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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 -
Aborlit Algonquian Eastern Canada 20080411
Read by Author Reference Article Title Aboriginal Aboriginal Language "Family" Emily Maurais, Jaques Quebec's Aboriginal Aboriginal Cree (Atikamekw) Languages Iroquoian Cree Algonquian Huron (Wyandot) Eskimo-Aleut Inuktitut Micmac (Mi’kmaq) Mohawk Montagnais Naskapi-Innu-Aimun Karlie Freeland, Jane Stairs, Arlene. 1988a. Beyond cultural inclusion: An Language Rights and Iroquoian Inuktitut Donna Patrick Inuit example of indigenous educational development. Language Survival Algonquian Inupiaq In T. Skutnabb-Kangas & J. Cummins (eds.) Minority Eskimo-Aleut education: From shame to struggle. Multilingual Matters 40. Series editor Derrick Sharp. Clevedon, G.B.: Multilingual Matters, pp. 308-327. Emily Hjartarson, Freida Papers of the 26th Algonquin Conference. Ed. David Traditional Algonquian Algonquian Pentland (1995): 151-168 Education Emily Press, Harold Canadian Journal of Native Studies 15 (2) 187-209 Davis Inlet in Crisis: Will the Algonquian Naskapi-Innu-Aimun (1995) Lessons Ever be Learned? Karlie Greenfield, B. Greenfield, B. (2000) The Mi’kmaq hieroglyphic prayer The Mi’kmaq hieroglyphic Algonquian Micmac (Mi’kmaq) book: Writing and Christianity in Maritime Canada, 1675- prayer book: Writing and 1921. In E.G. Gray and N. Fiering (eds) The language Christianity in Maritime encounter in the Americas, 1492-1800: A collection of Canada, 1675-1921 essays (pp. 189-211). New York, Oxford: Berghahn Books. Page 1 of 9 Majority Relevant Area Specific Area Age Time Period Discipline of Research Type of Language Research French Canada Quebec -
1996 Matthewson Reinholtz.Pdf
211 TIlE SYNTAX AND SEMANTICS OF DETERMINERS:' (2) OP A COMPARISON OF SALISH AND CREEl /~ Specifier 0' Lisa Matthewson, UBC and SCES/SFU Charlotte Reinholtz, University of Manitoha o/"" NP I ~ the coyote 1. Introduction According to the OP-analysis, the determiner is the head of the phrase and takes NP as its The goal of this paper is to provide a comparative analysis of determiners in Salish languages complement. 0 is a functional head, which selects a lexical projection (NP) as its complement. and in Cree. We will show that there are considerable surface differences between Salish and The lexical/functional split is summarized in (3): Cree, both in the syntax and the semantics of the determiners. However, we argue that these differences can and should be treated as part of a restricted range of cross-linguistic variation (3) If X" E {V, N, P, A}, then X" is a Lexical head (open-class element). within a universally-provided OP (Determiner Phrase)-system. If X" E {Tense, Oet, Comp, Case}, then X" is a Functional head (closed-class element). The paper is structured as follows. We first provide an introduction to relevant theoretical ~haine 1993:2) proposals about the syntax and semantics of determiners. Section 2 presents an analysis of Salish determiners, and section 3 presents an analysis of Cree determiners. The two systems are briefly A major motivation for the OP-analysis of noun phrases comes from the many parallels between compared and contrasted in section 4. clauses and noun phrases. For example, Abney (1987) notes that many languages contain agreement within noun phrases which parallels agreement at the clausal level. -
Past Tense, Imperfective Aspect, and Irreality in Cree
143 PAST TENSE, IMPERFECTIVE ASPECT, AND IRREALITY IN CREE Deborah James Scarborough College, University of Toronto In the Cree-Montagnais-Naskapi language complex, and also in at least some other Algonquian languages as well, there are two differ ent types of morphological device for indicating past tense. One of these is the use of a prefix, which in Cree-Montagnais-Naskapi takes the form /ki:/ or /ci:/.1 The other is the use of what are known in the literature as "preterit" suffixes. In the dialect of Moose Factory, Ontario, with which this paper will be primarily concerned, the pre terit suffix takes the form /htay/ when the verb is in the indepen dent indicative and when either the subject or the object of the verb is first or second person, and it take a form characterized basically by the element /pan/ in all other cases.2 It is of interest to ask how, if at all, these two devices for indicating past tense differ from each other in meaning and usage. In this paper, I will examine in detail one dialect, the Mosse Cree dialect, and I will show that there are two major types of difference between the /ki:/ prefix and the pre terit suffix. The first difference involves an aspectual distinction; the second involves the fact that the preterit—but not /ki:/—can be used to indicate things which are not past tense at all, but are instead hypothetical or irreal. And it will be shown that this latter use of the preterit is semantically linked both with its use to indicate past tense and also more specifically with its use to indicate aspect. -
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. -
Oneida Cultural Heritage Department Saving Our Oneida Language
Oneida Cultural Heritage Department By: Dr. Carol Cornelius and Judith L. Jourdan Edit, Revision, and Layout: Tiffany Schultz (09/13) Saving Our Oneida Language INTRODUCTION • All Oneida nation governmental By: Dr. Carol Cornelius meetings to conduct the business of the The Oneida Language Revitalization people were in Oneida Program began in the spring of 1996 in 1600’s response to a national crisis, a state of • The arrival of the French, Dutch, and emergency, in which a survey indicated there English began to impact our economy were only 25-30 Elders left who had learned to and these European languages were speak Oneida as their first language. learned by a few Oneida people in When many of us were very young, we order to conduct trade. heard Oneida spoken all the time by our Elders. 1700’s We must ensure that our little ones now hear • 1709 – Queen Anne ordered that the and learn to speak Oneida. As a Nation we have Common Prayer Book be translated into an urgent need to produce speakers to continue the Mohawk language. This was done Oneida Language. by Eleazer Williams in 1800. As a result of the survey taken, a ten • 1750 – Samuel Kirkland began year plan was developed to connect Elders with missionary efforts which impacted our trainees in a semi-immersion process which language. Many Oneida supported the would produce speakers and teachers of the Americans in the American Revolution. Oneida language. The goal was to hear our 1820’s Oneida language spoken throughout our • Eleazor William’s land negotiations and community. -
Tuscarora Trails: Indian Migrations, War, and Constructions of Colonial Frontiers
W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2007 Tuscarora trails: Indian migrations, war, and constructions of colonial frontiers Stephen D. Feeley College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Indigenous Studies Commons, Social and Cultural Anthropology Commons, and the United States History Commons Recommended Citation Feeley, Stephen D., "Tuscarora trails: Indian migrations, war, and constructions of colonial frontiers" (2007). Dissertations, Theses, and Masters Projects. Paper 1539623324. https://dx.doi.org/doi:10.21220/s2-4nn0-c987 This Dissertation is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. Tuscarora Trails: Indian Migrations, War, and Constructions of Colonial Frontiers Volume I Stephen Delbert Feeley Norcross, Georgia B.A., Davidson College, 1996 M.A., The College of William and Mary, 2000 A Dissertation presented to the Graduate Faculty of the College of William and Mary in Candidacy for the Degree of Doctor of Philosophy Lyon Gardiner Tyler Department of History The College of William and Mary May, 2007 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPROVAL SHEET This dissertation is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Stephen Delbert F eele^ -^ Approved by the Committee, January 2007 MIL James Axtell, Chair Daniel K. Richter McNeil Center for Early American Studies 11 Reproduced with permission of the copyright owner. -
Sahuhlúkhane' Ukwehuwenéha They Learned to Speak It Again
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 10-10-2018 10:00 AM Sahuhlukhané ’ Ukwehuwenehá They Learned to Speak it Again: An Investigation into the Regeneration of the Oneida Language Rebecca Doxtator The University of Western Ontario Supervisor Debassige, Brent The University of Western Ontario Graduate Program in Education A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Arts © Rebecca Doxtator 2018 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Indigenous Education Commons, Language and Literacy Education Commons, and the Language Description and Documentation Commons Recommended Citation Doxtator, Rebecca, "Sahuhlukhané ’ Ukwehuwenehá They Learned to Speak it Again: An Investigation into the Regeneration of the Oneida Language" (2018). Electronic Thesis and Dissertation Repository. 5766. https://ir.lib.uwo.ca/etd/5766 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract This study investigated the significance of the Oneida language to two groups of Oneida speakers and learners in the Onʌyota’á:ka’ Oneida Nation of the Thames community. This study included three research questions: (a) what is the significance of Oneida language to Oneida adult language learners who are seeking to acquire -
Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America. -
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 -
Interior Plains Region Might Vary
124-155_Ch05_F4 2/1/07 7:30 PM Page 124 CHAPTER Interior Plains 5 Land of Open Skies n the late 1700s, explorer and mapmaker David Thompson I travelled west after exploring the Canadian Shield. He kept a journal as he travelled, and this is how he described the region that would be called the Interior Plains. What I now relate is of the great body of dry land at the east foot of the mountains, the northern part of the forests, and the southern part of the plains, through which roll the Bow and Saskatchewan Rivers with their many branches. The Bow River flows through the most pleasant of the plains, and is the great resort of the bison and the red deer. The snow of the glaciers of the mountains, which everywhere border the west side of these plains, furnish water to form many rivers. The rivers that roll through this immense unbroken body of land of plains and forests are beautifully distributed... The climate is good, the winters about five months, the summers are warm, and the autumn has many fine days. The soil is rich and deep... and agriculture will succeed... 124 124-155_Ch05_F4 2/1/07 7:30 PM Page 125 Canada: Our Stories Continue The Interior Plains is a large region that covers parts of ? Critical Inquiry TIP Manitoba, Saskatchewan, and Alberta, as well as parts of the Northwest Territories and Yukon Territory. This region is Retrieving fairly flat, with low hills. It has areas of grassland, wooded Look at graphs, maps, tables, charts, and parkland, and large northern forests. -
The Way of the Drum—When Earth Becomes Heart Part I
The Way of the Drum—When Earth Becomes Heart Part I Healing the Tears of Yesterday by the Drum Today: The Oneida Language is a Healing Medicine Grafton Antone As I travelled the path of life, little did I realize the suppression I was experiencing as an Ukwehuwe in my Euro-western formal educational journey. The Western model of human development is linear and has four general domains: emotional, social, physical, and intellectual. This Western model emphasizes physical and intellectual development to meet career standards and personal expectations. The Aboriginal Ukwehuwe model of human development is circular and consists of four parts: emotional, mental, physical, and spiritual. The Elders tell us that, to be fully developed, one must maintain balance in all four of these areas. My story shows my development in the Western model. My perseverance afforded me a certain measure of success, but as I passed through the different stages of life, I could sense that there was something missing in my life that I could not explain or identify. It was not until I began teaching the Oneida Language (Onyota’a:ka) that I realized what the missing links were. This is my story of discovery, reorientation, and balance. The information I will share with you is based on my work with various adult students learning Onyota’a:ka as a Second Language in the Toronto School Board. In 1995-96, the class had a high enrolment of 30, but that gradually fell off to about 15. In 1996-97, the class began at 22 then tapered off to 10.