DOCSLIB.ORG

Mapping the Legal and Normative Orders That Interact to Inform First Nation Youths’

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mapping the Legal and Normative Orders That Interact to Inform First Nation Youths’ HOW THE ACORN UNFOLDS IN EDUCATION: Mapping the Legal and Normative Orders that Interact to Inform First Nation Youths’ Right to Education through Legal Pluralism and Critical Legal Pluralism by Patricia Robinet A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTER OF LAWS Faculty of Law University of Manitoba Winnipeg Copyright ã 2018 by Patricia Robinet ABSTRACT The current education mandate for First Nations in Canada has been described as a “inexcusable educational-rights vacuum” for which First Nation students and communities pay a “heavy price”. To better gauge the effectiveness of the current education mandate, this study employed the socio-legal approaches of legal pluralism and critical legal pluralism and found that no participant felt that their right to education was fully actualized. From the perspective of First Nation students, their right to education necessarily includes: adequate funding for post- secondary education, learning from an Indigenized curriculum, and learning in an environment that is free from discrimination and racism. This study also found that the participants of the study situate themselves in a plurality of legal orderings. They draw on Treaties, international human rights laws, and First Nation laws to inform their perceptions on their right to education, even though these legal orderings and laws are not necessarily validated or recognized by Canada through official state law. ii ACKNOWLEDGEMENTS The decision to pursue my LL.M. in Aboriginal Law at the Faculty of Law, University of Manitoba, was, in part, prompted by a recognition that my own education failed to teach me the dark, violent history of Canada’s origins and its broken relations with Indigenous peoples. It was also prompted by a desire to personally participate in some aspect of reconciliation and truth-telling, which necessarily involves confronting the hard truths of my hometown, Thunder Bay, Ontario. There are a number of teachers, who have assisted me throughout this ongoing re- education, to whom I remain indebted. First, I would to thank the participants of the study for sharing and entrusting with me their stories. I hope that I have presented them in a respectful way and honoured them throughout this thesis. Second, I am deeply grateful for the ongoing support and patience of my thesis advisor, Dr. David Milward, who even, after having had taken a new position at the Faculty of Law, University of Victoria, stayed on in this capacity when I required an extension to complete my thesis work. Third, many thanks to Aboriginal Initiatives, Native Access Program, and Aboriginal Cultural & Support Services at Lakehead University. Fourth, to my internal and external reviewers, Professor Brenda Gunn and Dr. John Borrows, respectively, many thanks for taking the time to review my thesis and providing such invaluable insights, comments, and support. Finally, to my partner, Jens, and my daughter, Sybil, who had to adapt to many days and evenings of ‘life without Momma’; thank you for permitting me the time to complete this work. iii DEDICATION This thesis is dedicated to my daughter, Sybil. May you learn to live a good life. iv TABLE OF CONTENTS Chapter One: Introduction ....................................................................................................... 1 Purpose of the Study ................................................................................................................... 6 Specific Research Questions ....................................................................................................... 6 Research Approach ..................................................................................................................... 7 Need for the Study ...................................................................................................................... 8 Significance of the Study .......................................................................................................... 10 Overview of Chapters ............................................................................................................... 11 Chapter Two: The Legal and Normative Orders .................................................................. 14 Introduction .............................................................................................................................. 14 The Research Project ................................................................................................................ 17 Part I: What is Legal Pluralism? ................................................................................................ 18 Law is Plural ...................................................................................................................... 21 Law is contextual ....................................................................................................... 22 Law is political nomenclature ..................................................................................... 23 Law covers a continuum ............................................................................................. 24 Law can be Independent from the State .............................................................................. 25 The state is not the only creator of law, nor are all laws subordinate to it .................... 25 Recognition of the state is not necessary ..................................................................... 26 Part II: Critical Legal Pluralism ................................................................................................. 28 Part III: Using Legal Pluralism and Critical Legal Pluralism to Map Normative Orders ............ 30 Part IV: The ‘Recognized’ Legal Landscape ............................................................................. 33 The International Legal Orders: Treaties ............................................................................ 33 The Numbered Treaties and the Robinson Superior Treaty ......................................... 33 The International Legal Orders: Human Rights Instruments ............................................... 37 Universal Declaration of Human Rights ..................................................................... 37 International Covenant on Economic, Social and Cultural Rights ............................... 38 Convention on the Rights of the Child ........................................................................ 40 Declaration on the Rights of Indigenous Peoples ........................................................ 42 The Constitution: Aboriginal and Treaty Rights ................................................................. 46 Federal Legislation: The Indian Act ................................................................................... 51 Part V: The ‘Unrecognized’ Legal Landscape ........................................................................... 53 Conclusion ................................................................................................................................ 57 Chapter Three: Situating Myself ............................................................................................ 59 Introduction .............................................................................................................................. 59 Part I: Research as an Extension of Colonialism ........................................................................ 60 Part II: Situating Myself ............................................................................................................ 64 Part III: Atoning for Past Sins and Ameliorating my ‘Outsider’ Status: Is this Possible? ........... 67 Conclusion ................................................................................................................................ 71 Chapter Four: Account of Methodologies .............................................................................. 73 Introduction .............................................................................................................................. 73 Part I: Methodological Approaches Applied in Study ................................................................ 74 v Application of PAR Principles ........................................................................................... 74 Application of Grounded Theory Method........................................................................... 77 Part II: Participant Selection, Recruitment, and Interviews ........................................................ 80 Participant Sampling .......................................................................................................... 80 Recruitment ....................................................................................................................... 82 Interviews .......................................................................................................................... 84 Part III: Data Collection, Data Analysis, and Memos ................................................................ 86 Data Collection .................................................................................................................. 86 Data Analysis and Interpretation Procedures ...................................................................... 87 Analytic Memos ...............................................................................................................
Load more

Recommended publications
  • 2013 Shingwauk Gathering and Conference: Healing and Reconciliation Through Education Shingwauk 2013 Gathering and Conference Dr
    2013 Shingwauk Gathering and Conference: Healing and Reconciliation Through Education Shingwauk 2013 Gathering and Conference Dr. Theresa Turmel, Con’t In her personal life, Theresa is the proud mother of three adult chil- Schedule dren, John, Danielle and Chantal and extremely proud grandmother of Ariel, Alexandra, Dylahn and Emma-Leigh and has been married to husband, Mike for the past thirty years. She achieved her BA from Lau- Friday August 2, 2013 rentian University in 1992 and her Master in Public Administration in 1998 from Lake Superior State University. Theresa possesses a love of Time Conference Gathering learning and she is guided by the traditional Anishinaabe teachings 3:00pm Lighting of the Sacred Fire and traditionalists and never wants to stop her life long learning pro- cess of culture and identity. 5:00pm- Registration and Welcome (EW 202) 7:00pm Shirley Ida (Pheasant) Williams, Kawartha Truth and Reconciliation Saturday August 3, 2013 Support Group in Peterborough Time Conference Gathering Shirley Williams - Pheasant - is a member of the Bird Clan of the Ojib- way and Odawa First Nations of Canada. Her Aboriginal name is Migizi 8:00am - Gathering and Conference Registration (EW 202) ow Kwe meaning Eagle Woman. She was born and raised at Wik- 4:00 pm wemikong, Manitoulin Island and attended St. Joseph’s Residential School in Spanish, Ontario. After completing her NS diploma, she re- 10:00am - Photo albums, displays, tours ceived her BA in Native Studies at Trent University and her Native Lan- 4:00pm (EW 202, EW 201) guage Instructors Program diploma from Lakehead University in Thun- der Bay.
    [Show full text]
  • The Anishinabek Nation Economy Our Economic Blueprint
    The Anishinabek Nation Economy Our Economic Blueprint Committee Co-Chairs: Report Prepared by: Dawn Madahbee (Aundeck Omni Kaning) Harold Tarbell, Gaspe Tarbell Associates Ray Martin (Chippewas of Nawash First Nation) Collette Manuel, CD Aboriginal Planning Our Economic Blueprint The Anishinabek Economy - Our Economic Blueprint By Harold Tarbell, Collette Manual (Gaspe Tarbell and Associates), Ray Martin and Dawn Madahbee (Union of Ontario Indians) ©2008 Union of Ontario Indians Nipissing First Nation, Ontario Canada All rights reserved. No part of this work covered by copyright may be reproduced or used in any form of by any means with expressed written consent of the Union of Ontario Indians. ISBN 1-896027-64-4 – The Anishinabek Economy - Our Economic Blueprint Union of Ontario Indians Head Office: Nipissing First Nation Highway 17 West P.O. Box 711 North Bay, Ontario P1B 8J8 The publisher greatly acknowledges the assistance of the following funders: ii | P a g e Our Economic Blueprint Acknowledgements Grand Council Chief John Beaucage and Co-Chairs Dawn Madahbee and Ray Martin November 2007 Grand Council adoption of the Economic Blueprint The “Anishinabek Nation Economy - Our Economic Blueprint” is the result of dedicated efforts of many people. It is therefore fitting to begin with words of thanks and appreciation. Harold Tarbell, Gaspe Tarbell Associates and Collette Manuel, CD Aboriginal Planning carried out research, facilitated the planning process, and wrote the strategy. Invaluable advice and direction was provided by a steering committee that was co-chaired by long-time economic and business development advocates Dawn Madahbee (Aundeck Omni Kaning) and Ray Martin (Chippewas of Nawash First Nation).
    [Show full text]
  • Community Profiles for the Oneca Education And
    FIRST NATION COMMUNITY PROFILES 2010 Political/Territorial Facts About This Community Phone Number First Nation and Address Nation and Region Organization or and Fax Number Affiliation (if any) • Census data from 2006 states Aamjiwnaang First that there are 706 residents. Nation • This is a Chippewa (Ojibwe) community located on the (Sarnia) (519) 336‐8410 Anishinabek Nation shores of the St. Clair River near SFNS Sarnia, Ontario. 978 Tashmoo Avenue (Fax) 336‐0382 • There are 253 private dwellings in this community. SARNIA, Ontario (Southwest Region) • The land base is 12.57 square kilometres. N7T 7H5 • Census data from 2006 states that there are 506 residents. Alderville First Nation • This community is located in South‐Central Ontario. It is 11696 Second Line (905) 352‐2011 Anishinabek Nation intersected by County Road 45, and is located on the south side P.O. Box 46 (Fax) 352‐3242 Ogemawahj of Rice Lake and is 30km north of Cobourg. ROSENEATH, Ontario (Southeast Region) • There are 237 private dwellings in this community. K0K 2X0 • The land base is 12.52 square kilometres. COPYRIGHT OF THE ONECA EDUCATION PARTNERSHIPS PROGRAM 1 FIRST NATION COMMUNITY PROFILES 2010 • Census data from 2006 states that there are 406 residents. • This Algonquin community Algonquins of called Pikwàkanagàn is situated Pikwakanagan First on the beautiful shores of the Nation (613) 625‐2800 Bonnechere River and Golden Anishinabek Nation Lake. It is located off of Highway P.O. Box 100 (Fax) 625‐1149 N/A 60 and is 1 1/2 hours west of Ottawa and 1 1/2 hours south of GOLDEN LAKE, Ontario Algonquin Park.
    [Show full text]
  • Aboriginal Peoples in the Superior-Greenstone Region: an Informational Handbook for Staff and Parents
    Aboriginal Peoples in the Superior-Greenstone Region: An Informational Handbook for Staff and Parents Superior-Greenstone District School Board 2014 2 Aboriginal Peoples in the Superior-Greenstone Region Acknowledgements Superior-Greenstone District School Board David Tamblyn, Director of Education Nancy Petrick, Superintendent of Education Barb Willcocks, Aboriginal Education Student Success Lead The Native Education Advisory Committee Rachel A. Mishenene Consulting Curriculum Developer ~ Rachel Mishenene, Ph.D. Student, M.Ed. Edited by Christy Radbourne, Ph.D. Student and M.Ed. I would like to acknowledge the following individuals for their contribution in the development of this resource. Miigwetch. Dr. Cyndy Baskin, Ph.D. Heather Cameron, M.A. Christy Radbourne, Ph.D. Student, M.Ed. Martha Moon, Ph.D. Student, M.Ed. Brian Tucker and Cameron Burgess, The Métis Nation of Ontario Deb St. Amant, B.Ed., B.A. Photo Credits Ruthless Images © All photos (with the exception of two) were taken in the First Nations communities of the Superior-Greenstone region. Additional images that are referenced at the end of the book. © Copyright 2014 Superior-Greenstone District School Board All correspondence and inquiries should be directed to: Superior-Greenstone District School Board Office 12 Hemlo Drive, Postal Bag ‘A’, Marathon, ON P0T 2E0 Telephone: 807.229.0436 / Facsimile: 807.229.1471 / Webpage: www.sgdsb.on.ca Aboriginal Peoples in the Superior-Greenstone Region 3 Contents What’s Inside? Page Indian Power by Judy Wawia 6 About the Handbook 7
    [Show full text]
  • Lesson Resource Kit - Family Ties: Ontario at the Time of Confederation
    Lesson Resource Kit - Family Ties: Ontario at the Time of Confederation Grade 8: History and Geography Introduction Designed to fit into teachers’ practice, this resource kit provides links, activity suggestions, primary source handouts and worksheets to assist you and your students in applying, inquiring, and understanding Canada between 1850 and 1914. George, Margaret, and Catherine Brown, ca. 1874 George Brown family fonds F 21-10-0-1 Archives of Ontario, I0073596 Topic Ontario during the Era of Confederation Sources Meet the Browns online exhibit The Black Canadian Experience in Ontario 1834-1914: Flight, Freedom, Foundation online exhibit Documents from the Front: The American Civil War and Fenian Raids in the 1860s online exhibit Family Ties: Ontario Turns 150 onsite exhibit (Sept. 2016 to May 2018) Use the Archives of Ontario’s online and onsite exhibits: o As a learning resource for yourself o As sites to direct your students for inquiry projects o As places to find and use primary sources related to the curriculum Page | 1 Themes that can be addressed Confederation Immigration Political change Ontario’s Indigenous peoples Canada-US relations Residential schools in Ontario The Underground Railroad Curriculum Strand D. Canada, 1945-1982 Strand A. Creating Canada, 1850–1890 Historical Thinking Overall Expectations Specific Expectations Concepts A1. Application: Colonial Continuity and Change; A1.1, A1.2, A1.3 and Present-day Canada Historical Perspective A2. Inquiry: From New Historical Perspective; A2.1, A2.2, A2.4, A2.5, France to British North Historical Significance A2.6 America A3. Understanding Historical Significance; Historical Context: Events A3.4, A3.5 Cause and Consequence and Their Consequences Page | 2 Assignment & Activity Ideas Gather information & discuss Studying the past can seem daunting to a student, if only because they may feel they don’t know where to start.
    [Show full text]
  • Anishinaabemowin-Teg Inc. Mission Statement Maanda Anishinaabemowin-Ezhi-Anishinaabem’Ying, Aabideg Wii-Bimewdooying Anishinaabemowin; Wii-Niigaanziik’Ndamang
    Anishinaabemowin-Teg Inc. Mission Statement Maanda Anishinaabemowin-ezhi-anishinaabem’ying, aabideg wii-bimewdooying anishinaabemowin; Wii-niigaanziik’ndamang. Aabideg aasigaabwiaagewin wii temigak, wii-mino-maajiishkaaying. “The Native language; how we speak Native people have to carry their native language – to take on its leadership. There has to be support in order for growth.” Vision Statement Wii-mshkaabooying wii-temgak, Waa-zhaang maamiwiiying ezhi-Anishinaabeying wii-waabdooweying ezhibgchi-piitebdaagok Anishinaabe’aadiziwin miinwaa enweying kina go wii-minawaabijitooying miinwaa giwi bjiinag waabiyaajig We will provide a stable foundation and the place and environment with resources that allow Anishinaabe the chance to come together to maintain culture and language for ourselves and future generations. Founders of Anishinaabemowin Teg, Inc. and what they were doing when they signed the Articles of Incorporation in 1995 Isadore Toulouse Ojibwe Language Teacher Mary O’Donnell Dean of Native Studies Sault College of Applied Arts & Technology Martina Osawamick Ojibwe Language Teacher Olive McGregor Elder in Residence - Cambrian College Doris Boissoneau Ojibwe Language Teacher Patricia Ningewance Ojibwe Language Teacher Mary Ann Corbiere Chair Department of Native Studies University of Sudbury Barbara Nolan Ojibwe Language Teacher Violet Pitawanakwet Language Specialist Alexander E. Fox Ojibwe Language Teacher Tracey O’Donnell Attorney who filed the Articles of Incorporation Anishinaabemowin Teg Inc. 22nd Annual Language Conference - March 31 to April 3, 2016 Page 1 Page 2 Anishinaabemowin Teg Inc. 22nd Annual Language Conference - March 31 to April 3, 2016 Anishinaabemowin Teg Inc. 22nd Annual Language Conference - March 31 to April 3, 2016 Page 3 Page 4 Anishinaabemowin Teg Inc. 22nd Annual Language Conference - March 31 to April 3, 2016 Anishinaabemowin Teg Inc.
    [Show full text]
  • (August 21, 2013) Final Copy
    gi-mi-ni-go-wi-ni-nan o-gi-ma-wi-win zhigo o-gi-ma-win (The gifts of traditional leadership and governance) A Dissertation Submitted to the Committee of Graduate Studies in partial Fulfillment of the Requirement for the Degree of Doctorate of Philosophy in the Faculty of Arts and Science INDIGENOUS STUDIES Ph.D. GRADUATE PROGRAM TRENT UNIVERSITY PETERBOROUGH, ONTARIO Copyright makwa ogimaa (2013) (Jerome Fontaine) September 2013 ABSTRACT gi-mi-ni-go-wi-ni-nan o-gi-ma-wi-win zhigo o-gi-ma-win (The gifts of traditional leadership and governance) makwa ogimaa (Jerome Fontaine) ni’ o-nah-ko-nah ah-di-so-kah-nahg zhigo di-bah-ji-mo-wi-nan g’dah mi-kwe-ni-mah- nahn obwandiacbun (nigig), tecumthabun (mizhibizhi), miinwaa shingwaukbun (ah-ji- jawk) (I ceremonially call upon the stories, the sacred and spiritual narratives and stories of personal experience… In the spirit of obwandiac, tecumtha and shingwauk) gi-mi-ni-go-wi-ni-nan o-gi-ma-wi-win zhigo o-gi-ma-win (The gifts of traditional leadership and traditional governance) explores anishinabe o-gi-ma-wi-win (traditional leadership and to be esteemed) from the point of view of obwandiac (nigig) in 1763, tecumtha (mizhibizhi) and shingwauk (ah-ji-hawk) in 1812 and 1850 respectively. It also examines the political and social significance of anishinabe o-gi-ma-win (traditional governance) and the n’swi-ish-ko-day-kawn anishinabeg o’dish-ko-day-kawn (Three Fires Confederacy) during the time of these esteemed leaders. The use of our ah-di-so-kah-nahg (sacred and spiritual narratives), di-bah-ji-mo- wi-nan (stories of personal experience and reminiscences) and ah-way-chi-gay-wi-nan (moral stories) provides the opportunity to show how anishinabe people used different narratives to ah-way-chi-gay-win (teach by telling stories).
    [Show full text]
  • Nyaagaaniid: Student Success and Anishinaabe Initiatives the University
    Nyaagaaniid: Student Success and Anishinaabe Initiatives The University Established in 1965 as Algoma College, Algoma University was initially an affiliate of Laurentian University in Sudbury. In 1967, Algoma College began offering classes in a portable building located at the former Cambrian College site in Sault Ste. Marie, now the site of Sault College. Algoma College moved into its current location, the former Shingwauk Residential School building, in 1971. Former students of the Shingwauk Residential School formed the Children of Shingwauk Alumni Association and have helped guide the development of education on the Shingwauk site. A provincial trust, the Shingwauk Education Trust (SET), gives ownership of a portion of the site to Anishinaabek people, and Shingwauk Kinoomaage Gamig (SKG) has developed as an Anishinaabek institution for university studies on the site. Algoma University signed a Covenant in 2006 with SKG and SET to provide educational opportunities and resources in living with their mutual commitment to the restoration of Chief Shingwauk’s vision of a teaching wigwam. An addendum to the Covenant was signed in 2018 reinvigorating the focus on partnership as it pertains to the University’s special mission. In 2008, Algoma University was granted its charter and with the charter, achieved full autonomous university status as Ontario’s 19th university. With three campuses in Ontario (Sault Ste. Marie, Timmins, and Brampton) Algoma University now offers over 30 academic programs in a diverse range of fields through three faculties: Faculty of Science, Faculty of Social Sciences and Faculty of Humanities. Within the Faculty structure are the recently developed School of Computer Science and Technology, School of Life Sciences and the Environment, and the School of Business and Economics.
    [Show full text]
  • Annual Report 2019-2020 Northern Policy Institute / Institut Des Politiques Du Nord 2 Annual Report 2019-2020 LAND ACKNOWLEDGEMENT
    Annual Report 2019-2020 Northern Policy Institute / Institut des politiques du Nord 2 Annual Report 2019-2020 LAND ACKNOWLEDGEMENT Northern Policy Institute (NPI) would like to acknowledge the First Peoples on whose traditional territories we live and work. NPI is grateful for the opportunity to have our offices located here and thank all the generations of people who have taken care of this land. Our Thunder Bay office is on Robinson-Superior Treaty territory and the land is the traditional territory of the Anishnaabeg and Fort William First Nation. Our Sudbury office is on the Robinson-Huron Treaty territory and the land is the traditional territory of the Atikameksheng Anishnaabeg as well as Wahnapitae First Nation. Both are home to many diverse First Nations, Inuit and Métis peoples. We recognize the historic connection that Indigenous people have to these territories. We appreciate the contributions that they have made in shaping and strengthening these communities, the province and the country as a whole. Northern Policy Institute / Institut des politiques du Nord Annual Report 2019-2020 3 TABLE OF CONTENTS WHAT WE DO ................................................................................................4 MISSION VISION VALUES WHO WE ARE ................................................................................................5 BOARD OF DIRECTORS RESEARCH ADVISORY BOARD ADVISORY COUNCIL HOW WE SET OUR RESEARCH AGENDA ......................................................6 WHAT’S ON YOUR MIND ..............................................................................7
    [Show full text]
  • NOVEMBER 2010 Anishinabek Block Highway for Students GARDEN RIVER FN – Chiefs Attending the Anishinabek Nation in BRIEF Fall Assembly Led a Nov
    Page 1 Volume 22 Issue 9 Published monthly by the Union of Ontario Indians - Anishinabek Nation Single Copy: $2.00 NOVEMBER 2010 Anishinabek block highway for students GARDEN RIVER FN – Chiefs attending the Anishinabek Nation IN BRIEF fall assembly led a Nov. 8 pro- Canada endorses test that stopped westbound traffic into Sault Ste. Marie for about two UN Declaration hours to protest the gap in funding UOI OFFICES – Anishinabek for First Nations students and oth- Grand Council Chief Patrick ers in Canada. Madahbee is calling on Canada Grand Council Chief Patrick to convene a First Nation-Crown Madahbee told over 100 protest- summit meeting to start work on Grand Council Chief Patrick Madahbee told protesters that Canada is "...keeping us down so they can continue ers at the junction of Highways 17 implementing the articles of the to steal from us.” – Photos by Maurice Switzer and 17B that Canada is keeping UN Declaration on Indigenous First Nations “under their thumb” Rights. Indian Affairs Minister Atleo throws down the by not providing adequate funding John Duncan announced Nov. 12 for educating their youth. that Canada had become the sec- gloves on education “Where they know that we ond last country in the world to National Chief Shawn Atleo was presented with a pair can’t have the skill sets to man- approve what he called “an aspi- of moosehide mitts after addressing the Fall Assembly age our own businesses, where rational document.” of Anishinabek Nation Chiefs in Garden River First we can’t be active to go after the Nation.
    [Show full text]
  • Our Treaty History Calendar
    16-month Treaty History Calendar SEPTEMBER 2020 to DECEMBER 2021 MESSAGE FROM our MEET the RHW TEAM DIRECTOR of R ESEARCH Earl Commanda and ENGAGEMENT Executive Director [email protected] Ahnii, On behalf of the Robinson Huron Waawiindaamaagewin (RHW), we would like Veron ic a Mc L eo d to share this 2020-2021 Treaty History Calendar. The RHW team has been actively Executive Assistant working to provide some tools to help with Treaty engagement. This calendar will [email protected] provide an overview of some of the history of our Treaty and we have also included monthly YouTube video highlights that will help you to further explore our Treaty Vac a nt History. Chi-Miigwetch to Carol Nadjiwon who created the treaty curriculum Senior Policy Analyst that have shaped this calendar; her contributions support treaty education for us @waawiindaamaagewin.com all. Also, Chi-Miigwetch to Alan Corbiere who continues to guide and enhance our treaty knowledge. Chi-Miigwetch to Linda Manitowabi for helping with our Anishinaabemowin and all the language keepers who keep our languge strong. Cheryl Recollet We are also working on some online mapping initiatives and we hope to share these Director of Research and Engagement portals with you soon. If you interested in mapping and GIS, please contact Nicky [email protected] Recollet at [email protected]. Our team is happy to come to your community to provide in depth information, Jennifer Simpson discussion on treaty history and governance. Please feel free to email myself at cheryl@ Researcher/Facilitator waawiindaamaagewin.com or Jennifer Simpson at [email protected] [email protected] to schedule any sessions with your leadership, administration or community.
    [Show full text]
  • 2019Powwowguide.Pdf
    B:9.5” T:8.5” B:12” T:11” Simply worth celebrating Enjoy a seamless stay at Delta Hotels by Marriott Sault Ste. For reservations, call 888.236.2427 Marie Waterfront. or visit Marriott.com/YAMDS. Located in the heart of Sault Ste. Marie, take in life’s simple Delta Hotels by Marriott® pleasures from the city’s only hotel offering genuine waterfront Sault Ste. Marie Waterfront views. Our welcoming guest rooms are furnished with the bare 208 St. Mary’s River Drive maximum—ultra-comfortable beds, clean, stylish showers with Sault Ste. Marie P6A 5V4 just the right pressure and spacious work areas. Choose from Canada 13 versatile meeting and event spaces with state-of-the-art 70 5.9 4 9.0 611 equipment or host your social event on the seasonal outdoor patio to meet up, wind down or just to enjoy a casual bite. Celebrate the simple made perfect with Delta Hotels. DeltaHotels DeltaHotels DeltaHotelsLTD © 2018 Marriott International, Inc. All rights reserved. 1013875 File Name: 1013875_5203_DLT_GreatLakesGuide_FP_8.5inWx11inH_v3.1.indd Option: QC/QA Client: Marriott Field Marketing Media:Magazine Publication: MFM Marsha #: YAMDS-2018-CCOE Links: Fonts: Inks: Account Mgr DE_YAMDS_Exterior_SWOP.tif (CMYK; 914 ppi; Lettera Pro (Regular) Cyan Title: DLT_GreatLakesGuide_FP_8.5inWx11inH 32.8%; 173.2MB) Basic Commercial LT Com Magenta Studio Artist YAMDS_Logo_DH_white_cmyk.eps (21.15%; 2.0MB) (Light, Bold, Roman) Yellow Black Q.C. Trim: 8.5” x 11” Client Bleed: 0.5” x 0.5” Safety: 0” x 0” Artist: Lania Yu / Michael Liebergot ICC: SWOP2006_Coated3v2.icc Station: OMG-USNY-OSX-008 / Lania Yu Saved: 4-16-2018 10:53 AM Workflow: CMYK Current: 4-16-2018 10:53 AM Message from Grand Council Chief Aaniin, pride and belonging” – we are all on her legacy.
    [Show full text]