Aboriginal Relations and Reconciliation Committee
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Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview
Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Faculty of Humanities, Department of Linguistics and Faculty of Education, Indigenous Education Art Napoleon, 2014 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee Key Terms and Concepts for Exploring Nîhiyaw Tâpisinowin the Cree Worldview by Art Napoleon Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental Member iii ABstract Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Supervisor Dr. Peter Jacob, Department of Linguistics Departmental MemBer Through a review of literature and a qualitative inquiry of Cree language practitioners and knowledge keepers, this study explores traditional concepts related to Cree worldview specifically through the lens of nîhiyawîwin, the Cree language. Avoiding standard dictionary approaches to translations, it provides inside views and perspectives to provide broader translations of key terms related to Cree values and principles, Cree philosophy, Cree cosmology, Cree spirituality, and Cree ceremonialism. It argues the importance of providing connotative, denotative, implied meanings and etymology of key terms to broaden the understanding of nîhiyaw tâpisinowin and the need -
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. -
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. -
Cultural Awareness and Relationship Building with Indigenous Peoples 1
2020 Cultural Awareness and Relationship Building with Indigenous Peoples 1 Town of Devon 2 Table of Contents Preface ...................................................................................................................................................... 5 Using this Document ................................................................................................................................. 5 Purpose of this Document ........................................................................................................................ 5 Introduction ............................................................................................................................................ 6 About the Town of Devon ......................................................................................................................... 6 Town of Devon Indigenous Engagement Mission and Vision ...................................... 6 Vision ......................................................................................................................................................... 6 Mission ...................................................................................................................................................... 6 Commitment to Indigenous Peoples and the Treaty Relationship ........................................................... 6 Why Indigenous Engagement .................................................................................................................. -
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. -
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. -
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. -
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. -
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. -
Indian Band Revenue Moneys Order Décret Sur Les Revenus Des Bandes D’Indiens
CANADA CONSOLIDATION CODIFICATION Indian Band Revenue Moneys Décret sur les revenus des Order bandes d’Indiens SOR/90-297 DORS/90-297 Current to October 11, 2016 À jour au 11 octobre 2016 Last amended on December 14, 2012 Dernière modification le 14 décembre 2012 Published by the Minister of Justice at the following address: Publié par le ministre de la Justice à l’adresse suivante : http://laws-lois.justice.gc.ca http://lois-laws.justice.gc.ca OFFICIAL STATUS CARACTÈRE OFFICIEL OF CONSOLIDATIONS DES CODIFICATIONS Subsections 31(1) and (3) of the Legislation Revision and Les paragraphes 31(1) et (3) de la Loi sur la révision et la Consolidation Act, in force on June 1, 2009, provide as codification des textes législatifs, en vigueur le 1er juin follows: 2009, prévoient ce qui suit : Published consolidation is evidence Codifications comme élément de preuve 31 (1) Every copy of a consolidated statute or consolidated 31 (1) Tout exemplaire d'une loi codifiée ou d'un règlement regulation published by the Minister under this Act in either codifié, publié par le ministre en vertu de la présente loi sur print or electronic form is evidence of that statute or regula- support papier ou sur support électronique, fait foi de cette tion and of its contents and every copy purporting to be pub- loi ou de ce règlement et de son contenu. Tout exemplaire lished by the Minister is deemed to be so published, unless donné comme publié par le ministre est réputé avoir été ainsi the contrary is shown. publié, sauf preuve contraire. -
Circle of Knowledge Episode 2 – Matthew Wildcat
Circle of Knowledge Episode 2 – Matthew Wildcat Conor Kerr: Today on the Circle of Knowledge Podcast. Matthew Wildcat: I always really like speaking in Edmonton, because I always think of Edmonton as being one of the indigenous capitals of the world. It's easy to turn away from authority, but we actually need to dive into it and to define how we locate those forms of authority. But I prefer to talk about it in terms of responsibility, because what locating response does is it says, “okay yes there is going to be places where people make decisions and responsible for things, but then they're nested within that large web of relations and their acting based on those indigenous laws in order to do all this." Conor Kerr: Tawow, come on in. Welcome to the Circle of Knowledge podcast sponsored by the Edmonton Community Foundation. My name is Conor Kerr, and I'll be your host today for a conversation with Matt Wildcat. Matt is a professor of political science at the University of Alberta and works on Indigenous governance structures. Today we're really going about wahkohtowin and his work with the Maskwacîs Education Schools Commission. We are going to start off with our interview with Matt Wildcat and Eliot Young. And then move into a recording of Matt's lecture that he gave at NorQuest College. Conor Kerr: All right. Good afternoon everybody and welcome to the second episode of our Circle of Knowledge indigenous speakers podcast. My name is Conor Kerr, and I am the manager of our Indigenous Relations and Services team at NorQuest College. -
Acknowledging Land and People
* ACKNOWLEDGING LAND AND PEOPLE Smith’s Landing First Nation TREATY 4 Dene Tha’ Mikisew First Nation MNA Cree Lake REGION 6 Nation TREATY 6 Athabasca Athabasca Beaver First Nation Chipewyan TREATY 7 Little Red River First Nation Cree Nation TREATY 8 Tallcree MNA First REGION 1 Nation Fort McKay TREATY 10 PADDLE PRAIRIE MNA REGION 5 First Nation Métis Settlements Loon River Peerless/ Lubicon First Nation Trout Lake Fort McMurray Lake Nation MNA Regional Zones First Nation Woodland Cree Métis Nation of First Nation Whitefi sh Lake Fort McMurray Alberta (MNA) First Nation Bigstone Cree First Nation (Atikameg) Association Nation PEAVINE Cities and Towns GIFT LAKE Chipewyan Kapawe’no Duncan’s Prairie First First Nation First Nation Kapawe’no Nation Sucker Creek First Nation Grande First Nation Lesser Slave Lake Sawridge Horse Lake Prairie First Nation First Nation EAST PRAIRIE Swan Heart Lake River First Nation** Sturgeon Lake Driftpile First BUFFALO LAKE Nation Cree Nation First Nation Beaver Cold KIKINO Lake Cree Lake First Nation Nations Whitefi sh Lake First MNA N a t i o n ( G o o d fi s h ) Kehewin ELIZABETH TREATY 4 First Nation Frog REGION 4 Alexander First Nation Saddle Lake Michel First Lake First Alexis Nakota Sioux First Nation Cree Nation Nation TREATY 6 Nation FISHING Edmonton Paul First Nation LAKE TREATY 7 Papaschase First Nation Enoch Cree Nation (Edmonton) Ermineskin Cree Nation TREATY 8 Louis Bull Tribe Jasper Samson MNA Montana Cree Nation Cree Nation TREATY 10 REGION 2 Métis Settlements O’Chiese First Nation Sunchild First