DOCSLIB.ORG

Downloads/Gingelldraftpager.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Downloads/Gingelldraftpager.Pdf volume 22 . number 1 . spring 2010 Studies in American Indian Literatures editors james h. cox, University of Texas at Austin daniel heath justice, University of Toronto Published by the University of Nebraska Press The editors thank the Centre for Aboriginal Initiatives at the University of To- ronto and the College of Liberal Arts and the Department of English at the Uni- versity of Texas for their fi nancial support. subscriptions Studies in American Indian Literatures (SAIL ISSN 0730-3238) is the only schol- arly journal in the United States that focuses exclusively on American Indian lit- eratures. SAIL is published quarterly by the University of Nebraska Press for the Association for the Study of American Indian Literatures (ASAIL). Subscription rates are $38 for individuals and $95 for institutions. Single issues are available for $22. For subscriptions outside the United States, please add $30. Canadian subscribers please add appropriate GST or HST. Residents of Nebraska, please add the appropriate Nebraska sales tax. To subscribe, please contact the Univer- sity of Nebraska Press. Payment must accompany order. Make checks payable to the University of Nebraska Press and mail to The University of Nebraska Press 1111 Lincoln Mall Lincoln, NE 68588-0630 Phone: 402-472-8536 Web site: http://www.nebraskapress.unl.edu All inquiries on subscription, change of address, advertising, and other business communications should be addressed to the University of Nebraska Press at 1111 Lincoln Mall, Lincoln, NE 68588-0630. A subscription to SAIL is a benefi t of membership in ASAIL. For member- ship information please contact R. M. Nelson 2421 Birchwood Road Henrico, VA 23294-3513 Phone: 804-672-0101 E-mail: [email protected] submissions The editorial board of SAIL invites the submission of scholarly manuscripts fo- cused on all aspects of American Indian literatures as well as the submission of poetry and short fi ction, bibliographical essays, review essays, and interviews. We defi ne “literatures” broadly to include all written, spoken, and visual texts created by Native peoples. Manuscripts should be prepared in accordance with the most recent edition of the MLA Style Manual. SAIL only accepts electronic submissions. Please sub- mit your manuscript by e-mail as an attachment (preferably in Rich Text Format [RTF]). SAIL observes a “blind reading” policy, so please do not include an author name on the title, fi rst page, or anywhere else in the article. Do include your con- tact information, such as address, phone number, and e-mail address, with your submission. All submissions are read by outside reviewers. Submissions should be sent directly to Daniel Heath Justice at [email protected] Rights to the articles are held by the individual contributors. All rights reserved Manufactured in the United States of America Excerpts from The Business of Fancydancing by Sherman Alexie, © 1992 Sherman Alexie, are reprinted here by permission of Hanging Loose Press. Excerpts from A Radiant Curve by Luci Tapahonso, © 2008 Luci Tapahonso, are reprinted by permission of the University of Arizona Press. If you would like to reprint material from SAIL, please query for permission us- ing our online form located under the journals menu heading on our Web site: www.nebraskapress.unl.edu. SAIL is available online through Project MUSE at http://muse.jhu.edu. Articles appearing in this journal are abstracted and indexed in Anthropological Index, Arts & Humanities Citation Index, Bibliography of Native North Americans, Current Abstracts, Current Contents/Arts & Humanities, ERIC Databases, IBR: In- ternational Bibliography of Book Reviews, IBZ: International Bibliography of Peri- odical Literature, MLA International Bibliography, and TOC Premier. Cover: Photo courtesy of Bonita Bent-Nelson © 2003, design by Kimberly Hermsen Interior: Kimberly Hermsen general editors James H. Cox (Production) and Daniel Heath Justice (Submissions) book review editor P. Jane Hafen creative works editors Joseph Bruchac and LeAnne Howe editorial board Chad Allen, Lisa Brooks, Robin Riley Fast, Susan Gardner, Patrice Hollrah, Molly McGlennen, Margaret Noori, Kenneth Roemer, Lisa Tatonetti, Christopher Teuton, and Jace Weaver editorial assistants Bryan Russell and Kyle Carsten Wyatt editors emeritus Helen Jaskoski, Karl Kroeber, Robert M. Nelson, Malea Powell, John Purdy, and Rodney Simard contents vii From the Editors articles 1 A Necessary Inclusion: Native Literature in Native Studies renate eigenbrod 20 The Marriage of Mother and Father: Michif Infl uences as Expressions of Métis Intellectual Sovereignty in Stories of the Road Allowance People mareike neuhaus 49 The Politics of the Camera: Visual Storytelling and Sovereignty in Victor Masayesva’s Itam Hakim, Hopiit channette romero 76 Alexie’s Nutshell: Mousetraps and Interpenetrations of The Business of Fancydancing and Hamlet blake m. hausman poetry 113 romanticizing warriorhood keith l. camacho book reviews 118 Kirstin C. Erickson. Yaqui Homeland and Homeplace: The Everyday Production of Ethnic Identity david martínez 121 Eric Gansworth. A Half-Life of Cardio-Pulmonary Function: Poems and Paintings susan bernardin 125 Luci Tapahonso. A Radiant Curve: Poems and Stories esther belin 128 Jacqueline Shea Murphy. The People Have Never Stopped Dancing: Native American Modern Dance Histories patrice hollrah 132 Jordana Finnegan. Narrating the American West: New Forms of Historical Memory gregory wright 135 Contributor Biographies 137 Major Tribal Nations and Bands from the editors It is my good fortune to have as a colleague at the University of Texas at Austin Professor Loriene Roy. Professor Roy teaches in UT’s School of Information and recently completed a term as president of the American Library Association. She also runs “If I Can I Read, I Can Do Anything,” a reading club for Native American children (http:// www.ischool.utexas.edu/~ifican/). On April 15, 2010, representatives of “If I Can Read, I Can Do Anything” and readergirlz, GuysLitWire, and the Young Adult Library Services Association (YALSA) will deliver thousands of donated books to Native American teens at res- ervation schools. “Operation Book Drop 2010” is spotlighting six- teen Native American authors, including some of ASAIL’s favorites: Sherman Alexie, Joseph Bruchac, Louise Erdrich, Patricia Grace, Joy Harjo, Winona LaDuke, Larry Loyie, Dimi Macheras, Lurline Wai- lana McGregor, Joseph Medicine Crow, Simon Ortiz, Cynthia Leit- ich Smith, Chad Solomon, Robert Sullivan, Luci Tapahonso, and Tim Tingle. For information about the event, please go to http:// www.ischool.utexas.edu/~ifican/otbd_index.html. The Web site lists the schools that are already enrolled in the program and, at the bot- tom, provides instructions for nominating other schools. This issue again brings together a rich collection of texts from multiple Indigenous worlds. These worlds are geographically dis- tant but united by the creative writers and scholars who honor the Indigenous artistic and political expression that emerge from each one. Keith Camacho brings us a Chamorro voice from 1521 in his poem “romanticizing warriorhood.” This eyewitness to the arrival viii sail · spring 2010 · vol. 22, no. 1 of Magellan watches as Antonio Pigafetta, a member of Magellan’s crew, walks away assuming, incorrectly, that the poem’s narrator and his family and friends have suffered fatal spear wounds. Renate Eigenbrod argues in her essay that Aboriginal literatures must have a place in Native Studies programs in Canada. Native Studies dis- ciplinary perspectives, in turn, have much to teach about method- ology and pedagogy to departments of English. Chanette Romero’s article on Hopi photographer Victor Masayesva’s film takes us to the Hopi Nation. Romero considers Masayesva’s ambivalence about, his desire for but suspicion of, filmic representations of the Hopis as well as his reclamation and recontextualization of non-Native images of the Hopis. Mareike Neuhaus discusses ancestral languages and discourse conventions in Indigenous writing in English with a specific focus on Maria Campbell’s Michif (Cree and French) Eng- lish, while Blake M. Hausman responds to Quentin Youngberg’s recent SAIL essay on Sherman Alexie’s interpenetration of queer and Native spheres in his film The Business of Fancydancing by reading the film’s additional interpenetration of the Shakespearean sphere. Hausman describes specifically how Alexie’s riffs on Hamlet catch the conscience of the film’s audience. We hope, as always, that you enjoy the articles and creative work in your new issue of SAIL. James H. Cox and Daniel Heath Justice A Necessary Inclusion Native Literature in Native Studies renate eigenbrod I must emphasize that a cross-cultural and interdisciplinary schol- arship gained in fields such as Native Studies can only enhance the study of Aboriginal Literatures. Emma LaRocque, “Teaching Aboriginal Literature: The Discourse of Margins and Mainstream” Native writers of poetry, prose fiction, and nonfiction speak to the living realities of struggle and possibility among Indigenous peo- ples; they challenge both Natives and non-Natives to surrender ste- reotypes, committing ourselves instead to untangling colonialism from our minds, spirits, and bodies. Daniel Heath Justice, “Conjuring Marks: Furthering Indigenous Empowerment through Literature” The two epigraphs to this article highlight two main arguments made in my discussion: teaching and researching Native litera- tures within the disciplinary context of
Load more

Recommended publications
  • October 2008
    Volume 20 Issue 8 Published monthly by the Union of Ontario Indians - Anishinabek Nation Single Copy: $2.00 October 2008 IN BRIEF Saskatchewan first province Film school launched Treaty education mandatory TORONTO– With files from the Office of the Treaty Commis- Artist and film- The Leader-Post sioner (OTC) and the Federation maker Shirley REGINA – Saskatchewan be- of Saskatchewan Indian Nations Cheechoo has came the first province to imple- (FSIN). It came as a result of the fulfilled her ment mandatory treaty education 2007 Throne Speech, in which the dream of launch- on Sept. 15, which was also the provincial government commit- Shirley ing a film and ted to mandatory treaty education Cheechoo 134th anniversary of the signing television train- of Treaty 4. for children from kindergarten ing centre for Native youth Under the new agreement, ev- through to Grade 12. and people of diversity. The ery student in the province will be Speaking for the 42 member Weengushk Film Institute educated about the true meaning communities of the Anishinabek will be located on Manitoulin of the treaties and what it means to Nation, Grand Council Chief Beau- Island. be treaty people. cage applauded the Saskatchewan “This is exactly what we’d initiative, but said it shouldn’t have like to see happening in our ter- taken the establishment of a treaty Fire funding ritory and across Canada,” said commission to make it happen. Anishinabek Nation Grand Coun- “The Ipperwash Inquiry rec- out of date cil Chief John Beaucage. “Un- ommendations call for the estab- By Margaret Hele less today’s students who will be lishment of a treaty commission SAULT STE.
    [Show full text]
  • Program Listings
    Program Listings Confederation College is located in the city of Thunder Bay, a culturally CAMPUSES diverse community that serves as the education and government hub of Thunder Bay » northwestern Ontario. Located in the heart of one of the finest outdoor 1450 Nakina Drive recreation and tourism destinations in Canada, Confederation College P.O. Box 398 students enjoy the benefits of living and learning in a community that Thunder Bay, ON provides a rich lifestyle right at your doorstep. Canada P7C 4W1 Dryden » At Confederation College we change lives through learning. We are Fort Frances » committed to meeting the needs of our learners, employers and communities, Geraldton » and we are here to help you succeed in meeting your life goals. To arrange Kenora » for a Thunder Bay campus tour call (807) 475-6110 or book a tour online. Marathon » Red Lake » Sioux Lookout » Wawa » ADMISSIONS SERVICES FOR PROSPECTIVE STUDENTS The minimum admission requirement Click the title to visit Department webpage: for a postsecondary program is an Admissions & Recruitment » (807) 475-6213 Ontario Secondary School Diploma, Career & Placement Services » (807) 475-6193 or its equivalent, with minimally 2 senior credits at the college, college Centre for Continuing Education » (807) 475-6550 /university or university preparation Counselling Services » (807) 475-6110 level. Some programs have Distance Education » 1-800-563-9435 additional admission requirements. For specific admission requirements, Financial Aid » (807) 475-6637 please see the program descriptions Fitness Centre » (807) 475-6239 included in this publication, visit the General Inquiry » (807) 475-6110 Admissions website or contact our Health Centre » (807) 475-6169 Admissions Office at (807) 475-6213.
    [Show full text]
  • Or, the Textual Production of Michif Voices As Cultural Weaponry
    Intersections of Memory, Ancestral Language, and Imagination; or, the Textual Production of Michif Voices as Cultural Weaponry Pamela V. Sing n his overview of the historic origins in modern thought of ideas playing a central role in the current debate over matters of iden- tity and recognition, Charles Taylor emphasizes that, whether it is a Iquestion of individual or of collective identity, “we become full human agents, capable of understanding ourselves, and hence of defining our identity, through our acquisition of rich human languages of expression” (32). Languages, in this context, signify modes of expression used to iden- tify ourselves, including those of art and literature, and all evolve, are de- veloped, and are acquired in a dialogical manner — that is to say, through exchanges with others. By underscoring the socially derived character of identity, this perspective explains the importance of external recognition, both on an individual basis and on a cultural one. In this article, I intend to focus on an aesthetic that, grounded in memory, demonstrates and requests recognition for a particular type of “love of words.” The words in question belong to Michif, an oral ancestral language that, despite (or perhaps because of) its endangered status, proves to be a powerful identity symbol. Relegated to an underground existence during the latter part of the nineteenth century, the resurgence of Michif words and expressions in literary texts reminds the community to which they belong, and that they are telling (back) into existence, of its historic, cultural, and linguistic sources, thus re-laying claim to a specific and distinct, but unrecognized space on the Canadian word/landscape.
    [Show full text]
  • Fast Forward Thunder
    Community Report 2001-2003 Mayor Lynn Peterson, Co-Chair Ray Riley, Co-Chair As the new Co-Chair of Fast Fast Forward is the community’s Inside: Forward, it is my privilege to intro- vision for the future and it is the voice duce this report to the community of the citizens of Thunder Bay. It was created through a public consultation Quality of Life 2 and to acknowledge the work of the former co-chair, Ken Boshcoff, dur- initiative in the late ‘90s and the out- ing the years it chronicles. We are come was a planning framework com- Our Community Partners 2 pleased to know we can count on plete with strategic directions, goals Ken’s continued support. and objectives. The role of the Fast Forward partner- Celebrating our As I said in my inaugural address to Successes 3 City Council last month, the building ship and steering committee is: blocks are in place like never before • to bring together community groups for a concrete action plan to benefit sharing common interests. Direction Thunder Bay 4 our community. We have: • to share information with and among • Fast Forward, the community devel- various interest groups. opment plan, which has been endorsed by more than 70 community • to report annually to the citizens on organizations. It provides us with a vision and a general blueprint. the community’s progress in achieving Fast Forward’s goals and objec- • the priorities honed by community leaders at the September tives, a sort of "How are we doing?" Economic Summit. • to fine-tune and adjust the planning framework to stay abreast of • an expanding community pride that comes from a series of remarkable the community’s changing needs.
    [Show full text]
  • A New Beginning
    A New Beginning OUR IDENTITY | oUR WELL-BEING | OUR COMMUNITIES | oUR FUTURE Annual Report 2011 - 2012 b Contents Overview ..............................................................................................................................................................................................3 Message from the Chair ..................................................................................................................................................................4 Message from the Executive Director ........................................................................................................................................5 Programs ..............................................................................................................................................................................................7 Graduation 2011 ...............................................................................................................................................................................10 Student Success Initiative .............................................................................................................................................................12 Other Programs................................................................................................................................................................................14 Courses ................................................................................................................................................................................................16
    [Show full text]
  • Green Energy Act Holds Promise
    Page 1 Volume 21 Issue 2 Published monthly by the Union of Ontario Indians - Anishinabek Nation Single Copy: $2.00 March 2009 IN BRIEF Awards on TV TORONTO – The 16th annual National Aboriginal Achieve- ment Awards will be broadcast Saturday, March 21 on Global Television and APTN. The 15 recipients who were honoured March 7 in Winnipeg include Dr. Cecil King, a lifelong edu- cator from Wikwemikong. Language learners meet TORONTO – Ciimaan – a community initiative to create a long-term Ojibwe language learning community in the Greater Toronto Area – will be hosting a language-honouring Smooching moose ceremony at the Native Cana- dian Centre at 16 Spadina Rd. This photo of an Alaskan resident and a friendly moose has been making the rounds of the Internet in the past few weeks. If Anishinabek News between 4-8 p.m. on March readers have funny captions for this photo, please submit them to [email protected] . The winner will be announced in our April issue and 31st. receive an Anishinabek Nation leather jacket courtesy of the Anishinabek Nation 7th Generation Charity. No licence needed First Nation partnerships BATCHEWANA FN – Chief Dean Sayers says a Ministry of Natural Resources news re- Green Energy Act holds promise lease is an example of "unethi- TORONTO –Serpent River First tegowinini, Chief of Serpent River for engagement with First Nation manufacturing, installation and op- cal propaganda". Nation citizens, Chief, council First Nation. “This bill focuses on communities in energy projects. eration of new wind turbines, solar The March 2 release, about and Elders were present Feb.
    [Show full text]
  • Annual Report 2012-13 About Our Front Cover
    Human Rights Legal Support Centre Annual Report 2012-13 About our front cover: Photo by Linda Roy, Ireva Photography Linda Roy is an Ojibway Native from the Wikwemikong Unceded Indian Reserve (W.U.I.R). A self taught photographer who works on location and within her Community. Contents Message from the Chair 1 About us 2 Our services 3 Working across Ontario 4 Highlights of the year 5 Getting the word out 7 Community partnerships 8 Outreach to Aboriginal communities 9 Human rights stories 11 Evaluating our services 17 Performance measures 18 Ontario’s Human Rights Review 19 Our staff 20 Board of Directors 21 Appendix 1 - Audited financial statements Appendix 2 - Cases Message from the Chair am very pleased to present the Attorney General been subjected to “heightened scrutiny, I of Ontario with the Annual Report of the Human disproportionate blame and over-reaction” in Rights Legal Support Centre for 2012-13. performing her job duties. Media coverage of the event increased community awareness of the In the past year, the Centre provided legal and Centre’s services in Thunder Bay. support services to over 18,000 Ontarians who sought our assistance in responding to an incident In keeping with the focus of our Thunder Bay of discrimination or potential discrimination. meeting, this year’s Annual Report includes a section on how the Centre provides services to Many people are surprised that Ontarians continue Aboriginal people. to face discrimination in their daily lives because of race, age, ethnic origin, religion, gender or sexual Together with my colleagues on the Board, I would orientation.
    [Show full text]
  • Maria Campbell
    MARIA CAMPBELL EDUCATION Pending M.A. in Native Studies, University of Saskatchewan, Saskatoon, Saskatchewan LANGUAGES Cree, Michif, Saulteaux, English HONOURARY DEGREES 2018 Honorary Doctorate in Lettes, University of Winnipeg 2018 Honorary Doctorate in Laws, Ryerson University 2012 Honorary Doctorate in Letters, University of Ottawa 2000 Honorary Doctorate in Letters, Athabasca University 1992 Honorary Doctorate in Letters, York University 1985 Honorary Doctorate in Laws, University of Regina APPOINTMENTS 2017-Present Cultural Advisor, College of Law, University of Saskatchewan 2017-Present Cultural Advisor, Gwenna Moss Centre for Teaching, University of Saskatchewan 1996-Present Elder in Virtual Residence,Centre for World Indigenous Knowledge, Athabasca University, Edmonton 2000-2001 Stanley Knowles Distinguished Visiting Professorship, Brandon University, Brandon, Manitoba 1998-1999 Writer in Residence, University of Saskatchewan, Saskatoon, Saskatchewan 1995-1996 Aboriginal Scholar, Department of Native Studies, University of Saskatchewan, Saskatoon, Saskatchewan 1994-1995 Writer in Residence, Whitehorse Public Library, Whitehorse, Northwest Territories 1985-1986 Writer in Residence, Prince Albert Public Library, Prince Albert, Saskatchewan 1983-1984 Playwright in Residence, Persephone Theatre, Saskatoon, Saskatchewan 1980-1981 Writer in Residence, Regina Public Library, Regina, Saskatchewan 1979-1980 Writer in Residence, University of Alberta, Edmonton, Alberta Maria Campbell 1 resumé 1 TEACHING RECORD 2016-present Indigenous Legal
    [Show full text]
  • 2007–2008 Annual Report
    2007–2008 Annual Report 1 Mission Statement Confederation College, serving a diversity of learners, develops citizens who will be positioned for success in their lives and careers. The College provides a workforce relevant to the communities of Northwestern Ontario and beyond. Our College Values are Diversity We celebrate our learners, employers, communities, Reflected in Our Work: and College employees in all their diversity. Respect, Caring, and Openness We value each other as individuals. Acting with integrity, we expect active and honest sharing of information and ideas, listening carefully, and respecting the opinions of others. We are committed to working together to achieve our mission. Remarkable Learning Experiences Learning and Leading Investing in Communities We prepare learners to live, work, and lead in Northwestern Ontario and beyond. Making the World a Better Place a Better World the Making Excellence mission statement & values statement mission We strive for excellence in education. We build on our historical strengths of collaboration, responsible decision-making, innovation, reasoned risk-taking, and community responsiveness. Cover: Danielle Seguin, Business Administration- Human Resources Jennifer Bowerman, Architectural Technology George Histed, Aboriginal Law & Advocacy Sarah Mendek, Human Resources Management (Post Diploma) Daniel Yerxa, Aboriginal Law & Advocacy Rick Golden, Laura McFarland, Recreation and 2 Leisure Services Aviation - Flight Management Further, Confederation College exists to ensure the following: Successful Learners with Community Development Diverse Learning Pathways and Capacity Diverse learners have knowledge, Our diverse communities experience skills, and attitudes for life-long HOSPITALITY socio-economic well-being as a result learning and career success. of ourHotel & Resortcontributions. Culinary • Learners have access to personal learning • Northwesterna Tourism Ontario & Travel is sustainable c Adventure & Ecotourism pathways with appropriate support for and healthy.
    [Show full text]
  • Tourism Curricula and Indigenous Learning Outcomes Marion Joppe* School of Hospitality, Food and Tourism Management, University of Guelph, Ontario, Canada
    rism & ou H OPEN ACCESS Freely available online f T o o s l p a i t n a r l i t u y o J Journal of Tourism & Hospitality ISSN: 2167-0269 Mini Review Tourism Curricula and Indigenous Learning Outcomes Marion Joppe* School of Hospitality, Food and Tourism Management, University of Guelph, Ontario, Canada ABSTRACT Although hospitality and tourism students in business programs are taught to develop and market product that meets the needs of various demand segments by playing on the “authentic” cultural and heritage elements of destinations, they are rarely exposed to underlying justice and ethics concerns, especially as they pertain to Indigenous populations. In a settler colonial country such as Canada, it is imperative that students are exposed to the underlying justice and ethics concerns of commoditizing cultural and heritage elements of destinations, especially as they pertain to Indigenous populations. This paper takes a closer look at the process of developing and embedding Indigenous Learning Outcomes in a tourism business program and the underlying principles for designing a more inclusive community engagement process. The case is that of the Tourism-Travel and Eco-Adventure program at Confederation College in Thunder Bay, Ontario, Canada. Keywords: Tourism curriculum; Indigenous learning outcomes; Indigenization; Canada INTRODUCTION Although tourism would appear to be an obvious study area for embedding an appreciation of traditional knowledge and processes The author would like to start by acknowledging the dedication [7], no university level programs had made a deliberate effort and generosity of the Negahneewin Council members, who to develop Indigenous cultural competency in its students [8].
    [Show full text]
  • Support First Nations Learners Transitioning to Post-Secondary Education
    Assembly of First Nations Education, Jurisdiction, and Governance Supporting First Nations Learners Transitioning to Post-Secondary Final Report March 31, 2012 Table of Contents Introduction 2 A Portrait of First Nations in Canada 3 Historical Overview of First Nations Education 5 Legislation and First Nations Education 7 The Funding Facts 10 Discrepancy in Vision for First Nations Education 15 Building a Solid Foundation to Support First Nations 19 Learners Finance: The Greatest Barrier 23 Government’s Need to Step Up Support for First Nations 29 Post-Secondary Education Saskatchewan 30 Ontario 31 British Columbia 31 Council of Ministers of Education, Canada 32 Foundational Approaches to Support First Nations 34 Transitioning to Higher Education Families and Communities Support First Nations Learners 36 Support Starts at Home 36 What Students Say about Who Inspired their Learning 37 First Nation Communities Support their Learners 38 Community Owned and Controlled Indigenous Institutes 42 Support Students Post-Secondary Institutions Support First Nations Learners 43 Student Funding 44 Support Services 45 Culturally Relevant Programs 52 Governance 55 Conclusion 58 Appendix A – Actual Case Study Costs 59 Transitioning to Post-Secondary March 31, 2012 Introduction The purpose of this paper is to examine the factors affecting the success of First Nations learners in education in Canada and the types of initiatives required to support the successful transition of First Nations learners to post-secondary. A description of First Nations peoples and a brief overview of the historical context of education for First Nations in Canada will assist the reader in understanding the reality of First Nations communities and schools, and the impacts on First Nation learners.
    [Show full text]
  • For Indigenous Students
    For Indigenous Students SAY EDUCATION GUIDE 2018 | 21 SAY Magazine Survey Tips on how to use our Education Guide This Guide features over three hundred institutions, which includes You will find some information on Aboriginal/Native American some new listings and some updates from last year’s Guide. specific programs, services and courses offered by that particular institution. Use the legend below which explains the different types We want to thank those institutions who were very generous of symbols used in the grid. in sharing this information for your benefit. Some institutions were unable to respond to our request for information. If your For further information and a full description of the programs/ institution needs to be added, or has new/updated information, services these institutions offer, you should always review the insti- this can be done at http://saymag.com/2018-education-guide- tution’s website. You will discover more information that the SAY native-people-survey/. Scroll down the home page to ‘SAY 2018 Guide does not provide. Education Directory Form’. Although SAY Magazine has made every attempt to ensure The material in the grid comes from counsellors dealing with material in the Guide is correct, this is not a comprehensive listing Indigenous students. We asked them what information is most and SAY Magazine is not responsible for any errors or omissions. requested by Indigenous students and those are the questions asked in the survey sent to education institutions. This will give you a better understanding of the types of schools Electronic copies of back issues from 2009-2017 and the featured in the Guide, making it easier to find a good fit for you.
    [Show full text]