DOCSLIB.ORG

From Truth to Reconciliation : Transforming the Legacy of Residential Schools

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
From Truth to Reconciliation : Transforming the Legacy of Residential Schools AHF_School_cover_JAN23.qxd:Layout 1 1/23/08 3:57 PM Page 1 RESILIENCE OF THE FLOWER BEADWORK PEOPLE Christi Belcourt 1999 Acrylic on Canvas We have survived through incredible odds. We very easily could have been absorbed into the mainstream society. The pressures were there from all sides. No matter. We are here. Despite direct assimilation attempts. Despite the residential school systems. Despite the strong influences of the Church in Métis communities to ignore and deny our Aboriginal heritage and our Aboriginal spirituality. We are still able to say we are proud to be Métis. We are resilient as a weed. As beautiful as a wildflower. We have much to celebrate and be proud of. – Christi Belcourt (excerpt from www.belcourt.net) T r a F n s r BLOOD TEARS f o o Alex Janvier r m m 2001 i Acrylic on linen n T g From Truth to Reconciliation th r Painted on the artist’s 66 birthday, t u h Blood Tears is both a statement of e t Transforming the Legacy of Residential Schools Mr. Janvier’s sense of loss and a h L celebration of his resilience, made all e t g the more powerful with the inclusion o a c of a lengthy inscription painted in his y R own hand on the rear of the canvas. o e f The inscription details a series of c R losses attributed to the ten years o e he spent at the Blue Quills Indian s n i d Residential School: loss of childhood, c e language, culture, customs, parents, Aboriginal Healing Foundation i n l t grandparents, and traditional beliefs. He was taken off the land i i a a he loved and severely punished for speaking his language— 75 Albert Street, Suite 801, Ottawa, Ontario K1P 5E7 l t S i Denesu’liné. Being a little boy did not matter and “many, many c o died of broken bodies” and “broken spirit.” The entire inscription h n Phone: (613) 237-4441 o is reproduced within. o Toll-free: (888) 725-8886 l s Fax: (613) 237-4442 WRESTLING WITH MY DEMONS Email: [email protected] Abraham Anghik Ruben Website: www.ahf.ca 2001 Brazilian soapstone Collection of the Silverberg Family Helping Aboriginal people heal themselves This sculpture is a personal interp- retation of my life. It is a mirror of my past, a signpost for the present, a reminder of yet unresolved issues and day-to-day struggles. Past struggles include twenty years of alcoholism and my recovery, and years in the residential school system. These demons still make themselves known, but as time goes by, they have become faint echoes and whispers. – Abraham Anghik Ruben (www.inuastudio.com) Aboriginal Healing Foundation Research Series Aboriginal Healing Foundation Research Series AHF_School_cover_JAN23.qxd:Layout 1 1/23/08 3:57 PM Page 1 RESILIENCE OF THE FLOWER BEADWORK PEOPLE Christi Belcourt 1999 Acrylic on Canvas We have survived through incredible odds. We very easily could have been absorbed into the mainstream society. The pressures were there from all sides . No matter. We are here. Despite direct assimilation attempts. Despite the residential school systems. Despite the strong influences of the Church in Métis communities to ignore and deny our Aboriginal heritage and our Aboriginal spirituality. We are still able to say we are proud to be Métis. We are resilient as a weed. As beautiful as a wildflower. We have much to celebrate and be proud of. – Christi Belcourt (excerpt from www.belcourt.net) T r a F n s r BLOOD TEARS f o o Alex Janvier r m m 2001 i Acrylic on linen n T g From Truth to Reconciliation th r Painted on the artist’s 66 birthday, t u h Blood Tears is both a statement of e t Transforming the Legacy of Residential Schools Mr. Janvier’s sense of loss and a h L celebration of his resilience, made all e t g the more powerful with the inclusion o a c of a lengthy inscription painted in his y R own hand on the rear of the canvas. o e f The inscription details a series of c R losses attributed to the ten years o e he spent at the Blue Quills Indian s n i d Residential School: loss of childhood, c e language, culture, customs, parents, Aboriginal Healing Foundation i n l t grandparents, and traditional beliefs. He was taken off the land i i a a he loved and severely punished for speaking his language— 75 Albert Street, Suite 801, Ottawa, Ontario K1P 5E7 l t S i Denesu’liné. Being a little boy did not matter and “many, many c o died of broken bodies” and “broken spirit.” The entire inscription h n Phone: (613) 237-4441 o is reproduced within . o Toll-free: (888) 725-8886 l s Fax: (613) 237-4442 WRESTLING WITH MY DEMONS Email: [email protected] Abraham Anghik Ruben Website: www.ahf.ca 2001 Brazilian soapstone Collection of the Silverberg Family Helping Aboriginal people heal themselves This sculpture is a personal interp- retation of my life. It is a mirror of my past, a signpost for the present, a reminder of yet unresolved issues and day-to-day struggles. Past struggles include twenty years of alcoholism and my recovery, and years in the residential school system. These demons still make themselves known, but as time goes by, they have become faint echoes and whispers. – Abraham Anghik Ruben (www.inuastudio.com) Aboriginal Healing Foundation Research Series Aboriginal Healing Foundation Research Series © 2008 Aboriginal Healing Foundation (second impression) Published by: Aboriginal Healing Foundation 75 Albert Street, Suite 801, Ottawa, Ontario K1P 5E7 Phone: (613) 237-4441 Toll-free: (888) 725-8886 Fax: (613) 237-4442 Email: [email protected] Website: www.ahf.ca Cover Design: Beat Studios Ottawa, Ontario Design & Production: Aboriginal Healing Foundation Printed by: Dollco Printing Ottawa, Ontario Printed version: ISBN 978-1-897285-59-6 Electronic version: ISBN 978-1-897285-61-9 Unauthorized use of the name “Aboriginal Healing Foundation” and of the Foundation’s logo is prohibited. Non-commercial reproduction of this document is, however, encouraged. This project was funded by the Aboriginal Healing Foundation (AHF), but the views expressed in this report are the personal views of the author(s). Ce document est aussi disponible en français. From Truth to Reconciliation Transforming the Legacy of Residential Schools Prepared for the Aboriginal Healing Foundation By Marlene Brant Castellano Linda Archibald Mike DeGagné 2008 Dedication Dedicated to the memory of Gail Guthrie Valaskakis, our colleague and friend. The inspiration for this book was yours. Your love of education and research was a guide to common purpose, understanding, and reconciliation. We are grateful for your encouragement and support, and we miss you. Table of Contents Preface.......................................................................................................................xiii Introduction ................................................................................................................1 Section 1: Truth-Telling Fred Kelly Confession of a Born Again Pagan ................................................................... 11 Brian Rice and Anna Snyder Reconciliation in the Context of a Settler Society: Healing the Legacy of Colonialism in Canada ............................................... 43 A Condensed Timeline of Events .......................................................................... 64 Tricia Logan A Métis Perspective on Truth and Reconciliation ........................................ 69 John Amagoalik Reconciliation or Conciliation? An Inuit Perspective ................................... 91 Stan McKay Expanding the Dialogue on Truth and Reconciliation — In a good way .....................................................................................................101 Section 2: The Legacy Lives On Beverley Jacobs and Andrea Williams Legacy of Residential Schools: Missing and Murdered Aboriginal Women .................................................119 Rupert Ross Telling Truths and Seeking Reconciliation: Exploring the Challenges .................................................................................143 Cindy Blackstock Reconciliation Means Not Saying Sorry Twice: Lessons from Child Welfare in Canada ........................................................163 vii Table of Contents Madeleine Dion Stout A Survivor Reflects on Resilience ..................................................................179 Section 3: Exploring Paths to Reconciliation Jennifer Llewellyn Bridging the Gap between Truth and Reconciliation: Restorative Justice and the Indian Residential Schools Truth and Reconciliation Commission .....................................................................183 Robert Andrew Joseph A Jade Door: Reconciliatory Justice as a Way Forward Citing New Zealand Experience ....................................................................205 Bradford W. Morse Reconciliation Possible? Reparations Essential ...........................................233 John Bond Reconciliation: A non-Indigenous Australian Perspective .........................259 Debra Hocking Reconciliation: An Indigenous Australian Perspective ...............................281 Section 4: Journey of the Spirit Garnet Angeconeb with Kateri Akiwenzie-Damm Speaking My Truth: The Journey to Reconciliation ...................................297 David Joanasie Perspective on Reconciliation from an Inuk Youth .....................................315 William Julius Mussell Decolonizing Education: A Building Block for Reconciliation .................321 David MacDonald A Call to the Churches: “You shall be called repairer of the breach” ...................................................341 Maggie Hodgson Reconciliation: A Spiritual Process ................................................................361
Load more

Recommended publications
  • ROUND the BEND TEAM Being Through Our Efforts
    Round the bend Farm A CENTER FOR RESTORATIVE COMMUNITY 1 LETTER FROM THE It’s been an AMAZING monarch year for us here at RTB. We even offered CO-VISIONARIES a monarch class in July Desa & Nia Van Laarhoven and we’ve been hatching & Geoff Kinder some at RTB to increase s fall descends on Round the Bend Farm their odds. (RTB), vivid colors mark the passage of time. Autumn’s return grounds us amid Aeach day’s frenetic news cycles. It reminds us of the deeper cycle that connects us all to the earth and to each other. And yet one news story, from late September, has done the same. More than 7.5 million people came together in cities and villages across the planet to call in unison for an environmentally just and sustainable world. This is a story that speaks to RTB’s mission and purpose and demonstrates the concept of Restorative Community that’s so central to our existence. You can see it in the image that juxtaposed September’s global crowds with the prior year’s solitary Swedish protester. You can hear it in the words spoken by an Indigenous Brazilian teen to 250,000 people lining the streets of New York City. Restorative Community is a force multiplier for our own personal commitments to justice, health and peace. It nurtures and supports us as individuals, unites and strengthens us as a movement and harnesses our differences in service of our common goals. In community, we respect, enjoy and learn from each other. As you page through this year’s annual report, we hope you experience the same! We’re This past year, we continued to expand our inspired and encouraged by what we’ve Restorative Community at RTB, more than accomplished this year and we’re honored to doubling the number of people who visited serve our community in ever new ways.
    [Show full text]
  • Elmore Leonard, 1925-2013
    ELMORE LEONARD, 1925-2013 Elmore Leonard was born October 11, 1925 in New Orleans, Louisiana. Due to his father’s position working for General Motors, Leonard’s family moved numerous times during his childhood, before finally settling in Detroit, MI in 1934. Leonard went on to graduate high school in Detroit in 1943, and joined the Navy, serving in the legendary Seabees military construction unit in the Pacific theater of operations before returning home in 1946. Leonard then attended the University of Detroit, majoring in English and Philosophy. Plans to assist his father in running an auto dealership fell through on his father’s early death, and after graduating, Leonard took a job writing for an ad agency. He married (for the first of three times) in 1949. While working his day job in the advertising world, Leonard wrote constantly, submitting mainly western stories to the pulp and/or mens’ magazines, where he was establishing himself with a strong reputation. His stories also occasionally caught the eye of the entertainment industry and were often optioned for films or television adaptation. In 1961, Leonard attempted to concentrate on writing full-time, with only occasional free- lance ad work. With the western market drying up, Leonard broke into the mainstream suspense field with his first non-western novel, The Big Bounce in 1969. From that point on, his publishing success continued to increase – with both critical and fan response to his works helping his novels to appear on bestseller lists. His 1983 novel La Brava won the Edgar Award for best mystery novel of the year.
    [Show full text]
  • Full Circle Full Circle
    FULL CIRCLE FULL CIRCLE the aboriginal healing WAYNE foundation & the K SPEAR unfinished work of hope, healing & reconciliation AHF WAYNE K SPEAR i full circle FULL CIRCLE the aboriginal healing foundation & the unfinished work of hope, healing & reconciliation WAYNE K SPEAR AHF 2014 © 2014 Aboriginal Healing Foundation Published by Aboriginal Healing Foundation Aboriginal Healing Foundation 275 Slater Street, Suite 900, Ottawa, ON, K1P 5H9 Phone: (613) 237-4441 / Fax: (613) 237-4442 Website: www.ahf.ca Art Direction and Design Alex Hass & Glen Lowry Design & Production Glen Lowry for the Aboriginal Healing Foundation Printed by Metropolitan Printing, Vancouver BC ISBN 978-1-77215-003-2 English book ISBN 978-1-77215-004-9 Electronic book Unauthorized use of the name “Aboriginal Healing Foundation” and of the Foundation’s logo is prohibited. Non-commercial reproduction of this docu- ment is, however, encouraged. This project was funded by the Aboriginal Healing Foundation but the views expressed in this report are the personal views of the author(s). contents vi acknowledgments xi a preface by Phil Fontaine 1 introduction 7 chapter one the creation of the aboriginal healing foundation 69 chapter two the healing begins 123 chapter three long-term visions & short-term politics 173 chapter four Canada closes the chapter 239 chapter five an approaching storm by Kateri Akiwenzie-Damm 281 chapter six coming full circle 287 notes 303 appendices 319 index acknowledgments “Writing a book,” said George Orwell, “is a horrible, exhausting struggle, like a long bout with some painful illness.” In the writing of this book, the usual drudgery was offset by the pleasure of interviewing a good many interesting, thoughtful and extraordinary people.
    [Show full text]
  • Songs by Artist
    Reil Entertainment Songs by Artist Karaoke by Artist Title Title &, Caitlin Will 12 Gauge Address In The Stars Dunkie Butt 10 Cc 12 Stones Donna We Are One Dreadlock Holiday 19 Somethin' Im Mandy Fly Me Mark Wills I'm Not In Love 1910 Fruitgum Co Rubber Bullets 1, 2, 3 Redlight Things We Do For Love Simon Says Wall Street Shuffle 1910 Fruitgum Co. 10 Years 1,2,3 Redlight Through The Iris Simon Says Wasteland 1975 10, 000 Maniacs Chocolate These Are The Days City 10,000 Maniacs Love Me Because Of The Night Sex... Because The Night Sex.... More Than This Sound These Are The Days The Sound Trouble Me UGH! 10,000 Maniacs Wvocal 1975, The Because The Night Chocolate 100 Proof Aged In Soul Sex Somebody's Been Sleeping The City 10Cc 1Barenaked Ladies Dreadlock Holiday Be My Yoko Ono I'm Not In Love Brian Wilson (2000 Version) We Do For Love Call And Answer 11) Enid OS Get In Line (Duet Version) 112 Get In Line (Solo Version) Come See Me It's All Been Done Cupid Jane Dance With Me Never Is Enough It's Over Now Old Apartment, The Only You One Week Peaches & Cream Shoe Box Peaches And Cream Straw Hat U Already Know What A Good Boy Song List Generator® Printed 11/21/2017 Page 1 of 486 Licensed to Greg Reil Reil Entertainment Songs by Artist Karaoke by Artist Title Title 1Barenaked Ladies 20 Fingers When I Fall Short Dick Man 1Beatles, The 2AM Club Come Together Not Your Boyfriend Day Tripper 2Pac Good Day Sunshine California Love (Original Version) Help! 3 Degrees I Saw Her Standing There When Will I See You Again Love Me Do Woman In Love Nowhere Man 3 Dog Night P.S.
    [Show full text]
  • Proposal for a National Program of Reparation and Reconciliation-1
    ORIGINS INC SUPPORTING PEOPLE SEPARATED BY ADOPTION A Submission of Origin SPSA Inc in Response to Part (b) of the Terms of Reference of the Senate Inquiry into Commonwealth Contribution to Former Forced Adoption Policies and Practices A Proposal for a National Program of Reparation and Reconciliation to Address the Consequences of Forced Adoption 1 Introduction This proposal outlines a program of reparation and reconciliation to address the consequences on families -- mothers, sons and daughters, fathers, siblings, grandparents and grandchildren – who were separated from one another by past forced adoption policies. It follows and elaborates on previous submissions by Origins to the Senate Inquiry into Commonwealth Contribution to Former Forced Adoption Policies and Practices. Background Forced adoption practices which separated single mothers in Australia from their children have parallels to similar events in other nations and other cultures. Similarly, one can also look at global principles of redress and reparation for guidance on how to proceed with a program that will meet not only the needs of the mothers and their lost sons and daughters, but also the needs of their immediate and extended families, and of society as well. “16(3) The family is the natural and fundamental group unit of society and is entitled to protection by society and the State.” – Universal Declaration of Human Rights (1948) On December 16, 2005, the General Assembly of the United Nations adopted and proclaimed The Basic Principles and Guidelines on the Right to a Remedy and Reparation for Victims of Gross Violations of International Human Rights Law and Serious Violations of International Humanitarian Law.” This document gives direction to nations on how to address gross violations of human rights, including violations of the Universal Declaration of Human Rights (1948).
    [Show full text]
  • Next-Gen Technology Transformation in Financial Services
    April 2020 Next-gen Technology transformation in Financial Services Introduction Financial Services technology is currently in the midst of a profound transformation, as CIOs and their teams prepare to embrace the next major phase of digital transformation. The challenge they face is significant: in a competitive environment of rising cost pressures, where rapid action and response is imperative, financial institutions must modernize their technology function to support expanded digitization of both the front and back ends of their businesses. Furthermore, the current COVID-19 situation is putting immense pressure on technology capabilities (e.g., remote working, new cyber-security threats) and requires CIOs to anticipate and prepare for the “next normal” (e.g., accelerated shift to digital channels). Most major financial institutions are well aware of the imperative for action and have embarked on the necessary transformation. However, it is early days—based on our experience, most are only at the beginning of their journey. And in addition to the pressures mentioned above, many are facing challenges in terms of funding, complexity, and talent availability. This collection of articles—gathered from our recent publishing on the theme of financial services technology—is intended to serve as a roadmap for executives tasked with ramping up technology innovation, increasing tech productivity, and modernizing their platforms. The articles are organized into three major themes: 1. Reimagine the role of technology to be a business and innovation partner 2. Reinvent technology delivery to drive a step change in productivity and speed 3. Future-proof the foundation by building flexible and secure platforms The pace of change in financial services technology—as with technology more broadly—leaves very little time for leaders to respond.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • Radio 2 Paradeplaat Last Change Artiest: Titel: 1977 1 Elvis Presley
    Radio 2 Paradeplaat last change artiest: titel: 1977 1 Elvis Presley Moody Blue 10 2 David Dundas Jeans On 15 3 Chicago Wishing You Were Here 13 4 Julie Covington Don't Cry For Me Argentina 1 5 Abba Knowing Me Knowing You 2 6 Gerard Lenorman Voici Les Cles 51 7 Mary MacGregor Torn Between Two Lovers 11 8 Rockaway Boulevard Boogie Man 10 9 Gary Glitter It Takes All Night Long 19 10 Paul Nicholas If You Were The Only Girl In The World 51 11 Racing Cars They Shoot Horses Don't they 21 12 Mr. Big Romeo 24 13 Dream Express A Million In 1,2,3, 51 14 Stevie Wonder Sir Duke 19 15 Champagne Oh Me Oh My Goodbye 2 16 10CC Good Morning Judge 12 17 Glen Campbell Southern Nights 15 18 Andrew Gold Lonely Boy 28 43 Carly Simon Nobody Does It Better 51 44 Patsy Gallant From New York to L.A. 15 45 Frankie Miller Be Good To Yourself 51 46 Mistral Jamie 7 47 Steve Miller Band Swingtown 51 48 Sheila & Black Devotion Singin' In the Rain 4 49 Jonathan Richman & The Modern Lovers Egyptian Reggae 2 1978 11 Chaplin Band Let's Have A Party 19 1979 47 Paul McCartney Wonderful Christmas time 16 1984 24 Fox the Fox Precious little diamond 11 52 Stevie Wonder Don't drive drunk 20 1993 24 Stef Bos & Johannes Kerkorrel Awuwa 51 25 Michael Jackson Will you be there 3 26 The Jungle Book Groove The Jungle Book Groove 51 27 Juan Luis Guerra Frio, frio 51 28 Bis Angeline 51 31 Gloria Estefan Mi tierra 27 32 Mariah Carey Dreamlover 9 33 Willeke Alberti Het wijnfeest 24 34 Gordon t Is zo weer voorbij 15 35 Oleta Adams Window of hope 13 36 BZN Desanya 15 37 Aretha Franklin Like
    [Show full text]
  • Olive Dickason
    Dickason first became aware of her Métis ancestry as a young adult upon meeting some Métis relatives in Regina. Honouring her ancestors properly became a goal that would give her future academic work the deepest personal meaning. But before that, she entered the workforce. She began a 24-year career in journalism at the Regina Leader-Post and subsequently, worked as a writer and editor at The Winnipeg Free Press, The Montreal Gazette, and The Globe and Mail. She pro- moted coverage of First Nations and Women’s issues, becoming the Women’s Editor at both The Montreal Gazette, and later The Globe and Mail’s daily newspaper and magazine. At age 50, Dickason decided to continue her education, entering the Graduate program at the University of Ottawa. She had to struggle with faculty preconceptions regarding Aboriginal History – including arguments that it did not exist – before finally finding a professor to act as her academic advisor. Dickason completed her Master’s degree at the Olive Patricia Dickason University of Ottawa in 1972, at the age of 52. She Honorary Doctor of Letters went on to successfully defend her Doctoral Thesis, entitled The Myth of the Savage. Born in Winnipeg, Olive Dickason is widely Dickason then authored Canada’s First Nations: acknowledged as the key figure in making A History of Founding Peoples from the Earliest Times, Aboriginal History serious study in Canada’s the most definitive text on the subject at the time, academic world. and still widely in use. She has had to face much adversity in her life and, Dickason taught at the University of Alberta from throughout, she has persevered in the roles of student, 1975 to 1992, and is currently an adjunct professor journalist, mother, scholar, elder, and role model.
    [Show full text]
  • National Aboriginal Achievement Foundation
    NATIONAL ABORIGINAL ACHIEVEMENT FOUNDATION • ANNUAL REPORT 2006/2007 • Table of Contents Message from the Chair. page 2 Message from the CEO . page 3 National Aboriginal Achievement Foundation . page 5 Corporate Development . page 6 Communications . page 6 Finance & Operations . page 7 Education . page 7 Special Projects . page 8 Taking Pulse. page 10 Blueprint for the Future . page 12 The 2007 National Aboriginal Achievement Awards . page 14 The 2007 National Aboriginal Achievement Award Recipients . page 16 Special Named Scholarships . page 18 2006-2007 Scholarship Recipients . page 19 Supporters . page 49 Financial Statements. page 55 Message from the Chair of the Board As we move forward, we find ourselves on stronger ground, as The reason for the Foundation’s existence, our First Nations, we have overcome a number of challenges these past few years Inuit and Métis youth of Canada, never cease to amaze me as to owing much to the leadership of Roberta Jamieson. Her drive their resiliency, and their ability to overcome challenges in order and determination to bring the Foundation into the 21st to pursue their dreams. The Aboriginal youth of Canada exude Century ensuring that we are providing the standard of service the promise of greatness and I am honoured to serve them as that the Foundation has become known for – Excellence – is part of the National Aboriginal Achievement Foundation, they remarkable and we are grateful to have a person such as Roberta truly are Canada’s future. leading the Foundation. On behalf of the Board of Directors, I congratulate her and the Foundation staff for another fantastic The future is bright due to the continued support of our many job well done.
    [Show full text]
  • 2007 Conference Abstracts
    Abstracts 49th Annual Conference Western Social Science Association WSSA 49th Annual Conference Abstracts i Abstracts 49th Annual Conference Western Social Science Association CALGARY, ALBERTA, CANADA April 11 to April 14, 2007 Abstracts are organized by section. Within Sections, the abstracts appear alphabetically by the last name of the first author. A Table of Contents appears on the next page. WSSA 49th Annual Conference Abstracts ii Section Coordinators Listing ...................................................................................... iii African American and African Studies ........................................................................ 1 American Indian Studies .............................................................................................. 4 American Studies........................................................................................................ 15 Anthropology............................................................................................................... 18 Arid Lands Studies...................................................................................................... 19 Asian Studies .............................................................................................................. 20 Association for Borderlands Studies ........................................................................ 27 Canadian Studies ........................................................................................................ 58 Chicano Studies/Land Grants
    [Show full text]