboriginal rights to lands and natural resources. cent live on reserves. These kinds of claims arise in those parts of Canada where Aboriginal title has not been dealt with by treaty or other legal means. The claims are called Who are Non-Status Indians? ‘comprehensive’ because of their wide scope. They include such things as A Non-Status Indian is an Indian land title, fishing and trapping rights, and financial compensation. person who is not registered as an Indian under the Indian Act. This may Specific claims deal with specific grievances that First Nations may have relating be because his or her ancestors were to the fulfilment of treaties or other agreements between First Nations and never registered, or because he or she the Crown. They also cover past grievances relating to the administration of lost Indian status under former pro- First Nations lands and other assets under the Indian Act. visions of the Indian Act. Who are Métis people? Who are Inuit? The word ‘Métis’ is French for ‘mixed blood’. The Canadian Constitution The Inuit are the Aboriginal people of recognizes Métis people as one of the three groups of Aboriginal people Arctic Canada. They live primarily in living in Canada. Historically, the term ‘Métis’ applied to the children of Nunavut, the Northwest Territories, French fur traders and Cree women in the Prairies, and of English and Labrador and Northern Quebec. Inuit Scottish traders and Dene women in the north. Today, the term is used means ‘people’ in Inuktitut, their language. broadly to describe people with mixed First Nation and European ancestry who identify themselves as Métis, distinct from Indian people, Inuit or Who are Treaty Indians? non-Aboriginal people. (Many Canadians have mixed Aboriginal and non- Treaty Indians are descendants of Aboriginal ancestry, but not all identify themselves as Métis. Note that Indians who signed treaties with the Métis organizations in Canada have differing criteria about who qualifies as Crown and who have a contemporary a Métis person.) connection with a treaty band. ssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssss 2 ssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssssss sssssssssssssssssssssssssssssssssssssssssssss sssssssssssssssssssssssssssssssssssssssssssss What is a First Nation? cannot infringe on individual residency on a reserve or is delivered to a reserve This is a term that came into com- rights arising from the Indian Act. by the vendor or the vendor's agent. mon usage in the 1970s to replace the word ‘Indian’, which some people To learn more about your reserve For answers to particular questions, found offensive. Although the term rights and responsibilities, contact please refer to the relevant statute or ‘First Nation’ is widely used, no legal your First Nation council or the appropriate regulations, or contact definition of it exists. Among its Regional Director of Lands and any Canada Customs and Revenue uses, the term ‘First Nations peoples’ Trust Services (LTS) at INAC. Agency office for publications and refers to the Indian people in additional information. Canada, both Status and Non-Status. Do Status Indians pay taxes? Some Indian people have also adopt- In general, Aboriginal people in What federal programs and ed the term ‘First Nation’ to replace Canada are required to pay taxes on services are available to the word ‘band’ in the name of their the same basis as other people in Aboriginal people? community. Canada, except where the limited Aboriginal people living in Canada exemption under Section 87 of the enjoy the same fundamental benefits What is an Indian band? Indian Act applies. Section 87 says as all Canadian citizens, including the A band is a group of First Nation that the ‘personal property of an Child Tax Benefit, Old Age Security people for whom lands have been set Indian or a band situated on a and Employment Insurance. The apart and for whom money is held in reserve’ is tax exempt. Métis and federal government provides other trust by the Crown. Each band has Inuit are not eligible for this exemption. programs that are designed to raise its own governing band council, usually their standard of living to the level consisting of one or more chiefs, and The exemption in Section 87 of the enjoyed by other Canadians. several councillors who are either Indian Act has existed since before elected or chosen through traditional Confederation. It reflects the unique Refer to the booklet You Wanted to custom. The members of a band constitutional and historic place of Know: Federal Programs and Services for generally share common values, tradi- Aboriginal people in Canada. The Registered Indians for more informa- tions and practices rooted in their courts have held that the exemption tion about programs and services ancestral heritage. Today, some bands is intended to preserve the
Recommended publications
  • Scaling Memory: Reparation Displacement and the Case of BC

    Scaling Memory: Reparation Displacement and the Case of BC

    Scaling Memory: Reparation Displacement and the Case of BC MATT JAMES University of Victoria In British Columbia, people tend to view history as something that happened last weekend.... Happily, it doesn’t matter here who your ancestors were or who did what to whom 300 years ago. Lisa Hobbs Birnie ~1996! Racist injustices have played a central role in shaping British Columbia; it could hardly be otherwise in a white-dominated settler society built on an ongoing history of Indigenous dispossession and 75 initial years of official racism against Asians. Yet despite the spread of an “age of apol- ogy” ~Gibney et al., 2008!, characterized in many locales by a growing introspection over patterns of historic injustice, considerations of repara- tion still seem marginal in BC, an anomaly to which this article responds. Charting the contours of an amnesiac culture of memory, the follow- ing pages argue that BC’s aloofness from the age of apology reflects a phenomenon I call “reparation displacement.” While some recalcitrant communities resist calls to repair injustice by denying responsibility or claiming no injustice has occurred, reparation displacement works more subtly, redirecting understandings of responsibility instead. In the BC case, reparation displacement is intertwined with the politics of federalism; issues of racist injustice in BC have been conceived almost exclusively— not only by officials but often by redress activists themselves—as mat- ters of federal rather than provincial shame. While more informed debates about Canadian belonging have followed federal apologies for wrongs inflicted on various groups, including Japanese Canadians, Chinese Cana- dians and Indigenous peoples ~James, 2006: 243–45!, BC is a different Acknowledgments: The author would like to thank Caroline Andrew, Alan Cairns, Avigail Eisenberg, Steve Dupré, Chris Kukucha, Daniel Woods, and the two CJPS reviewers for helpful comments on earlier drafts.
  • Indigenous People of Western New York

    Indigenous People of Western New York

    FACT SHEET / FEBRUARY 2018 Indigenous People of Western New York Kristin Szczepaniec Territorial Acknowledgement In keeping with regional protocol, I would like to start by acknowledging the traditional territory of the Haudenosaunee and by honoring the sovereignty of the Six Nations–the Mohawk, Cayuga, Onondaga, Oneida, Seneca and Tuscarora–and their land where we are situated and where the majority of this work took place. In this acknowledgement, we hope to demonstrate respect for the treaties that were made on these territories and remorse for the harms and mistakes of the far and recent past; and we pledge to work toward partnership with a spirit of reconciliation and collaboration. Introduction This fact sheet summarizes some of the available history of Indigenous people of North America date their history on the land as “since Indigenous people in what is time immemorial”; some archeologists say that a 12,000 year-old history on now known as Western New this continent is a close estimate.1 Today, the U.S. federal government York and provides information recognizes over 567 American Indian and Alaskan Native tribes and villages on the contemporary state of with 6.7 million people who identify as American Indian or Alaskan, alone Haudenosaunee communities. or combined.2 Intended to shed light on an often overlooked history, it The land that is now known as New York State has a rich history of First includes demographic, Nations people, many of whom continue to influence and play key roles in economic, and health data on shaping the region. This fact sheet offers information about Native people in Indigenous people in Western Western New York from the far and recent past through 2018.
  • Tea and Bannock Stories: First Nations Community Poetic Voices

    Tea and Bannock Stories: First Nations Community Poetic Voices

    Tea and Bannock Stories: First Nations Community of Poetic Voices a compilation of poems in celebration of First Nations aesthetic practices, such as poetry, songs, and art, that speak about humankind’s active relationships to Home Land and her Beings Simon Fraser University, First Nations Studies compiled by annie ross Brandon Bob Eve Chuang and the Chuang Family Steve Davis Robert Pictou This project was made possible by the Social Sciences and Humanities Council of Canada (SSHRC) Background: First Nations Studies, the Archaeology Department, and the School for Contemporary Arts at Simon Fraser University, Burnaby, British Columbia, is the origin place for Tea and Bannock Stories. Tea and Bannock Stories is a grass-roots, multi-generational, multi-national gathering of poets and artists. Together we have learned from and informed one another. Our final result is this compilation of poems and images presented in a community event on Mother Earth Day, April 21, 2007, at the Vancouver Aboriginal Friendship Center amidst family, friends, songs, dances, art, poetry, tea, and bannock. Tea and Bannock Stories began as research inquiry into poetic First Nations aesthetic forms between aboriginal artists and poets, the principal researcher, annie ross, SFU student researchers Brandon Bob, Eve Chuang, and Simon Solomon, and students during the years 2004 – 2007 to investigate First Nations environmental ideas in the poetic and visual form1. First Nations Artist Mentors to SFU students were: Chief Janice George and Willard Joseph (Squamish), Coast
  • Indigenous Peoples/First Nations Fact Sheet for the Poor Peoples Campaign

    Indigenous Peoples/First Nations Fact Sheet for the Poor Peoples Campaign

    Indigenous Peoples/First Nations Fact Sheet For the Poor Peoples Campaign “Who will find peace with the lands? The future of humankind lies waiting for those who will come to understand their lives and take up their responsibilities to all living things. Who will listen to the trees, the animals and birds, the voices of the places of the land? As the long forgotten peoples of the respective continents rise and begin to reclaim their ancient heritage, they will discover the meaning of the lands of their ancestors. That is when the invaders of North American continent will finally discover that for this land, God is red”. Vine Deloria Jr., God Is Red Indigenous Peoples and their respective First Nations are not only place-based peoples relationally connected to their traditional homelands, but have their own distinctive cultures, traditions, and pre-colonial and colonial histories since European contact.1 The World Bank 2020 Report states the global Indigenous population is 476 million people, or 6% of the world’s population, live in over 90 countries, and through the cultural practices of traditional ecological knowledge, protect about 80% of the world’s remaining biodiversity2. Within the United States (U.S.), Native Americans/American Indians/Alaska Natives/Native Hawaiians comprise about 2% of the entire United States population. There are, indeed, more than 6.9 million Native Americans and Alaska Natives3, and in 2019, there were 1.9 million Native Hawaiians and Pacific Islanders4. Within the U.S., there are 574 federally recognized Indian nations, 62 state-recognized Indian nations5, and hundreds of non-federally and non-state recognized Native American nations6.
  • Guide to Acknowledging First Peoples & Traditional Territory

    Guide to Acknowledging First Peoples & Traditional Territory

    Guide to Acknowledging First Peoples & Traditional Territory September 2017 CAUT Guide to Acknowledging First Peoples & Traditional Territory September 2017 The following document offers the Canadian Association of University Teachers (CAUT) recommended territorial acknowledgement for institutions where our members work, organized by province. While most of these campuses are included, the list will gradually become more complete as we learn more about specific traditional territories. When requested, we have also included acknowledgements for other post-secondary institutions as well. We wish to emphasize that this is a guide, not a script. We are recommending the acknowledgements that have been developed by local university-based Indigenous councils or advisory groups, where possible. In other places, where there are multiple territorial acknowledgements that exist for one area or the acknowledgements are contested, the multiple acknowledgements are provided. This is an evolving, working guide. © 2016 Canadian Association of University Teachers 2705 Queensview Drive, Ottawa, Ontario K2B 8K2 \\ 613-820-2270 \\ www.caut.ca Cover photo: “Infinity” © Christi Belcourt CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 Contents 1| How to use this guide Our process 2| Acknowledgement statements Newfoundland and Labrador Prince Edward Island Nova Scotia New Brunswick Québec Ontario Manitoba Saskatchewan Alberta British Columbia Canadian Association of University Teachers 3 CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 1| How to use this guide The goal of this guide is to encourage all academic staff context or the audience in attendance. Also, given that association representatives and members to acknowledge there is no single standard orthography for traditional the First Peoples on whose traditional territories we live Indigenous names, this can be an opportunity to ensure and work.
  • Qwewrt U Aboriginal Affairs and Affaires Autochtones Et Page 2 of 4 Northern Development Canada Développement Du Nord Canada Protected B (When Completed)

    Qwewrt U Aboriginal Affairs and Affaires Autochtones Et Page 2 of 4 Northern Development Canada Développement Du Nord Canada Protected B (When Completed)

    u Aboriginal Affairs and Affaires autochtones et Page 1 of 4 Northern Development Canada Développement du Nord Canada PRoTECTED B (When Completed) SEcURE cERTiFicaTE OF indian STaTUS (SciS) adULT aPPLicaTiOn in-canada FOR aPPLicanTS SiXTEEn (16) YEaRS OF aGE OR OLdER Privacy Act Statement Personal information provided in this document is collected by Aboriginal Affairs and Northern Development Canada (AANDC) under the authority of the Indian Act . Individuals have the right to the protection of and access to their personal information under the Privacy Act . The information provided is voluntary. Failure to provide sufficient information may render the application invalid or may result in processing delays. Information provided is subject to routine verifications, including verifications against the Indian Register. AANDC may, for the purpose of receiving applications, collect personal information from Indian Registry Administrators. Furthermore, personal information will be disclosed to a third party for the purpose of printing the SCIS. In the performance of these duties, personal information will be processed and used in accordance with the provisions of the Privacy Act . Further details on the collection, use and disclosure of personal information are described under the Personal Information Bank INA PPU 110, which is detailed at www.infosource.gc.ca . Helpful Tips for completing Your SciS application ­ complete and sign pages 3 and 4 of the application. FaiLURE TO cOMPLETE aLL THE SEcTiOnS OF THiS FORM and SUBMiT aLL nEcESSaRY dOcUMEnTaTiOn WiLL RESULT in YOUR aPPLicaTiOn BEinG REFUSEd and RETURnEd TO YOU. ­ Personal information (Section A) If the name written in Section A differs from that on your birth certificate or identification documents, the following original documents may be required: adoption order, legal name change, marriage certificate or other court document.
  • The Wealth of First Nations

    The Wealth of First Nations

    The Wealth of First Nations Tom Flanagan Fraser Institute 2019 Copyright ©2019 by the Fraser Institute. All rights reserved. No part of this book may be reproduced in any manner whatsoever without written permission except in the case of brief passages quoted in critical articles and reviews. The author of this book has worked independently and opinions expressed by him are, there- fore, his own and and do not necessarily reflect those of the Institute, its Board of Directors, its donors and supporters, or its staff. This publication in no way implies that the Fraser Institute, its directors, or staff are in favour of, or oppose the passage of, any bill; or that they support or oppose any particular political party or candidate. Printed and bound in Canada National Library of Canada Cataloguing in Publication Data The Wealth of First Nations / by Tom Flanagan Includes bibliographical references. ISBN 978-0-88975-533-8. Fraser Institute ◆ fraserinstitute.org Contents Preface / v introduction —Making and Taking / 3 Part ONE—making chapter one —The Community Well-Being Index / 9 chapter two —Governance / 19 chapter three —Property / 29 chapter four —Economics / 37 chapter five —Wrapping It Up / 45 chapter six —A Case Study—The Fort McKay First Nation / 57 Part two—taking chapter seven —Government Spending / 75 chapter eight —Specific Claims—Money / 93 chapter nine —Treaty Land Entitlement / 107 chapter ten —The Duty to Consult / 117 chapter eleven —Resource Revenue Sharing / 131 conclusion —Transfers and Off Ramps / 139 References / 143 about the author / 161 acknowledgments / 162 Publishing information / 163 Purpose, funding, & independence / 164 About the Fraser Institute / 165 Peer review / 166 Editorial Advisory Board / 167 fraserinstitute.org ◆ Fraser Institute Preface The Liberal government of Justin Trudeau elected in 2015 is attempting massive policy innovations in Indigenous affairs.
  • 16 Years of Age Or Older.Pdf

    16 Years of Age Or Older.Pdf

    Métis Nation of Alberta Métis Nation Registry #100 Delia Gray Building 11738 Kingsway Avenue 16 YEARS OF AGE OR OLDER Edmonton AB T5G 0X5 Phone: (780) 455-2200 Toll Free: 1-866-678-7888 Application for Métis Nation of Alberta Membership GENERAL INFORMATION AND INSTRUCTIONS Failure to complete all the required sections of this form will result in your application being returned to you. Entitlement to a Métis Nation of Alberta Membership Requirements Checklist “Métis” – a person who self identifies as Métis, is distinct A completed genealogy (family tree) which clearly outlines from other Aboriginal peoples, is of historic Métis Nation your Métis ancestry to the mid 1800’s. ancestry and is accepted by the Métis Nation. Copy of ONE of the following: o Live Birth Registration A Métis must provide historical proof of his or her status as o Long Form Birth Certificate showing the full names of Métis: biological parents o Wallet-size birth certificate PLUS copy of baptismal a) Historic Proof – evidence of an ancestor who received a certificate with church seal (legible) and officiates land grant, or a scrip grant under the Manitoba Act or the signature Dominion Lands Act, or who was recognized as a Métis in One (1) piece of current photo identification other government, church or community records; Proof of permanent residency in Alberta for a minimum of b) Historic Métis Nation means the Aboriginal people then ninety (90) consecutive days may be required. known as Métis or Half-Breeds who resided in historic Métis Nation Homeland; c) Historic Métis Nation Homeland means the area of land in Additional documents or information may be requested west central North America used and occupied as the in support of this application traditional territory of the Métis or Half-Breeds as they were then known.
  • Emergence and Progression of Acadian Ethnic and Political Identities

    Emergence and Progression of Acadian Ethnic and Political Identities

    Emergence and Progression of neutrality, environmental and ecological Acadian Ethnic and Political factors, and the colonial past of the Aca- Identities: Alliance and Land- dian peoples, including the Deportation and nationalistic Renaissance, I must em- Based Inter-Peoples Relations in phasize that there were two distinctive po- Early Acadia to Today litical periods in the pre-Deportation era: one of sharing and one of taking. The dif- Katie K. MacLeod ference between these two political periods is clearly outlined by John Borrows in his Introduction discussion of the Treaty at Niagara: This article examines the develop- ment of Acadian ethnic and political iden- In early stages of First Nation/Set- tities through an analysis of alliance and re- tler association, the English failed lations of sharing with the Mi'kmaq and op- to comprehend some of the diplo- position and relations of taking with British matic fundamentals that First Na- colonizers. It also seeks to build an under- tions required in the definition of standing of how land-based identities in the their constitutional relationship. past influenced the development of these One example of the British failure peoples. With a focus on the Acadian peo- in this regard concerned the presen- ples, I provide an ethnohistorical investiga- tation of gifts. The French had fol- tion into the aspects of this identity which lowed the diplomatic formalities were borrowed from, added to, or disrupted which formalized First Na- by, these inter-peoples relations with the tions/Settler relations and were thus Mi’kmaq and the British. Exploring politi- able to maintain peace by supplying cal and ethnohistorical interpretations from gifts to all their First Nation allies.
  • Numbered Treaties 7

    Numbered Treaties 7

    6 TREATY 7 NUMBERED TREATIES WITHIN ALBERTA: TREATY 7 Planning your FIRST STEPS learning journey “The Government of Canada and the What are treaties and who are courts understand treaties between the signatories of Treaty 7? the Crown and Aboriginal people to be solemn agreements that set out promises, obligations and benefits for both parties.”1 Edmonton From the perspective of First Nations, treaties TREATY 6 are built on respectful, cooperative and Red Deer nation-to-nation relationships between First North Battleford Nations and the Crown on behalf of present Alberta and future generations. Treaties outline the rights, obligations and benefits of the Kindersley TREATY 7 signing parties to each other. The intention of the Crown was to gain title to the lands Calgary for their own claim. First Nations had other beliefs surrounding the negotiations of the Lethbridge treaty. To the First Nations these treaties are Saskatchewan Medicine Hat about sharing the land and resources and TREATY 4 not extinguishment of title. The intent and TREATY 7 provisions of the treaties do not end. This was acknowledged through a ceremonial and sacred agreement that incorporated the spirit *Note: This map shows the and intent for treaties to last, “as long as the Adapted from AADNC approximate area of treaty land 2 www.aadnc-aandc.gc.ca/DAM/ as there is no consensus between sun shines, the grass grows and rivers flow.” DAM-INTER-HQ/STAGING/texte-text/ rightsholders and stakeholders htoc_1100100032308_eng.pdf about exact treaty boundaries. Treaty 7 elders There are 11 numbered had provisions for a number treaties across Canada, of agricultural implements; have always with Treaties 4, 6, 7, 8 and however, the Treaty 7 signatories maintained 10 residing in Alberta.
  • ABORIGINAL PEOPLES and SPORT in CANADA Historical Foundations and Contemporary Issues

    ABORIGINAL PEOPLES and SPORT in CANADA Historical Foundations and Contemporary Issues

    ABORIGINAL PEOPLES AND SPORT IN CANADA Historical Foundations and Contemporary Issues Edited by Janice Forsyth and Audrey R. Giles Sample Material © 2012 UBC Press Contents Acknowledgments / vii Introduction / 1 JANICE FORSYTH AND AUDREY R. GILES Part 1: Historical Perspectives on Aboriginal Peoples in Sport and Recreation 1 Bodies of Meaning: Sports and Games at Canadian Residential Schools / 15 JANICE FORSYTH 2 Indigenous Peoples and Canadian-Hosted Olympic Games / 35 CHRISTINE M. O’BONSAWIN 3 Toward a History of Aboriginal Women in Canadian Sport / 64 M. ANN HALL Sample Material © 2012 UBC Press Part 2: Contemporary Issues 4 Aboriginal Peoples and the Construction of Canadian Sport Policy / 95 VICTORIA PARASCHAK 5 Canadian Elite Aboriginal Athletes, Their Challenges, and the Adaptation Process / 124 ROBERT J. SCHINKE, DUKE PELTIER, AND HOPE YUNGBLUT 6 Women’s and Girls’ Participation in Dene Games in the Northwest Territories / 145 AUDREY R. GILES 7 Performance Indicators: Aboriginal Games at the Arctic Winter Games / 160 MICHAEL HEINE 8 The Quality and Cultural Relevance of Physical Education for Aboriginal Youth: Challenges and Opportunities / 182 JOANNIE HALAS, HEATHER Mc RAE, AND AMY CARPENTER 9 Two-Eyed Seeing: Physical Activity, Sport, and Recreation Promotion in Indigenous Communities / 206 LYNN LAVALLÉE AND LUCIE LÉVESQUE Conclusion / 229 JANICE FORSYTH AND AUDREY R. GILES Contributors / 234 Index / 238 Sample Material © 2012 UBC Press To all of the people who work so hard to make Aboriginal sport a space to experience all of the good things life has to offer. Sample Material © 2012 UBC Press Sample Material © 2012 UBC Press Acknowledgments Janice Forsyth To my parents and Guy, who gave their unconditional support throughout this project.
  • Resources Pertaining to First Nations, Inuit, and Metis. Fifth Edition. INSTITUTION Manitoba Dept

    Resources Pertaining to First Nations, Inuit, and Metis. Fifth Edition. INSTITUTION Manitoba Dept

    DOCUMENT RESUME ED 400 143 RC 020 735 AUTHOR Bagworth, Ruth, Comp. TITLE Native Peoples: Resources Pertaining to First Nations, Inuit, and Metis. Fifth Edition. INSTITUTION Manitoba Dept. of Education and Training, Winnipeg. REPORT NO ISBN-0-7711-1305-6 PUB DATE 95 NOTE 261p.; Supersedes fourth edition, ED 350 116. PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MFO1 /PC11 Plus Postage. DESCRIPTORS American Indian Culture; American Indian Education; American Indian History; American Indian Languages; American Indian Literature; American Indian Studies; Annotated Bibliographies; Audiovisual Aids; *Canada Natives; Elementary Secondary Education; *Eskimos; Foreign Countries; Instructional Material Evaluation; *Instructional Materials; *Library Collections; *Metis (People); *Resource Materials; Tribes IDENTIFIERS *Canada; Native Americans ABSTRACT This bibliography lists materials on Native peoples available through the library at the Manitoba Department of Education and Training (Canada). All materials are loanable except the periodicals collection, which is available for in-house use only. Materials are categorized under the headings of First Nations, Inuit, and Metis and include both print and audiovisual resources. Print materials include books, research studies, essays, theses, bibliographies, and journals; audiovisual materials include kits, pictures, jackdaws, phonodiscs, phonotapes, compact discs, videorecordings, and films. The approximately 2,000 listings include author, title, publisher, a brief description, library