DOCSLIB.ORG

Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Faculty of Humanities, Department of Linguistics and Faculty of Education, Indigenous Education Art Napoleon, 2014 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental Member iii ABstract Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental MemBer Through a review of literature and a qualitative inquiry of Cree language practitioners and knowledge keepers, this study explores traditional concepts related to Cree worldview specifically through the lens of nîhiyawîwin, the Cree language. Avoiding standard dictionary approaches to translations, it provides inside views and perspectives to provide broader translations of key terms related to Cree values and principles, Cree philosophy, Cree cosmology, Cree spirituality, and Cree ceremonialism. It argues the importance of providing connotative, denotative, implied meanings and etymology of key terms to broaden the understanding of nîhiyaw tâpisinowin and the need for an encyclopaedic approach to understanding these key terms. It explores the interrelatedness of nîhiyawîwin with nîhiyaw tâpisinowin and the need to recognize them both as part of a Cree holistic paradigm. iv Table of Contents Supervisory Committee.......................................................................................................................... ii Abstract.........................................................................................................................................................iii Table of Contents...................................................................................................................................... iv Nanâskomowin: Acknowledgments................................................................................................. vi A Nîhiyaw Way of Learning................................................................................................................... 1 Background ............................................................................................................................................. 1 The Lifestyle............................................................................................................................................ 5 Traditional Education......................................................................................................................... 7 Formal Schooling................................................................................................................................13 The Community Now ........................................................................................................................14 CHAPTER ONE: Mâcihtâwin (Introduction) ................................................................................17 Background on Nîhiyawîwin .........................................................................................................17 Complexities of Writing in Nîhiyawîwin ..................................................................................18 Terms and Concepts as Mirrors ...................................................................................................20 Organization .........................................................................................................................................25 Purpose...................................................................................................................................................26 CHAPTER TWO: A Nîhiyaw Tâpisinowin Literature Review ...............................................29 Issues with Translating Nîhiyawîwin into English ..............................................................31 Some Structural Issues.....................................................................................................................42 Early Writings on Nîhiyaw Tâpwihtamowina (Beliefs).....................................................45 A Holistic Paradigm ...........................................................................................................................48 The Spiritual Nature of Nîhiyawîwin .........................................................................................52 CHAPTER THREE: Nisihcikîwina (Methodology)......................................................................58 Limitations and Strengths of the Questionnaire...................................................................64 The Participants..................................................................................................................................67 CHAPTER FOUR: Voices From the Mîkowahp ............................................................................70 What The Research Taught Me.....................................................................................................72 Insights on Nîhiyawîwin Structure.............................................................................................73 Nîhiyaw Perspectives in Translations.......................................................................................77 The Overlapping Trails to Nîhiyaw Tâpisinowin..................................................................79 Key Nîhiyaw Values and Principles ............................................................................................81 Dances with Cosmology...................................................................................................................87 Varied Meanings of Cosmological Concepts............................................................................90 Kâkîsimowin: The Spirit of Nîhiyaw Prayers .........................................................................95 Miyopimâtisowin Teachings..........................................................................................................99 Protection of Ceremonial Terms...............................................................................................100 Words Less Spoken.........................................................................................................................101 Questions About Specific Sacred Terms ................................................................................103 CHAPTER FIVE: Kîsihtâwina (Conclusion and Recommendations)...............................108 Considerations For Resource Developers.............................................................................109 Nîhiyaw Principles Today............................................................................................................113 Recommendations ..........................................................................................................................114 Kihtwâm Sihcikîwina (Next Steps) ..........................................................................................116 v In Closing.............................................................................................................................................118 Bibliography ...........................................................................................................................................120 Appendix A GLOSSARY OF KEY TERMS.....................................................................................123 Appendix B Questionnaire for Cree Language Practitioners & Elders..........................131 vi Nanâskomowin: Acknowledgments Thanks to: Dr. Leslie Saxon for her patient, helpful and supportive approach and for always being available despite a busy life. Dr. Peter Jacobs for his insights and humour. Dr. John Borrows for agreeing to join the process on such short notice. Renée McBeth and Alan Hoover for their valuable support and editorial assistance. I am also grateful to the research participants Mary Cardinal-Collins, Wayne Jackson, Billy Joe Laboucan, Reuben Quinn, Solomon Ratt, Leslie Skinner, Dorothy Thunder, Rose Wabasca and Arok Wolvengrey for the valuable information they so generously provided. Ann Shouting and Dr. Earl Waugh for the personal correspondence. Elders from outside of my community who impacted my life: Rose Auger, Morris Crow, Albert Lightning, Cecil Nepoose, Peter Ochiese, Oliver Shouting and Mary Thomas. Elders from my territory that I have counted on for advice: Suzette Napoleon, Fred Napoleon, Max Desjarlais, Molly Desjarlais, George Gauthier, Oliver Gauthier, Alice Auger, Josephine Walker, John Dokkie, Albert Davis, Madeline ‘Grandma’ Davis, Virginia Lalonde, Helen Paquette, Fred Courtorielle, May Apsassin and many others. I also wish to thank Julian Napoleon, Val Napoleon, Della Owens, and Naomi Owens for paving the way to post secondary studies; Audrey Norris and the Saulteau First Nation for their support; Dr. Lorna Williams and the rest of my Indigenous Language Revitalization instructors and cohort at UVIC. Mitoni kinanâskomitinâwâw kahkiyaw nitôtîmak. A Nîhiyaw Way of Learning To provide some context for the rest of this
Load more

Recommended publications
  • OTC October Newsletter Final Draft
    The Office of the Treaty Commissioner (OTC) is mandated to advance the Treaty goal of establishing good relations among all people of Saskatchewan. The Office of the Treaty Commissioner continues to work with First Nation’s, provincial school systems, and other educational institutions to raise the awareness and understanding of Treaties and First Nations People Quarterly Newsletter Also available on our website at Volume 1 Issue 3 www.otc.ca October 2014 Annual Livelihood – Livelihood – OTC OTC All Nations Woodland Challenges in Saskatchewan First Education Speakers Traditional st Nations Economic Family & Youth Cree Gathering the 21 Century Development Bureau Network Gathering By: George E. Lafond By: Milton Tootoosis By: April Roberts By: Brenda Ahenekew By: Jennifer Heimbecker By: Robin Bendig This year’s theme for There is an urgency Participants also The community of “The people of The “Gathering” the Woodland Cree to defining what learned about Stanley Mission Saskatoon, you focused on Gathering was, “pimâcihisowin” ‘branding’ and hosts a spectacular walked with us when preserving and “Strengthening means as we move communicating their three day event the load was heavy, strengthening First Unity, Celebrating forward in the new communities; called the River and for that we will Nations culture, Culture, Promoting age business planning; Gathering. The always cherish you,” traditions and Community and and financial literacy Gathering is held identity by offering Recognizing next to the oldest various ceremonies History.” Church in and workshops. Saskatchewan 3-4 5 6 7 8 9 DID YOU KNOW? Reconciliation with our sister The OTC welcomes Rhett Sangster as Director of province - OTC commends the Reconciliation and Community Partnerships.
    [Show full text]
  • Understanding Aboriginal and Treaty Rights in the Northwest Territories: Chapter 2: Early Treaty-Making in the NWT
    Understanding Aboriginal and Treaty Rights in the Northwest Territories: Chapter 2: Early Treaty-making in the NWT he first chapter in this series, Understanding Aboriginal The Royal Proclamation Tand Treaty Rights in the NWT: An Introduction, touched After Great Britain defeated France for control of North briefly on Aboriginal and treaty rights in the NWT. This America, the British understood the importance of chapter looks at the first contact between Aboriginal maintaining peace and good relations with Aboriginal peoples and Europeans. The events relating to this initial peoples. That meant setting out rules about land use contact ultimately shaped early treaty-making in the NWT. and Aboriginal rights. The Royal Proclamation of 1763 Early Contact is the most important statement of British policy towards Aboriginal peoples in North America. The Royal When European explorers set foot in North America Proclamation called for friendly relations with Aboriginal they claimed the land for the European colonial powers peoples and noted that “great frauds and abuses” had they represented. This amounted to European countries occurred in land dealings. The Royal Proclamation also asserting sovereignty over North America. But, in practice, said that only the Crown could legally buy Aboriginal their power was built up over time by settlement, trade, land and any sale had to be made at a “public meeting or warfare, and diplomacy. Diplomacy in these days included assembly of the said Indians to be held for that purpose.” entering into treaties with the indigenous Aboriginal peoples of what would become Canada. Some of the early treaty documents aimed for “peace and friendship” and refer to Aboriginal peoples as “allies” rather than “subjects”, which suggests that these treaties could be interpreted as nation-to-nation agreements.
    [Show full text]
  • Ridington-Dane-Zaa Digital Archive Repatriation Project
    Contract Position Description December 10, 2020 Position Title Archival Assistant – Ridington-Dane-zaa Digital Archive Repatriation Project Project Background The Ridington-Dane-zaa Digital Archive (RDA) project is a collaborative digital repatriation initiative between: • The Ridington family ethnographers and their Dane-zaa heritage collection(s)i, • The Dane-zaa (Dene peoples indigenous to the Peace River region) communities whose culture is documented by the Ridington Collection: o Blueberry River First Nation o Doig River First Nation o Halfway River First Nation o Prophet River First Nation • University & industry partners including: o UBC CEDaR Lab as interim platform/portal host and steward o BC Hydro as community archive capacity development funder o Nation Governance Initiative, grant issued to Doig River First Nation by New Relationship Trust to help define Athabaskan / Dane-zaa specific protocols for stewardship including access, use, attribution and sharing (2020-2021) https://www.newrelationshiptrust.ca/funding/nation-governance/ o (potentially) UNBC as interim archival storage for physical master materials. Place for final storage to be determined. Options being explored at this time include: § Tse Kwą̂ Heritage Centre at Charlie Lake, BC § Dene Heritage Centre (in proposal/development stage for Indigenous communities of the Peace River Region) Goal The goal of this project is to digitally archive and catalog the entire Ridington collection so that it can be returned (repatriated) to communities for their use and stewardship. Ridington-Dane-zaa Collection History The Ridington Collection of Dane-zaa audio recordings, images, video recordings, and texts began in 1964 after Robin Ridington and Antonia Mills (Antonia Ridington at the time) had met at Harvard University in 1963 as students, married, and began their field work with the Dane-zaa.
    [Show full text]
  • Local Alberta Treaties, Metis Nation of Alberta Regions, Metis Settlements, and Indigenous Nations Acknowledgements
    Local Alberta Treaties, Metis Nation of Alberta Regions, Metis Settlements, and Indigenous Nations Acknowledgements Prepared for the Alberta Council of Women’s Shelters and their members by Lewis Cardinal, March 2018 Contents ACWS Acknowledgments 4 Traditional Land Acknowledgments 4 On Reserve Member Recognition 4 Why we do Treaty Acknowledgments 5 Local Alberta Treaties, Metis Nation of Alberta Regions, Metis Settlements, and Indigenous Nations Acknowledgements 6 Banff 6 Bow Valley Emergency Shelter 6 Brooks 6 Cantera Safe House 6 Calgary 6 Kerby Rotary Shelter 6 YWCA Sheriff King Home 6 The Brenda Strafford Centre for the Prevention of Domestic Violence 7 Discovery House 7 Sonshine Centre 7 Calgary Women’s Emergency Shelter 7 Camrose 8 Camrose Women’s Shelter 8 Cold Lake 8 Dr. Margaret Savage Crisis Centre 8 Joie’s Phoenix House 8 Edmonton 8 SAGE Senior’s Safe House 8 WIN House 9 Lurana Shelter 9 La Salle 9 Wings of Providence 10 Enilda 10 Next Step 10 Sucker Creek Emergency Women’s Shelter 10 Fairview 10 Crossroads Resource Centre 10 Wood Buffalo Region 11 Wood Buffalo Second Stage Housing 11 Unity House 11 Grande Cache 11 Grande Cache Transition House 11 Grande Prairie 11 Odyssey House 11 Serenity Place 12 High Level 12 Safe Home 12 High River 12 2 | Page Rowan House Emergency Shelter 12 Hinton 12 Yellowhead Emergency Shelter 12 Lac La Biche 13 Hope Haven Emergency Shelter 13 Lynne’s House 13 Lethbridge 13 YWCA Harbour House 13 Lloydminster 13 Dolmar House 13 Lloydminster Interval Home 14 Maskwacis 14 Ermineskin Women’s Shelter 14 Medicine Hat 14 Musasa House 14 Phoenix Safe House 14 Morley 14 Eagle’s Nest Stoney Family Shelter 14 Peace River 15 Peace River Regional Women’s Shelter 15 Pincher Creek 15 Pincher Creek Women’s Emergency Shelter 15 Red Deer 15 Central Alberta Women’s Emergency Shelter 15 Rocky Mountain House 15 Mountain Rose Women’s Shelter 15 Sherwood Park 16 A Safe House 16 Slave Lake 16 Northern Haven Women’s Shelter 16 St.
    [Show full text]
  • Refusing to Hyphenate: Doukhobor Autobiographical Discourse
    REFUSING TO HYPHENATE: DOUKHOBOR AUTOBIOGRAPHICAL DISCOURSE By JULIE RAK, M.A. A Thesis Submitted to the School ofGraduate Studies in Partial Fulfilment ofthe Requirements for the Degree Doctorate McMaster University © Copyright by Julie Rak, June 1998 DOCTORATE (1998) (English) McMaster University Hamilton, Ontario TITLE: Refusing to Hyphenate: Doukhobor Autobiographical Discourse AUTHOR: Julie Rak, B.A. (McMaster University), M.A. (Carleton University) SUPERVISOR: Professor Lorraine M. York NUMBER OF PAGES: vi,256 (ii) Abstract My thesis, Refusing to Hyphenate: Doukhobor Autobiographical Discourse brings together recent theories ofautobiography with a consideration ofalternative autobiographical writing and speaking made by a Russian-speaking migrant group, the Doukhobors ofCanada. The situation ofthe Doukhobors is ideal for a consideration of alternate autobiographical forms, since Doukhobors have fallen outside liberal democratic discourses ofCanadian nationalism, land use and religion ever since their arrival in Canada in 1899. They have turned to alternate strategies to retell their own histories against the grain ofthe sensationalist image ofDoukhobors propagated by government commissions and by the Canadian media. My study is the first to recover archived autobiographical material by Doukhobors for analysis. It also breaks new ground by linking new developments in autobiography theory with other developments in diaspora theory, orality and literacy and theories ofperformativity, as well as criticism that takes issues about identity and its relationship to power into account. When they had to partially assimilate by the 1950s, some Doukhobors made autobiographical writings, translations and recordings that included interviews, older autobiographical accounts and oral histories about their identity as a migratory, persecuted people who resist State control. Others recorded their protests against the British Columbian government from the 1930s to the 1960s in collective prison diaries and legal documents.
    [Show full text]
  • The Cultural Ecology of the Chipewyan / by Donald Stewart Mackay.
    ThE CULTURAL ECOLOGY OF TkE CBIPE%YAN UONALD STEhAkT MACKAY b.A., University of british Columbia, 1965 A ThESIS SUBMITTED IN PAhTIAL FULFILLMENT OF THE HEObIRCMENTS FOR THE DEGREE OF MASTER OF ARTS in the department of Sociology and Anthropology @ EONALD STECART MACKAY, 1978 SIMON F hAShR UNlVERSITY January 1978 All rights reserved. This thesis may not be reproduced in whole or in, part, by photocopy or other means, without permission of the author. APPROVAL Name : Donald Stewart Mackay Degree: Master of Arts Title of Thesis: The Cultural Ecology of the Chipewyan Examining Cormnit tee : Chairman : H. Sharp Senior Supervisor- - N. Dyck C.B. Crampton . Fisher Departme'nt of Biological Sciences / ,y/y 1 :, Date Approved: //!,, 1 U The of -- Cultural Ecology .- --------the Chipewyan ----- .- ---A <*PI-: (sign-ir ~re) - Donald Stewart Mackay --- (na~t) March 14, 1978. (date ) AESTRACT This study is concerned with the persistence of human life on the edge of the Canadian Barren Grounds. The Chipewyan make up the largest distinct linguistic and cultural group and are the most easterly among the Northern Athapaskan Indians, or Dene. Over many centuries, the Chipewyan have maintained a form of social life as an edge-of-the-forest people and people of the Barren Grounds to the west of Hudson Bay. The particular aim of this thesis is to attempt, through a survey of the ecological and historical 1iterature , to elucidate something of the traditional adaptive pattern of the Chipewyan in their explcitation of the subarc tic envirorient . Given the fragmentary nature of much of the historical evidence, our limited understanding of the subarctic environment, and the fact that the Chipewyan oecumene (way of looking at life) is largely denied to the modern observer, we acknowledge that this exercise in ecological and historical reconstruction is governed by serious hazards and limitations.
    [Show full text]
  • Ancient Knowledge of Ancient Sites: Tracing Dene Identity from the Late Pleistocene and Holocene Christopher C
    11 Ancient Knowledge of Ancient Sites: Tracing Dene Identity from the Late Pleistocene and Holocene Christopher C. Hanks The oral traditions of the Dene of the Mackenzie Valley contain some intriguing clues to cul­ tural identity associated with natural events that appear to have occurred at the end of the Pleisto­ cene and during the early Holocene. The Yamoria cycle describes beaver ponds that filled the ancient basins of postglacial lakes, while other narratives appear to describe the White River ash fall of 1250 B.P. This paper examines Dene views of the past and begins the task of relating them to the archaeological and geomorphological literature in an attempt to understand the cultural per­ spectives contained in these two different views of “history.” STORIES, NOT STONE TOOLS, UNITE US The Chipewyan, Sahtu Dene, Slavey, Hare, Mountain Dene, Dogrib, and Gwich’in are the Athapaskan-speaking people of the Northwest Territories. Collectively they refer to themselves as the Dene. Their shared cultural identity spans four distinct languages and four major dialects, and is spread from Hudson's Bay to the northern Yukon. Based on archaeological culture histories, there are relatively few strands of evidence that suggest a close relationship between these groups (Clark 1991; Hanks 1994). However, by using oral traditions, the archaeological record, linguistic theories, and the geological record, it can be argued that in the distant past the ancestors of the Dene lived as one group in the mountains along the Yukon-Alaskan border (Abel 1993: 9). For some archaeologists, the Athapaskan arrival east of the Cordilleran is implied by the appearance of a microlithic technology 6000-5000 B.P.
    [Show full text]
  • Dene Resources for Children
    DENE RESOURCES FOR CHILDREN AT HOME & ON THE LAND Remember there is nothing more important than family time together during this challenging time. Whether at home or on the land, turn off the electronics and spend time with your children. Use this time as a gift for both traditional learning and family time! Mahsi Cho! Thank you! Activities during self (family) isolation or social distancing! WHENEVER POSSIBLE SPEAK IN YOUR INDIGENOUS LANGUAGE. COUNT STEPS! 1 Talk, talk, talk with your FISH! 2 WOOD PIECES AS YOU SPLIT! 3 children in all PEOPLE! languages with TRANSLATE WORKSHEETS FROM SCHOOL INTO YOUR LANGUAGE. whatever words you know. PLAY CARD GAMES LIKE FISH USING NUMBERS IN YOUR LANGUAGE. The Northwest Territories recognizes several official languages, some language resources can be found SORTING ACTIVITIES USING INDIGENOUS LANGUAGE. below: North Slavey SORT WASH BY COLOUR OR TONE. South Slavey (LIGHT, DARKS, WHITES) Gwichin Tlicho Chipewyan PUT AWAY DISHES OR GET DISHES Cree NEEDED USING NUMBERS AND ITEMS Inuinnaqtun IN INDIGENOUS LANGUAGES. Inuktitut Questions to ask when sharing stories - What is similar or different to our way of life? What did we learn from this story? ON THE LAND! Involve children in all on the land activities and make them aware of traditional teachings and landmarks. How do we know where to go? How do we prepare for time on the land? What is needed? How much is needed? Talk while doing the activities in both languages. Let children help and try activity depending on age. Use on the land activities to teach numbers and words.
    [Show full text]
  • Metis Settlements and First Nations in Alberta Community Profiles
    For additional copies of the Community Profiles, please contact: Indigenous Relations First Nations and Metis Relations 10155 – 102 Street NW Edmonton, Alberta T5J 4G8 Phone: 780-644-4989 Fax: 780-415-9548 Website: www.indigenous.alberta.ca To call toll-free from anywhere in Alberta, dial 310-0000. To request that an organization be added or deleted or to update information, please fill out the Guide Update Form included in the publication and send it to Indigenous Relations. You may also complete and submit this form online. Go to www.indigenous.alberta.ca and look under Resources for the correct link. This publication is also available online as a PDF document at www.indigenous.alberta.ca. The Resources section of the website also provides links to the other Ministry publications. ISBN 978-0-7785-9870-7 PRINT ISBN 978-0-7785-9871-8 WEB ISSN 1925-5195 PRINT ISSN 1925-5209 WEB Introductory Note The Metis Settlements and First Nations in Alberta: Community Profiles provide a general overview of the eight Metis Settlements and 48 First Nations in Alberta. Included is information on population, land base, location and community contacts as well as Quick Facts on Metis Settlements and First Nations. The Community Profiles are compiled and published by the Ministry of Indigenous Relations to enhance awareness and strengthen relationships with Indigenous people and their communities. Readers who are interested in learning more about a specific community are encouraged to contact the community directly for more detailed information. Many communities have websites that provide relevant historical information and other background.
    [Show full text]
  • Traditional Knowledge Overview for the Athabasca River Watershed ______
    Traditional Knowledge Overview for the Athabasca River Watershed __________________________________________ Contributed to the Athabasca Watershed Council State of the Watershed Phase 1 Report May 2011 Brenda Parlee, University of Alberta The Peace Athabasca Delta ‐ www.specialplaces.ca Table of Contents Introduction 2 Methods 3 Traditional Knowledge Indicators of Ecosystem Health 8 Background and Area 9 Aboriginal Peoples of the Athabasca River Watershed 18 The Athabasca River Watershed 20 Livelihood Indicators 27 Traditional Foods 30 Resource Development in the Athabasca River Watershed 31 Introduction 31 Resource Development in the Upper Athabasca River Watershed 33 Resource Development in the Middle Athabasca River Watershed 36 Resource Development in the Lower Athabasca River Watershed 37 Conclusion 50 Tables Table 1 – Criteria for Identifying/ Interpreting Sources of Traditional Knowledge 6 Table 2 – Examples of Community‐Based Indicators related to Contaminants 13 Table 3 – Cree Terminology for Rivers (Example from northern Quebec) 20 Table 4 – Traditional Knowledge Indicators for Fish Health 24 Table 5 – Chipewyan Terminology for “Fish Parts” 25 Table 6 – Indicators of Ecological Change in the Lesser Slave Lake Region 38 Table 7 – Indicators of Ecological Change in the Lower Athabasca 41 Table 9 – Methods for Documenting Traditional Knowledge 51 Figures Figure 1 – Map of the Athabasca River Watershed 13 Figure 2 – First Nations of British Columbia 14 Figure 3 – Athabasca River Watershed – Treaty 8 and Treaty 6 16 Figure 4 – Lake Athabasca in Northern Saskatchewan 16 Figure 5 – Historical Settlements of Alberta 28 Figure 6 – Factors Influencing Consumption of Traditional Food 30 Figure 7 – Samson Beaver (Photo) 34 Figure 8 – Hydro=Electric Development – W.A.C Bennett Dam 39 Figure 9 – Map of Oil Sands Region 40 i Summary Points This overview document was produced for the Athabasca Watershed Council as a component of the Phase 1 (Information Gathering) study for its initial State of the Watershed report.
    [Show full text]
  • Guide to Acknowledging First Peoples & Traditional Territory
    Guide to Acknowledging First Peoples & Traditional Territory September 2017 CAUT Guide to Acknowledging First Peoples & Traditional Territory September 2017 The following document offers the Canadian Association of University Teachers (CAUT) recommended territorial acknowledgement for institutions where our members work, organized by province. While most of these campuses are included, the list will gradually become more complete as we learn more about specific traditional territories. When requested, we have also included acknowledgements for other post-secondary institutions as well. We wish to emphasize that this is a guide, not a script. We are recommending the acknowledgements that have been developed by local university-based Indigenous councils or advisory groups, where possible. In other places, where there are multiple territorial acknowledgements that exist for one area or the acknowledgements are contested, the multiple acknowledgements are provided. This is an evolving, working guide. © 2016 Canadian Association of University Teachers 2705 Queensview Drive, Ottawa, Ontario K2B 8K2 \\ 613-820-2270 \\ www.caut.ca Cover photo: “Infinity” © Christi Belcourt CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 Contents 1| How to use this guide Our process 2| Acknowledgement statements Newfoundland and Labrador Prince Edward Island Nova Scotia New Brunswick Québec Ontario Manitoba Saskatchewan Alberta British Columbia Canadian Association of University Teachers 3 CAUT Guide to Acknowledging First Peoples and Traditional Territory September 2017 1| How to use this guide The goal of this guide is to encourage all academic staff context or the audience in attendance. Also, given that association representatives and members to acknowledge there is no single standard orthography for traditional the First Peoples on whose traditional territories we live Indigenous names, this can be an opportunity to ensure and work.
    [Show full text]
  • Fund First Nations University Now! Spring Equinox Edition
    Fund First Nations University Now! Spring Equinox Edition Posts from the blog fnuniv.wordpress.com Edward Doolittle and many others Published by FastPencil, Inc. Copyright © 2010 Edward Doolittle Published by FastPencil, Inc. 3131 Bascom Ave. Suite 150 Campbell CA 95008 USA (408) 540-7571 (408) 540-7572 (Fax) [email protected] http://www.fastpencil.com First Edition Contents CHAPTER 1: CAUT Letter to Rob Norris 1 CHAPTER 2: Statement from University of Regina President and Vice-Chancellor, Dr. Vianne Timmons 3 CHAPTER 3: University of Regina Faculty Association (URFA) Statement 5 CHAPTER 4: CAUT Press Release, February 5 6 CHAPTER 5: First Nations University needs to stay 7 CHAPTER 6: Faculty Press Release 8 CHAPTER 7: University of Regina Faculty Association 10 CHAPTER 8: Reason #1: Government accountability 11 CHAPTER 9: Stand-alone FNUC uncertain 12 CHAPTER 10: U of R linguistics students attempt to save program 13 CHAPTER 11: The human costs of First Nations University’s failure 14 CHAPTER 12: Letter #1: Appeal from Wes Heber 15 CHAPTER 13: Reason #2: The Students 16 CHAPTER 14: Letter #2: Appeal from Joan Sanderson 17 CHAPTER 15: Students’ Voices on the Importance of the First Nations University of Canada 18 CHAPTER 16: Lesley Bear, Alumna 21 CHAPTER 17: Letter #3: Appeal from Carrie Bourassa 22 CHAPTER 18: Liberals call on Harper government to help keep First Nations University open 23 CHAPTER 19: Reason #3: Indian Education is a Treaty Right 24 CHAPTER 20: Thursday, February 11 Events 25 CHAPTER 21: Reason #4: First Nations University
    [Show full text]