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Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview
Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Faculty of Humanities, Department of Linguistics and Faculty of Education, Indigenous Education Art Napoleon, 2014 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental Member iii ABstract Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental MemBer Through a review of literature and a qualitative inquiry of Cree language practitioners and knowledge keepers, this study explores traditional concepts related to Cree worldview specifically through the lens of nîhiyawîwin, the Cree language. Avoiding standard dictionary approaches to translations, it provides inside views and perspectives to provide broader translations of key terms related to Cree values and principles, Cree philosophy, Cree cosmology, Cree spirituality, and Cree ceremonialism. It argues the importance of providing connotative, denotative, implied meanings and etymology of key terms to broaden the understanding of nîhiyaw tâpisinowin and the need -
Refusing to Hyphenate: Doukhobor Autobiographical Discourse
REFUSING TO HYPHENATE: DOUKHOBOR AUTOBIOGRAPHICAL DISCOURSE By JULIE RAK, M.A. A Thesis Submitted to the School ofGraduate Studies in Partial Fulfilment ofthe Requirements for the Degree Doctorate McMaster University © Copyright by Julie Rak, June 1998 DOCTORATE (1998) (English) McMaster University Hamilton, Ontario TITLE: Refusing to Hyphenate: Doukhobor Autobiographical Discourse AUTHOR: Julie Rak, B.A. (McMaster University), M.A. (Carleton University) SUPERVISOR: Professor Lorraine M. York NUMBER OF PAGES: vi,256 (ii) Abstract My thesis, Refusing to Hyphenate: Doukhobor Autobiographical Discourse brings together recent theories ofautobiography with a consideration ofalternative autobiographical writing and speaking made by a Russian-speaking migrant group, the Doukhobors ofCanada. The situation ofthe Doukhobors is ideal for a consideration of alternate autobiographical forms, since Doukhobors have fallen outside liberal democratic discourses ofCanadian nationalism, land use and religion ever since their arrival in Canada in 1899. They have turned to alternate strategies to retell their own histories against the grain ofthe sensationalist image ofDoukhobors propagated by government commissions and by the Canadian media. My study is the first to recover archived autobiographical material by Doukhobors for analysis. It also breaks new ground by linking new developments in autobiography theory with other developments in diaspora theory, orality and literacy and theories ofperformativity, as well as criticism that takes issues about identity and its relationship to power into account. When they had to partially assimilate by the 1950s, some Doukhobors made autobiographical writings, translations and recordings that included interviews, older autobiographical accounts and oral histories about their identity as a migratory, persecuted people who resist State control. Others recorded their protests against the British Columbian government from the 1930s to the 1960s in collective prison diaries and legal documents. -
Fund First Nations University Now! Spring Equinox Edition
Fund First Nations University Now! Spring Equinox Edition Posts from the blog fnuniv.wordpress.com Edward Doolittle and many others Published by FastPencil, Inc. Copyright © 2010 Edward Doolittle Published by FastPencil, Inc. 3131 Bascom Ave. Suite 150 Campbell CA 95008 USA (408) 540-7571 (408) 540-7572 (Fax) [email protected] http://www.fastpencil.com First Edition Contents CHAPTER 1: CAUT Letter to Rob Norris 1 CHAPTER 2: Statement from University of Regina President and Vice-Chancellor, Dr. Vianne Timmons 3 CHAPTER 3: University of Regina Faculty Association (URFA) Statement 5 CHAPTER 4: CAUT Press Release, February 5 6 CHAPTER 5: First Nations University needs to stay 7 CHAPTER 6: Faculty Press Release 8 CHAPTER 7: University of Regina Faculty Association 10 CHAPTER 8: Reason #1: Government accountability 11 CHAPTER 9: Stand-alone FNUC uncertain 12 CHAPTER 10: U of R linguistics students attempt to save program 13 CHAPTER 11: The human costs of First Nations University’s failure 14 CHAPTER 12: Letter #1: Appeal from Wes Heber 15 CHAPTER 13: Reason #2: The Students 16 CHAPTER 14: Letter #2: Appeal from Joan Sanderson 17 CHAPTER 15: Students’ Voices on the Importance of the First Nations University of Canada 18 CHAPTER 16: Lesley Bear, Alumna 21 CHAPTER 17: Letter #3: Appeal from Carrie Bourassa 22 CHAPTER 18: Liberals call on Harper government to help keep First Nations University open 23 CHAPTER 19: Reason #3: Indian Education is a Treaty Right 24 CHAPTER 20: Thursday, February 11 Events 25 CHAPTER 21: Reason #4: First Nations University -
Interior Plains Region Might Vary
124-155_Ch05_F4 2/1/07 7:30 PM Page 124 CHAPTER Interior Plains 5 Land of Open Skies n the late 1700s, explorer and mapmaker David Thompson I travelled west after exploring the Canadian Shield. He kept a journal as he travelled, and this is how he described the region that would be called the Interior Plains. What I now relate is of the great body of dry land at the east foot of the mountains, the northern part of the forests, and the southern part of the plains, through which roll the Bow and Saskatchewan Rivers with their many branches. The Bow River flows through the most pleasant of the plains, and is the great resort of the bison and the red deer. The snow of the glaciers of the mountains, which everywhere border the west side of these plains, furnish water to form many rivers. The rivers that roll through this immense unbroken body of land of plains and forests are beautifully distributed... The climate is good, the winters about five months, the summers are warm, and the autumn has many fine days. The soil is rich and deep... and agriculture will succeed... 124 124-155_Ch05_F4 2/1/07 7:30 PM Page 125 Canada: Our Stories Continue The Interior Plains is a large region that covers parts of ? Critical Inquiry TIP Manitoba, Saskatchewan, and Alberta, as well as parts of the Northwest Territories and Yukon Territory. This region is Retrieving fairly flat, with low hills. It has areas of grassland, wooded Look at graphs, maps, tables, charts, and parkland, and large northern forests. -
Oshkaabewis Native Journal 2 Anna C
FpATuRrNc OrBwB Sronrps ev ANNa C. GBns OSHKAABEWIS NATIVE JOURNAL VOLUME 7, NUMBER 2 SPRING 2010 EDITOR ANTON TREUER OJIBWE LANGUAGE PROGRAM BEMIDJI STATE UNIVERSITY INDIAN STUDIES PUBLICATIONS BEMIDJI STATE UNIVERSITY SPRING 2010 V OL. 7 / NO. 2 OSHKAABEWIS NATIVE JOURNAL 2 ANNA C. GIBBS OSHKAABEWIS NATIVE JOURNAL VOLUME 7, NUMBER 2 SPRING 2010 The Oshkaabewis Native Journal is a interdisciplinary forum for significant contributions to knowledge about the Ojibwe language. STAFF EDITOR: Anton Treuer, Bemidji State University Opinions expressed in the Oshkaabewis Native Journal are solely those of their authors and do not reflect the opinions or judgments of the staff or Bemidji State University. All proceeds from the sale of this publication are used to defray the costs of production, and to support publications in the Ojibwe language. No royalty payments will be made to individuals involved in its creation. Authors are encouraged to submit manuscripts for possible publication as articles, stories and book reviews to the editor: Oshkaabewis Native Journal 112 American Indian Resource Center, #21 Bemidji State University 1500 Birchmont Drive NE Bemidji, MN 56601 [email protected] Subscription information is printed in the back of the journal. Cover Design, “Sky, Earth and Path of the Sun,” by Earl Otchingwanigan. ©2010 Indian Studies Publications, Bemidji State University ISBN 978-1-257-10875-6 OSHKAABEWIS NATIVE JOURNAL VOL. 7 / NO. 2 SPRING 2010 ANNA C. GIBBS 3 OSHKAABEWIS NATIVE JOURNAL VOLUME 7, NUMBER 2 SPRING 2010 CONTENTS EDITORIAL COMMENT WAASABIIKWE Anton Treuer............................9 ONCE UPON A LEGEND Anna C. Gibbs ........................21 STORIES BY ANNA C. GIBBS [CD 1] GAAG MIINAWAA WIIKENH [TRACK 1] Anna C. -
Moustaches of Glory by Jamiebeckett Getting Feist-Y by Sarahmoylan
volume 10 - issue 7 - tuesday, october 18, 2011 - uvm, burlington, vt uvm.edu/~watertwr - thewatertower.tumblr.com by sarahperda As I arrived in McAuley Circle on fresh- man year move in day I knew I was going to love this school—though my overpro- tective father was slightly less beguiled than I was, watching the football team use their chiseled, muscly arms to tote all of my belongings up to my room was the greatest way to kick off my college career. My heart fluttered as three athletic gods swaggered over to my overstuffed vehicle, however my excitement quickly morphed into humili- ation. The first thing these beautiful men said to me was, “You’re from Connecticut, aren’t you?” As I stood there silent and pal- lid, begging my subpar social skills to pull through just this once, they simply laughed by gregfrancese and took my taciturnity as conformation and said, “We can always spot Connecti- I love reading the newspaper. Picking office. Now that I mention it, the post office and an interesting story here and there are cut girls, they always pack the most stuff.” up a copy of the New York Times before my was a miserable place. I remember it smell- not enough. Newspapers like the Chicago Needless to say, I was more than a little tak- 9:35 ENG 13 class was more than a ritual, it ing like a combination of spit and paper. Tribune and the Philadelphia Inquirer have en aback by their effrontery. I am not usu- was a means of survival. -
Lochdale's Indigenous Language Club
Lochdale’s Indigenous Language Club Greetings & Introductions 2018-20 Lochdale’s Indigenous Language club This book is dedicated to the students, staff and community of Lochdale Community School. Researched & Designed by Brandi Price & Lochdale Community Indigenous Students. Photo Credits: Brandi Price Picture Credits: Pixabay.com Audio Recording: Lochdale Community Indigenous students Edited by Burnaby Indigenous Education Team 2018-2020 Table of Contents 1. What is Indigenous Language Club? Page 2 2. Acknowledgements Page 2 2. Nuučaan̓ uɫ-Barkley Sound Page 3 3. Denésoliné Page 4 4. Sm'algyax Page 5 5. Denesųłiné Page 6 6. Nēhiyawēwin– Y Dialect Page 7-8 7. Sm’algyax Page 9 8. Nēhiyawēwin– Y Dialect Page 10 9. Nuučaan̓ uɫ-Barkley Sound Page 11 10. Denesųłiné Page 12 11. Nēhiyawēwin– Y Dialect Page 13 12. Ucwalmícwts Page 14 13. Lakȟótiyapi Page 15 14. Michif Page 16 15. Kwak’wala Page 17 16. Indigenous Language Map of Canada Page 18 17. Map of the World Page 19 18. UNESCO status of Indigenous Languages in Canada Page 20-21 18. Resources Page 22 What is Indigenous Language Club? Lochdale Community school language club is a safe place for students to increase their awareness of the Indigenous languages in Canada and is inclusive to all languages. All Indigenous languages in Canada are at a high risk of becoming endangered or extinct due to the impacts of colonization and residential schools. Indigenous communities are currently engaged in a variety of efforts to maintain and revitalize their languages. Using the Truth And Reconciliation (TRC), section 13 and the United Nations Declaration on the Rights of Indigenous peoples (UNDRIP), article 13 as a guide, I wanted to create an opportunity for urban indigenous students who come from various cultural backgrounds to explore, learn, research and play with their ancestral language through firstvoices.com, learnmichif.com, youtube and other online platforms. -
153 Natasha Abner (University of Michigan)
Natasha Abner (University of Michigan) LSA40 Carlo Geraci (Ecole Normale Supérieure) Justine Mertz (University of Paris 7, Denis Diderot) Jessica Lettieri (Università degli studi di Torino) Shi Yu (Ecole Normale Supérieure) A handy approach to sign language relatedness We use coded phonetic features and quantitative methods to probe potential historical relationships among 24 sign languages. Lisa Abney (Northwestern State University of Louisiana) ANS16 Naming practices in alcohol and drug recovery centers, adult daycares, and nursing homes/retirement facilities: A continuation of research The construction of drug and alcohol treatment centers, adult daycare centers, and retirement facilities has increased dramatically in the United States in the last thirty years. In this research, eleven categories of names for drug/alcohol treatment facilities have been identified while eight categories have been identified for adult daycare centers. Ten categories have become apparent for nursing homes and assisted living facilities. These naming choices function as euphemisms in many cases, and in others, names reference morphemes which are perceived to reference a higher social class than competitor names. Rafael Abramovitz (Massachusetts Institute of Technology) P8 Itai Bassi (Massachusetts Institute of Technology) Relativized Anaphor Agreement Effect The Anaphor Agreement Effect (AAE) is a generalization that anaphors do not trigger phi-agreement covarying with their binders (Rizzi 1990 et. seq.) Based on evidence from Koryak (Chukotko-Kamchan) anaphors, we argue that the AAE should be weakened and be stated as a generalization about person agreement only. We propose a theory of the weakened AAE, which combines a modification of Preminger (2019)'s AnaphP-encapsulation proposal as well as converging evidence from work on the internal syntax of pronouns (Harbour 2016, van Urk 2018). -
Résumés Des Communications 49E Congrès Des Algonquinistes 27-29 Octobre 2017 Université Du Québec À Montréal
Résumés des communications 49e Congrès des Algonquinistes 27-29 octobre 2017 Université du Québec à Montréal Abstracts 49th Algonquian Conference October 27-29, 2017 Université du Québec à Montréal Sommaire / Table of Contents « Range ton baloney, il y a de l’orignal! » : regard sur l’alimentation en contexte anicinabe - Laurence Hamel- Charest 5 The Earliest Records of the Montagnais Language: A Reassessment - David Pentland 6 (Ir)realis dubitative in the Cree Dialect Continuum - Rose-Marie Déchaine 7 Résurgence autochtone et réconciliation « autocritique » : Séjours de sensibilisation à la culture anicinape et à la pédagogie de la terre – Kitcisakik - Joseph Friis, Alexandra Arellano 7 Instrumental Nouns in Miami-Illinois - David J. Costa 9 The Prominence of Speech-Act Participants: A study of diachronic change in Algonquian Person Agreement - Chantale Cenerini 10 Le mouvement des pow wow chez les Innu au Québec : Algonquiens contemporains, enjeux identitaires et échanges culturels - Véronique Audet 12 Gikinoo’amawaag Eko-Niizhing-Biboon Gikinoo’amaaganag Ji-Anishinaabebiigewaad: Teaching Students Anishinaabemowin Rhetoric and Composition - Margaret Noodin 13 Clause combining in Plains Cree and Michif Peter Bakker, Aarhus University, Denmark - Robert A. Papen 14 Les maîtres des animaux et le changement chez les Innus d'Unamen Shipu - Émile Duchesne 14 Derivational paradigms: A tool for learning vocabulary (and epistemology) - Rose-Marie Déchaine 16 Nominal classification in Michif - Olivia N. Sammons 17 « Ces Indiens se plaignent pour rien » : Les agents indiens et la gestion des écoles de jour indiennes à Kitigan Zibi (1879 - 1953) - Anny Morissette 19 Aanji’zaagibagaa: Changing Blooms - Nathon Breu 20 On confirming the Split Phonology Hypothesis (SPH) for Michif - Robert A. -
B H a J a N S
S Om Sri Sai Ram W A M I’ S B H A J A N S Sai Center of Stamford, April 2015 Multi-Faith Prayers Om Bhur Bhuvah Suvaha Tat Savitur Varenyam Bhargo Devasya Dheemahi Dhiyo Yonaha Prachodayat (3x) Om Shanti Shanti Shantihi •We contemplate the glory of Light illuminating the three worlds: gross, subtle, and causal. I am that vivifying power, love, radiant illumination, and divine grace of universal intelligence. We pray for the divine light to illumine our minds. •2 Sai Center of Stamford, April 2015 Multi-Faith Prayers (continued) Our Father, Who Art In Heaven, Hallowed Be Thy Name. Thy Kingdom Come, Thy Will Be Done On Earth, As It Is In Heaven. Give Us This Day Our Daily Bread, And Forgive Us Our Trespasses, As We Forgive Those Who Trespass Against Us. And Lead Us Not Into Temptation, But Deliver Us From Evil. For Thine Is The Kingdom, And The Power, And The Glory, Forever And Ever. Amen. •3 Sai Center of Stamford, April 2015 Multi-Faith Prayers (continued) Shema Yisrael Adonai Eloheinu, Adonai Echad (3x) Hear Oh Israel, The Lord is our God. The Lord is One. Ashem Vohû Vahishtem Astî Ushtâ Astî Ushtâ Ahmâi Hyat Ashâi Vahishtâi Ashem Righteousness is the highest virtue; that alone is happiness. •4 Sai Center of Stamford, April 2015 Multi-Faith Prayers (continued) Namo Tassa Bhagavato Arahato Samma Sambuddhassa Salutations to the Blessed One, the holy One, and the Fully Enlightened One. Buddham Saranam Gacchami Dhammam Saranam Gacchami Sangham Saranam Gacchami I take refuge in the Buddha, I take refuge in the teaching (righteousness), I take refuge in the community of followers •5 Sai Center of Stamford, April 2015 Multi-Faith Prayers (continued) Bismillah Ir-Rahman Ir-Rahim (3x) La ilaha Illallah, Allah Allah (3x) I begin with the name of God, most gracious, most merciful. -
Reclaiming Nêhiyaw Governance in the Territory of Maskwacîs Through Wâhkôtowin (Kinship)
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 4-24-2017 12:00 AM E-kawôtiniket 1876: Reclaiming Nêhiyaw Governance in the Territory of Maskwacîs through Wâhkôtowin (Kinship) Paulina R. Johnson The University of Western Ontario Supervisor Regna Darnell The University of Western Ontario Graduate Program in Anthropology A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Paulina R. Johnson 2017 Follow this and additional works at: https://ir.lib.uwo.ca/etd Recommended Citation Johnson, Paulina R., "E-kawôtiniket 1876: Reclaiming Nêhiyaw Governance in the Territory of Maskwacîs through Wâhkôtowin (Kinship)" (2017). Electronic Thesis and Dissertation Repository. 4492. https://ir.lib.uwo.ca/etd/4492 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract The Nêhiyawak, Four-Body People, known as the Plains Cree, reside in the territory of Maskwacîs. Of the Four Nations that encompass Maskwacis, this study focuses on Nipisihkopahk, also known as Samson Cree Nation and is located 70km south of the city of Edmonton in Alberta. Governance for the Nêhiyawak lies in the philosophical and spiritual teachings passed down through generations of ancestral knowledge especially in discussions relating to wâhkôtowin, kinship, ohtaskanesowin, origin, and the teachings from Wîsahêcâhk, Elder Brother, who taught the Nêhiyawak about morality and self through oral narratives. As relationships between the settler state of Canada and Indigenous Nations create dialogue concerning authority and autonomy, this study discusses the methods utilized through community collaboration for the process of enacting traditional governance. -
Introductory Unit 1
Introductory Unit 1. Speaking 1.1 Dialogue “The first day at school” Today is the first day of the school year at Woodhills Language School. Section A Louise Johnson and Margaret Martin teach English at WLS. They say hi to each other. Louise: Hi, Margaret. It‘s so good to see you. How are you? Margaret: I‘m very well, Louise. Thanks. How about you? Louise: Fine, thank you. Section B Louise talks to the new German teacher. Louise: Excuse me. Are you the new German teacher? Klaus: Yes, I am. My name is Klaus Wagner. I am from Munich. Louise: Nice to meet you, Klaus. I‘m Louise Johnson. I teach English. Welcome to WLS. Klaus: Thanks. Margaret: I‘m sorry to interrupt, but the principal wants to speak to you, Louise. Louise: See you later, Klaus. Klaus: Bye. Section C Mr. Park, the principal, talks to Louise in his office. Mr. Park: Good morning, Ms. Johnson. Have a seat. Louise: Thanks. Mr. Park: You have a student called Paul Jefferson in your advanced English class. Don‘t you? Louise: Yes, I do. Mr. Park: Well, Paul Jefferson will be absent from school this week. He is out of town with his family. His grandmother is sick. Louise: I‘m so sorry. Section D One of Louise’s students introduces himself to the rest of the class. Jacek: My name is Jacek Marcinkiewicz. Louise: How do you spell your last name? Jacek: m a r c i n k i e w i c z. Louise: Can you spell it more slowly, please? Jacek: m a r c i n k i e w i c z.