DOCSLIB.ORG

Étude De La Vie Sociale Des Arbres Dans La Cosmologie Atikamekw

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Étude De La Vie Sociale Des Arbres Dans La Cosmologie Atikamekw UNIVERSITÉ DU QUÉBEC À MONTRÉAL DES RACINES, DES ARBRES ET DES HUMAINS : ÉTUDE DE LA VIE SOCIALE DES ARBRES DANS LA COSMOLOGIE ATIKAMEKW NEHIROWISIW D'OPITCIWAN MÉMOIRE PRÉSENTÉ COMME EXIGENCE PARTIELLE DE LA MAÎTRISE EN SCIENCES DES RELIGIONS PAR CHRISTINE TOUGAS JUIN 2016 UNIVERSITÉ DU QUÉBEC À MONTRÉAL Service des bibliothèques Avertissement La diffusion de ce mémoire se fait dans le respect des droits de son auteur, qui a signé le formulaire Autorisation de reproduire et de diffuser un travail de recherche de cycles supérieurs (SDU-522 - Rév.03-2015). Cette autorisation stipule que «conformément à l'article 11 du Règlement no 8 des études de cycles supérieurs, [l 'auteur] concède à l'Université du Québec à Montréal une licence non exclusive d'utilisation et de publication de la totalité ou d'une partie importante de [son] travail de recherche pour des fins pédagogiques et non commerciales. Plus précisément, [l 'auteur] autorise l'Université du Québec à Montréal à reproduire, diffuser, prêter, distribuer ou vendre des copies de [son] travail de recherche à des fins non commerciales sur quelque support que ce soit, y compris l'Internet. Cette licence et cette autorisation n'entraînent pas une renonciation de [la] part [de l'auteur] à [ses] droits moraux ni à [ses] droits de propriété intellectuelle. Sauf entente contraire, [l 'auteur] conserve la liberté de diffuser et de commercialiser ou non ce travail dont [il] possède un exemplaire. » REMERCIEMENTS - KITCI MIKWETC Derrière ce mémoire se cachait l'intention d'aller à la rencontre des Premières Nations du Québec, de me faire une idée personnelle de la réalité d'une cmmnunauté autochtone, sans avoir à me fier aux échos des médias et des articles qui abondent sur le sujet. Un an plus tard, je suis en mesure d'affinner que je reviens pleine d'un enrichissement personnel que je n'aurais pu trouver ailleurs. J'ai désormais à mon acquis des souvenirs heureux et des amitiés qui fructifieront au fil du temps. Lors de mon étude sur les relations que les Atikamekw Nehirowisiwok entretiennent avec les arbres, se sont bâties des relations humaines dans lesquelles je suis plus qu'engagée. En m'offrant un accueil chaleureux chez lui, Hervé-Richard Junior (Tcitcip) m'a fait connaître des gens merveilleux, en particulier sa famille. Il m'a présenté sa cmmnunauté avec un regard amical et affectueux. Panni ses membres: Hervé­ Richard Junior, Jenny, Hervé-Richard, Jolaine, Melvin, Kerlan, Leythan-Jay, Mikonik, Lucien, Jocelyne et Rodrigue, Chantale et Gilbert ; Bianca, Véronique, Mario, Noëlla et Gérémy Chachai ; Monica, Béatrice, Joyce, Érica, Martine et Jonny Awashish ; Paul-Yves, Lemoth, Louis-Steve, et Marie-Soleil Weizineau ; Martine Denis-Damé, Larry Clarry, Geneviève Dauphin, Geneviève Ayotte et Caroline Litalien ont transformé mon terrain d'étude en une expérience marquante. Merci à Benoît Éthier de m'avoir initiée au monde de la recherche de terrain. Merci au Conseil Atikamekw d'Opitciwan, dont le chef; Christian Awashish, a été plus qu'accueillant, ainsi qu 'au Conseil de la Nation Atikamekw pour avoir approuvé mon projet et démontré de l'intérêt pour lui. Cette recherche n'aurait pu être possible sans l'existence du projet Territorialités autochtones postcoloniales, transmission et autonomie. La Nation atikamekw et l'univers forestier (CRSH, Programme Savoir, 2012-2015), en partenariat avec le ~~ ~---------------------------------------______J 11 Conseil de la Nation Atikamekw. Il est la continuité de Atikamekw Kinokewin. Mise en valeur et transmission des savoirs atikamekw en lien avec le territoire (CRSH, Programme Réalités autochtones, 2006-201 0), réalisé en partenariat avec le Conseil de la Nation Atikamekw, dont Sylvie Poirier est la directrice. Sylvie est une chercheure remarquable, passionnée et dévouée envers les autres. C'est également grâce à Laurent Jérôme que j 'ai pu mettre sur pied mon projet en fonction de mes aspirations. Laurent a cru en moi et m 'a permis de me surpasser, et même de développer des aptitudes pour la recherche; j'ignorais mes capacités à cet égard. Merci pour son soutien, pour ses conseils pertinents et surtout pour sa patience et sa bonne humeur. Enfin, mes remerciements vont à Mathieu Boisvert, l'initiateur de mon parcours en sciences des religions à l'UQAM. C'est grâce à son énergie positive et à sa vitalité contagieuse que j 'ai appris qu'il était possible de faire vivre ses passions et de transformer ses rêves en une · routine quotidienne. Merci aux évaluateurs de mon projet de mémoire de leurs observations pertinentes et de leurs propos éclairants. Merci à Béatrice, Émilie, Diane, Stéphanie, Léa et Nicolas, qui sont des rayons de soleil au Département des sciences des religions. En même temps que la rédaction de ce mémoire, s'est formé un petit être dans mon ventre. Ces deux moments de ma vie n'auraient pu être possibles sans l'amour et la sagesse d'esprit de la personne la plus merveilleuse, Jean-Pascal. Merci à ma mère de m'avoir soutenue dans tous les domaines de la vie, à ma soeur, à ma tante Suzanne, à mon père et à Chantal. Merci à Raymonde, feu André et Manon pour leur compréhension et leur intérêt porté envers ce mémoire. Merci à mes amis (es) Val, Lara, Mylène, Méli, Julie, Van, Marie et Simond de ne pas m'avoir jugée à cause de mes absences physiques et psychiques lors de nos rencontres. Enfin, merci à la forêt et aux arbres d'avoir oxygéné mon cerveau et d'être aussi bienveillants envers les humains. TABLE DES MATIÈRES REMERCIEMENTS - KITCI MIKWETC ..... .... .. ...... .. .. ...... ... ... .. ....... .... ........ .. ..... ... ... i LEXIQUE ... .. ..... ... ... ............... .... ... ...................... ... .. ...... ..................... .. ..... .. ............ vii RÉSUMÉ- TAKWASINAHIKAN ..... .... .... ... .............. ... .. .... ...... .... ..... .. ..... ... .. ... .... .. .. .. xi INTRODUCTION .... .. ... .... .. ... .... .. .... .... ..... ..... .. ....... ... .. ..... ........ ... .... ...... ..... ... .. .. ... ... ... 1 CHAPITRE I LA PROBLÉMATIQUE ET LA PROPOSITION DE RECHERCHE ... .. ... .. .... ... .... .. 5 1.1 Le portrait démographique et historique d'Opitciwan .... .......... ... ....... .. ... ... ... ... 7 1.2 Les fondements historiques et politiques de la situation sociale et géographique des Atikamekw Nehirowosiwok d' Opitciwan ....... ... .. .. ........ .. 10 1.2.1 Les débats sur les différents ethnonymes ........ ...... .. ... .... .. .... ............. .. .. 10 1.2.2 Le Nitaskinan et les ressources économiques de la forêt mauricienne .... .. ....... ...... ... .......... ... ......... ..... ... .... ...... ...... ............ ..... ... ... 12 1.2.3 L'impact du passé colonial et des conceptions non-autochtones du Nitaskinan .. .... ....... .... .. .... .. ......... ... ....... .. .. .... .... .. ... ...... ...... .. ...... .. ..... ... .. 21 1.4 Les objectifs spécifiques et la question de la recherche ....... .... ... .. ........ .. ........ 29 CHAPITRE II CADRE THÉORIQUE ET PRÉCISIONS CONCEPTUELLES ......... ... ... ... .. .. ... ... .. 31 2.1 Le cadre théorique ... ....... ... .. ......... .. ...... ... ...... .... ...... ... .. ... ..... ............ ........ ... .... 31 2.1 .1 Les cosmologies autochtones ........... ........ .. .... .. ............... ... ............ ....... 31 2.1.2 Gélinas (2007) et les failles du discours généralisant ......... .. ............ .. .. 33 2.1.3 Goulet (2000) et la dichotomie entre « traditionalistes » et «progressistes » autochtones ... .. ....... ..... .. .. ..... .. .... .. ........ .... .. .. .. ........... 34 2.1.4 Laugrand (2013) et la « spiritualité autochtone » ....... ....... ........ ..... .. ... 37 2.2 Précisions conceptuelles selon le « symbolisme des arbres » (Rival, 1998) ... 39 2.2.1 Anthropologie environnementale .... .... ... .... .. ... ............ ... .. ....... ... ........ ... 43 IV 2.2.2 Bird-David (1999) et le concept« revisité » d'animisme chez les Nayaka (Inde) ........................................ ....................... .... ........ ...... .. .. .. 46 2.3. Barth (1995, 2002) et Poirier (2004): les savoirs et la culture des autres ..... 50 2.4 L'approche théorique : synthèse .. ........ .... .... .. ... .. .. ..... .. ..... ............. .. ... ............ 52 2.4.1 La cosmologie autochtone ... .... .. ........................................... ................. 54 CHAPITRE III LES CHOIX MÉTHODOLOGIQUES .. .... ...... .......... ............................... ............... .. 57 3.1 Le déroulement et les difficultés éprouvées ... .... .... .... .. ............... ..... .... ......... .. 58 3.2 Les outils de collecte des données .................... ..... ........................ .... ....... .. .... 60 3.2.1 L'acceptation du temps comme outil privilégié ...................... .. .... ........ 62 3 .2.2 La méthode pour questionner un aîné .......... .................. ......... .... ... ...... 63 3 .2.3 Le questionnaire ........................ .. ... .. ...... .............. .... ... .... ....... ...... ...... ... 66 3.3 La méthode d'analyse des données .............................. .... .... ... ............. ...... ..... 66 3.4 Les limites de l'étude ... ............. .. ..... ... ................. .. ...... ....... .... ... ...... ............... 68 CHAPITRE IV DISCUSSION ET RÉSULTATS .............................................................................. 71 4.1 La forêt et les arbres dans la cosmologie atikamekw nehirowisiw ...... .. ....... .. 73 4.1.1 L'arbre comme l'humain est multireligieux ....... .... .............................
Load more

Recommended publications
  • KI LAW of INDIGENOUS PEOPLES KI Law Of
    KI LAW OF INDIGENOUS PEOPLES KI Law of indigenous peoples Class here works on the law of indigenous peoples in general For law of indigenous peoples in the Arctic and sub-Arctic, see KIA20.2-KIA8900.2 For law of ancient peoples or societies, see KL701-KL2215 For law of indigenous peoples of India (Indic peoples), see KNS350-KNS439 For law of indigenous peoples of Africa, see KQ2010-KQ9000 For law of Aboriginal Australians, see KU350-KU399 For law of indigenous peoples of New Zealand, see KUQ350- KUQ369 For law of indigenous peoples in the Americas, see KIA-KIX Bibliography 1 General bibliography 2.A-Z Guides to law collections. Indigenous law gateways (Portals). Web directories. By name, A-Z 2.I53 Indigenous Law Portal. Law Library of Congress 2.N38 NativeWeb: Indigenous Peoples' Law and Legal Issues 3 Encyclopedias. Law dictionaries For encyclopedias and law dictionaries relating to a particular indigenous group, see the group Official gazettes and other media for official information For departmental/administrative gazettes, see the issuing department or administrative unit of the appropriate jurisdiction 6.A-Z Inter-governmental congresses and conferences. By name, A- Z Including intergovernmental congresses and conferences between indigenous governments or those between indigenous governments and federal, provincial, or state governments 8 International intergovernmental organizations (IGOs) 10-12 Non-governmental organizations (NGOs) Inter-regional indigenous organizations Class here organizations identifying, defining, and representing the legal rights and interests of indigenous peoples 15 General. Collective Individual. By name 18 International Indian Treaty Council 20.A-Z Inter-regional councils. By name, A-Z Indigenous laws and treaties 24 Collections.
    [Show full text]
  • Community Perspectives of Wellness in Manawan, an Atikamekw First Nation Community in Quebec, Canada: a Community-Based Participatory Research
    Community Perspectives of Wellness in Manawan, an Atikamekw First Nation Community in Quebec, Canada: A Community-Based Participatory Research Sonia Périllat-Amédée School of Human Nutrition, McGill University, Montreal April 2020 A thesis submitted to McGill University in partial fulfillment of the requirements of the degree of Master of Sciences Sonia Périllat-Amédée, April 2020 © Abstract Background: In 2018, the First Nation Atikamekw community of Manawan, in Quebec, participated in a Community Mobilization Training for the promotion of healthy lifestyles. Enhancement of community wellness was chosen as one of the measures to determine the impact of the community mobilization process. Wellness assessments tools tend to focus on measuring wellness at individual levels. Indigenous Peoples understand wellness wholistically and centered on social and natural relationships, and on community, thus wellness assessment should also be centered around these dimensions. Objectives: This research aimed to characterize concepts of wellness from youth, intervention workers, and Elders that could serve for community-specific wellness assessment. Methods: This community-based participatory research project employed concept mapping of wellness statements, which were generated through Photovoice with youth (n=6) and talking circles with intervention workers (n=9) and Elders (n=10). A final set of 84 wellness statements was selected and refined. Participants sorted each statement into thematic groups and rated them based on the priority of addressing the statement and the feasibility of implementing it. Concept maps were created using Concept Systems Global Max software based on sorting proximity and ratings calculations. Participants discussed the results at in-person interpretation sessions and named the wellness concept thematic groups.
    [Show full text]
  • Continuing Education
    HIGH CALIBER TRAININGS ON ABORIGINAL ISSUES CONTINUING EDUCATION ARE you LOOKING FOR PERSONAL AND PROFESSIONAL DEVELOPMENT ACTIVITIES ON ABORIGINAL ISSUES TO IMPROVE YOUR KNOWLEDGE AND UNDERSTANDING OF THESE REALITIES? Every organisation or business is unique and has specific needs. We’ll find the right format for you! THE PEOPLES’ SEASONS CULTURAL DIVERSITY IN MINING CONTEXT Two versions available: for workers or for supervisors MOST These trainings, delivered in actual mining workplace environment, are aimed at laying the foundations for effective intercultural relations to promote the harmonious integration POPULAR of workers from different cultural groups. All proposed subjects and activities can be adapted to numerous and varying situations and are not necessarily designed for TRAININGS a specific cultural group. *Also available in French Developed in partnership PIWASEHA (FIRST LIGHT OF DAY) ABORIGINAL CULTURE AND REALITIES ABORIGINAL CULTURE: DISCOVER ITS RICHNESS Training open to all Training open to all those interested in expanding their PIWASEHA serves as a foundation for all personal and personal knowledge. professional development trainings on Aboriginal realities offered by UQAT. This training’s objectives include gaining This training is aimed at acquiring basic knowledge and a better understanding of past and of present realities understanding of Aboriginal traditional culture, more to better serve First Nation populations and being able specifically that of the large Algonquian family of Quebec (the to demonstrate open and accepting behaviours with Algonquin, Abenakis, Atikamekw, Cree, Innu, Maliseet, Mi’kmaq regard to cultural differences. It promotes awareness and Naskapi). An opportunity to discover the traditions, beliefs, about the various obstacles that hinder communication customs and rituals of the great Algonquian family, as well as and relationships with the First Nations.
    [Show full text]
  • Aboriginal Languages in Canada
    Catalogue no. 98-314-X2011003 Census in Brief Aboriginal languages in Canada Language, 2011 Census of Population Aboriginal languages in Canada Census in Brief No. 3 Over 60 Aboriginal languages reported in 2011 The 2011 Census of Population recorded over 60 Aboriginal languages grouped into 12 distinct language families – an indication of the diversity of Aboriginal languages in Canada.1 According to the 2011 Census, almost 213,500 people reported an Aboriginal mother tongue and nearly 213,400 people reported speaking an Aboriginal language most often or regularly at home.2,3 Largest Aboriginal language family is Algonquian The Aboriginal language family with the largest number of people was Algonquian. A total of 144,015 people reported a mother tongue belonging to this language family (Table 1). The Algonquian languages most often reported in 2011 as mother tongues were the Cree languages4 (83,475), Ojibway (19,275), Innu/Montagnais (10,965) and Oji-Cree (10,180). People reporting a mother tongue belonging to the Algonquian language family lived across Canada. For example, people with the Cree languages as their mother tongue lived mainly in Saskatchewan, Manitoba, Alberta or Quebec. Those with Ojibway or Oji-Cree mother tongues were mainly located in Ontario or Manitoba, while those whose mother tongue was Innu/Montagnais or Atikamekw (5,915) lived mostly in Quebec. Also included in the Algonquian language family were people who reported Mi'kmaq (8,030) who lived mainly in Nova Scotia or New Brunswick, and those who reported Blackfoot (3,250) as their mother tongue and who primarily lived in Alberta.
    [Show full text]
  • Le Rôle Des Femmes Atikamekw Dans La Gouvernance Du Territoire Et Des
    UNIVERSITÉ DU QUÉBEC EN ABITIBI-TÉMISCAMINGUE LE RÔLE ET LA PLACE DES FEMMES ATIKAMEKW DANS LA GOUVERNANCE DU TERRITOIRE ET DES RESSOURCES NATURELLES THÈSE PRÉSENTÉE COMME EXIGENCE PARTIELLE DU DOCTORAT EN SCIENCES DE L'ENVIRONNEMENT PAR SUZY BASILE AVRIL 2017 Mise en garde La bibliothèque du Cégep de l’Abitibi-Témiscamingue et de l’Université du Québec en Abitibi- Témiscamingue a obtenu l’autorisation de l’auteur de ce document afin de diffuser, dans un but non lucratif, une copie de son œuvre dans Depositum, site d’archives numériques, gratuit et accessible à tous. L’auteur conserve néanmoins ses droits de propriété intellectuelle, dont son droit d’auteur, sur cette œuvre. Il est donc interdit de reproduire ou de publier en totalité ou en partie ce document sans l’autorisation de l’auteur. Warning The library of the Cégep de l’Abitibi-Témiscamingue and the Université du Québec en Abitibi- Témiscamingue obtained the permission of the author to use a copy of this document for non- profit purposes in order to put it in the open archives Depositum, which is free and accessible to all. The author retains ownership of the copyright on this document. Neither the whole document, nor substantial extracts from it, may be printed or otherwise reproduced without the author's permission. REMERCIEMENTS Je voudrais d'abord remercier mon directeur, Hugo Asselin (UQAT) et mon codirecteur, Thibault Martin (UQO) pour leur soutien, leur accompagnement et surtout leur patience. Je voudrais souligner l'apport financier de la Chaire de recherche du Canada en foresterie autochtone et de la Chaire de recherche du Canada sur la gouvernance autochtone du territoire sans qui les nombreux séjours sur Nitaskinan auraient été compromis.
    [Show full text]
  • His 4572 : Les Nations Amérindiennes Au Canada
    Département d’histoire PLAN DE COURS HIS 4592-030 : Histoire des Autochtones du Canada (jusqu’au XIXe siècle) Session : automne 2019 Horaire : jeudi, 14h00 à 17h00 ; local : A-1730 Professeur : Fannie Dionne Bureau : A-6255 Courriel : [email protected] Disponibilités : jeudi, 12h30 à 14h00 (ou sur rendez-vous) A. Objectifs Ce cours retrace l’histoire des nations autochtones au Canada depuis le premier peuplement de l’Amérique, avec une insistance particulière sur la période qui suit les premiers contacts avec les Européens, au XVIe siècle. D’une manière plus précise, ce cours vise cinq objectifs : • l’acquisition d’une bonne connaissance des grandes caractéristiques des sociétés autochtones (aires culturelles, activités de subsistance, organisation sociale, structures politiques, pratiques et croyances religieuses…) • l’acquisition d’une bonne connaissance du cadre événementiel de l’histoire des nations autochtones, du peuplement initial de l’Amérique jusqu’au déclin des alliances avec les Européens au début du XIXe siècle ; • l’acquisition d’une bonne connaissance des grandes mutations survenues dans l’histoire des nations autochtones et des facteurs qui sont à l’œuvre dans ces changements (développement du commerce des fourrures, expansion coloniale, épidémies, entreprise missionnaire…) ; • la familiarisation avec certaines sources qui permettent de reconstituer l’histoire des sociétés autochtones et avec les problèmes d’interprétation que présentent ces documents ; • le développement d’un esprit d’analyse et de synthèse dans l’étude de problèmes historiques se rapportant aux sociétés autochtones. B. Formule pédagogique Exposés magistraux, conférences, analyse de documents historiques, film, visites et activités, ateliers. C. Calendrier et aperçu des thèmes 1. 5 septembre • Présentation du cours • Terminologie 2.
    [Show full text]
  • Export of Canadian Hydropower to the United States - First Nations in Québec and Labrador Unite to Oppose Hydro-Québec Project
    Export of Canadian Hydropower to the United States - First Nations in Québec and Labrador Unite to Oppose Hydro-Québec Project NEWS PROVIDED BY Innu Anishnabek Atikamekw Political Coalition Dec 03, 2020, 11:02 ET WEMOTACI, QC, Dec. 3, 2020 /PRNewswire/ - Five First Nations in Québec, the Innu of Pessamit, the Atikamekw of Wemotaci, and the Anishnabeg of Pikogan, Lac Simon and Kitcisakik, have joined the Innu Nation of Labrador to oppose Hydro-Quebec's massive new power transmission corridor to the United States. In two separate briefs addressed to the Canada Energy Regulator (CER), the six Indigenous Nations expressed their opposition to the construction and operation, by Hydro-Québec, of a transmission line dedicated to the export of electricity to New England. The CER has the power to block the project if it does not comply with constitutional requirements. Resolutely focusing on defending their constitutional rights, the ve First Nations communities located in Québec denounce the administrative strategies put forward by the Québec government, its environment ministry (Ministère de l'Environnement et de la Lutte contre les changements climatiques – MELCC), and its state-owned corporation Hydro-Québec, to circumvent the framework provided by the Constitution Act of 1982, contravene its own Environment Quality Act, ignore the jurisprudence established by the Supreme Court, and out Canada's international commitments. No exports without compensation / The Innu Nation's brief argues that Hydro-Québec has always refused to discuss compensation with the Labrador Innu for the harm done to their traditional territory over the past half century. Innu Nation's spokesperson, Deputy Grand Chief Mary Ann Nui, said "Innu Nation will not stand by and allow history to repeat itself.
    [Show full text]
  • Council of the Atikamekw Nation Project Number: 1311-QC Case
    Council of the Atikamekw Nation Project Number: 1311-QC Case Study Report Koskikiwetan Written by: Wanda Gabriel and Louise Tassé Assisted by Melissa Gabriel-Ferland Under the direction of: Kim Scott, Kishk Anaquot Health Research Prepared for: Aboriginal Healing Foundation Board of Directors 2002 Case Study Report: Koskikiwetan Table of Contents Acknowledgements .............................................................................................................................iii 1. Introduction ...................................................................................................................................1 2. Project Description (Applying a Holistic Lens) ............................................................................1 2.1 Participant Characteristics ................................................................................................................2 2.1.1 Description of the Therapy Setting .........................................................................................6 2.2 The Project Team—Personnel, Training, and Volunteers ............................................................6 2.3 Community Context .........................................................................................................................7 3. Using Common Sense—Data Collection Process ...................................................................................9 3.1 Thinking Logically: Activities and Results .................................................................................
    [Show full text]
  • Native American Cultures, 1500 CE 165˚W 135˚W 105˚W 75˚W 45˚W
    Native American Cultures, 1500 CE 165˚W 135˚W 105˚W 75˚W 45˚W Inupiaq 60˚N Yup’ik Aleut Athabascan Gwich’in Inuvialuit Alutiiq Chugach Hare Han Dogrib Inuit Gulf Tutchone of Alaska Kaska Inuit Tlingit Tahltan Slave Hudson Nisga’a Denesuline Bay Tsimshian Naskapi Halda Chilcotin Innu Beothuk Haisla Cree (Montagnais) Heiltsuk Shuswap Cree Kwakwaka’wakw 45˚N Nuu-chah-nulth Blackfoot Anishinaabe Mi’kmaq Lummi Atikamekw Maliseet Pacific Makah Salish Passamaquoddy Ocean Chinook Yakama Assiniboine Algonquian Penobscot Nez Perce Abenaki Siletz Mandan Ottawa Huron Massachuset Siuslaw UmatillaFlathead Ojibwa Umpqua Crow Hidatsa Sauk Haudenosaunee Wampanoag Yurok Paiute Cheyenne Menominee Lenape Narraganset Hupa Klamath Fox Potawatomi Lakota Dakota Erie Susquehannock Culture Areas Wintu Modoc Comanche (Sioux) Miami Pomo Shoshone Ute Arapaho Ofo Powhatan Arctic Miwok Pawnee Illini Atlantic Yokut Querechos Shawnee Paiute Dine Tamaroa Tuscarora Subarctic Salinan Hopi Ocean Chumash (Navajo) Osage Akimel Kiowa Cherokee Plains Luiseño Pueblo Yamasee 30˚N O’odham Wichita Chickasaw Tohono Zuni Cheraw Eastern Woodlands O’odham Tunica Congaree Opata Apache Caddo Choctaw Creek Cochimi Southwest Natchez Timucua Concho Houma Ais Yaqui Southeast Rarámuri CalusaTequesta Coahuiltec Gulf of Great Basin Mexico Tro pic of Ciboney Cancer Taino Arawak Northwest Coast Wixárika Tamaulipec Chichimecas Plateau Purépecha AZTEC 15˚N California EMPIRE Maya Caribbean Mixtec Sea Mesoamerica N Zapotec Mosquito Pipil Lenca Caribbean 0 1000 mi 0 1500 km This map is a representation of Native American groups starting from the time of European contact around 1500 CE, and for a period thereafter. It is not comprehensive, and those nations shown may have grown, diminished, or changed location over time..
    [Show full text]
  • “Westward Expansion” and “Manifest Destiny A
    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE WHAT AFFECTS HAVE “DISCOVERY” “WESTWARD EXPANSION” AND “MANIFEST DESTINY” HAD ON THE INDIGENOUS PEOPLES OF NORTH AMERICA AND MUSEUM CULTURES TODAY? A THESIS SUBMITTED TO THE GRADUATE FACULTY In partial fulfillment of the requirements for the Degree of MASTER OF ARTS By LARRY LEE MYERS Norman, Oklahoma 2016 WHAT AFFECTS HAVE “DICOVERY” “WESTWARD EXPANSION” AND “MANIFEST DESTINY” HAD ON THE INDIGENOUS PEOPLE OF NORTH AMERICA AND MUSEUM CULTURES TODAY? A THESIS APPROVED FOR THE COLLEGE OF LIBERAL STUDIES BY ________________________________ Dr. Hollie Mackey, Chair ________________________________ Ms. Barbara Bilek ________________________________ Dr. Steven R. Gullberg © Copyright by LARRY LEE MYERS 2016 All Rights Reserved. Dedication The Abenaki (Abnaki, Abanaki, Abenaqui), Acatec, Achi, Achumawi (Achomawi), Acoma, Adai, Ahtna (Atna), Ais, Akimel O'odham, Alabama-Coushatta, Aleut, Alsea, Alutiiq, Algonquians(Algonkians), Algonquin (Algonkin), Alsea, Andoke, Anishinaabe (Anishinabemowin, Anishnabay), Antoniaño, Apache, Apalachee, Apalachicola, Applegate, Arabela, Arapaho (Arapahoe), Arara, Arawak, Arikara, Arua, Ashaninka, Assiniboine, Atakapa, Atikamekw, Atsina, Atsugewi (Atsuke), Avoyel (Avoyelles), Aymara, Aztec Babine, Bannock, Bare, Bari, Baure, Beaver, Bella Bella, Bella Coola, Beothuks, Bidai, Biloxi, Black Carib, Blackfoot (Blackfeet), Blood Indians, Bora, Bororo, Boruca, Bribri Caddo (Caddoe), Cahita, Cahto, Cahuilla, Calusa (Caloosa), Carib, Carquin, Carrier, Caska, Catawba, Cathlamet, Cayuga,
    [Show full text]
  • National Implications and Potential Effects in Quebec
    National Implications and Potential Effects in Québec PAUL JOFFE1 Introduction The Supreme Court of Canada judgment in Delgamuukw v. British Columbia2 continues to evoke a wide range of responses from Aboriginal peoples, non-Aboriginal governments, academics and interested ob- servers. Its interpretation, meaning and impact are likely to vary in the different regions of Canada, based on varying circumstances, condi- tions and perspectives of all those concerned. In reflecting upon the significance and implications of the Delga- muukw decision, it is prudent to view the decision as a “work in progress.” First, like courts in other countries, Canadian courts are still in the process of coming to terms with the fundamental rights of Ab- original peoples. Therefore, the evolution of judicial analysis of their land-related rights is likely to continue. Second, certain key aspects, such as the status of Aboriginal peoples and their rights to self-deter- mination and self-government, have yet to be adequately considered. These additional elements could eventually have a profound effect on the approach and analysis by courts in Canada. Third, new constitu- tional decisions can bring key insights that cannot be ignored. In par- ticular, the judgment of the Supreme Court of Canada in the Québec Notes will be found on pages 319–344. 295 296 Beyond the Nass Valley Secession Reference 3 could prove to have a far-reaching influence on various as- pects of the Delgamuukw decision. In particular, the interpretation in the Delgamuukw judgment of s. 35(1) of the Constitution Act, 1982 should not be assessed in isolation. Other constitutional provisions may be critical in arriving at a more complete understanding of the meaning and implications of what the Court has ruled.
    [Show full text]
  • Kia Law of Indigenous Peoples in the Americas Kia
    KIA LAW OF INDIGENOUS PEOPLES IN THE AMERICAS KIA Law of Indigenous peoples in the Americas Class here works on the law of Indigenous peoples in the Western Hemisphere For general and local history of the Americas in general see Classes E and F Bibliography 1 General 1.2.A-Z Guides to law collections. Indigenous law gateways (Portals). Web directories. By name, A-Z 1.2.N38 NativeWeb Resource Database. Indigenous Peoples' Law and Legal Issues 1.3.A-Z Non-governmental organizations (NGOs). By name, A-Z 1.3.I53 Indian Law Resource Center 1.3.I58 International Indian Treaty Council 2 General works 3.A-Z Special topics, A-Z Dual ethnic identity see KIA3.H96 3.E58 Environmental justice 3.H96 Hyphenation. Dual ethnic identity e.g., Native-American 3.I63 Indigeneity. Indigenism 3.S45 Self-determined and sustainable development of indigenous peoples United Nations Declaration on the Rights of Indigenous Peoples, 2008 see K3246.42008 1 KIA INDIGENOUS LAW: NORTH AMERICA KIA Indigenous law: North America Cf. E75+ Indians of North America Bibliography 5 General 6.A-Z Guides to law collections. Indigenous law gateways (Portals). Web directories 6.I53 Indigenous Law Portal. Law Library of Congress 7 Periodicals Class here periodicals consisting predominantly of legal articles regardless of the subject matter and jurisdiction, e.g., American Indian Law Review, Indigenous Law Journal, Tribal justice today, Tribal law journal, etc. For law reports and digests, see the region or indigenous jurisdiction in KIA-KIK, e.g., KIE32 Native American law digest For official gazettes, see the region or indigenous jurisdiction in KIA-KIK 8 Encyclopedias.
    [Show full text]