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Spring 2016

Zeidler, Martin

This ethnographic research investigates the sociolinguistic climate and practical challenges in accessing and opening local space for Indigenous cultural expression. The author premised this research on two questions: What is the practical process involved in the organization of a community-based

cultural mentoring project? Secondly, within the context of this local research, what are the participants’ perceptions of the cultural experience? Over the past 120 years, the immeasurable damage of the Canadian residential school system in systematically usurping local Indigenous authority, destabilizing

cultural infrastructure and wresting away control of language has effectively eroded and marginalized Indigenous cultural expression leaving thousands of adolescents institutionalized in government care, and resulted in several generations of Canadians culturally removed from their own heritage. This

2001

Martin, Jane Vera, 1953-

1970-12-01

Popp, Roger

Presented at the twelfth annual meeting of the Western Association of Sociology and Anthropology

2020-04-01

Parlee, Brenda

NFRF-T NOI awarded in 2020: The scope of the project is novel in its combined concern with the well-being of Indigenous peoples and the conservation of biodiversity; it is also unique in its intention to build capacity within Indigenous communities to document and mobilize knowledge about

biodiversity-well-being in ways that are recognized by regional-national-global institutions of biodiversity conservation. The research project was defined in collaboration with Indigenous organizations and partners in Canada and globally. We propose a place-based participatory approach that allows for

capacity-building, evidence-based research, knowledge mobilization and action in key regions globally. Led by Indigenous scholars and an Indigenous Advisory Council, the research team will engage in collaborative community-based research within Canada and 5 other global hubs. Building from the successes of

Spring 2022

Reddekopp, George Neil

. The first two of these, Aboriginal title and Crown fiduciary duty, date from the 1970s and 1980s respectively. While both of these were viewed as having great promise at their appearance, neither has come to apply to more than a narrow range of the broader Indigenous-Crown relationship. Aboriginal

title is not a consideration where that title has been ceded or otherwise lost, and as developed by the Supreme Court of Canada, does not provide the exception to Crown allodial title and jurisdiction sought by Indigenous peoples asserting it. The Supreme Court's statement that the Indigenous-Crown

relationship is broadly fiduciary has not resulted in the imposition of Crown fiduciary duty other than in cases where the Crown has assumed discretionary control over a cognizable, tangible, Indigenous interest. Over the past 20 years, the Honour of the Crown has developed as a principle of general

Spring 2020

Wang, Yichuan

participation are two important problems because such projects often bring negative environmental or socio-cultural impacts. Theoretically, participation without influence indicates lack of power in the decision process. Participation of Indigenous Peoples and knowledges in EA and whether that participation

Indigenous Peoples and knowledge systems are reflected in decision-making outcomes. This dissertation focuses on participation and influence of Indigenous and other groups in the EA process in the Mackenzie Valley, Northwest Territories, a co-management process set up to give Indigenous Peoples more say in

groups, with fixed effects and clustering by project. The summary statistics show that Indigenous Peoples without settled land claims lead in participation opposing a project while Proponents lead in participation supporting a project. The regression results show wide differences in the degree of

2015-05-10

Anna Wilson MEd.

The Indigenous Roots within Canadian Soil This poster answers the question \"How can educators motivate students to learn Aboriginal languages?\" The answer is to return to the original Aboriginal names of Canada's provinces and territories before European contact enabling Aboriginal students to

reclaim their ancestors' rightful place in Canadian history. This answer is supported by the following concepts: 1. We must learn the Indigenous names of the land to learn how to be better stewards of the land. “In Cree Canada means the land that is clean” (Cardinal, 1951, p.3). Skutnabb-Kangas (2001

) argues that the preservation of global linguistic diversity is essential to ecological biodiversity (p. 208). 2. Indigenous languages must be de-stigmatized to inspire Aboriginal students to learn them. 3. Learning the Aboriginal names of the Canadian provinces and territories prior to European

Fall 2023

Garrett, David

This thesis is composed of three studies. First study (Gold Mining and Disparities in Indigenous Infant Health in the Brazilian Amazon): Regulations in mining industries can mitigate environmental pollution and health risks. The health of indigenous communities may be disproportionately harmed by

mining because they are often remote and disadvantaged economically, socially, and politically. Using data on over 200,000 births across municipalities in the Brazilian Amazon, along with satellite mapping of gold mines, I compare health outcomes for indigenous and non-indigenous infants in

municipalities with and without sites of illegal and legal mining. I find evidence of negative effects of illegal mines on birthweights, specifically for indigenous infants. My results also indicate heterogenous impacts of illegal mining on indigenous birthweights, with indigenous infants born to single mothers

Fall 2019

Myette, Natasha KJ

Early school leavers can provide valuable insight on their experiences within the educational sector. This research explores Indigenous understandings of success, particularly those that are not reflected in contemporary mainstream educational institutions. This thesis includes 11 narrative

interviews with 9 self-identifying First Nations people, one Métis individual, and one First Nations elder. Ten interviews were conducted with individuals who had an early secondary leaver status , including an Adult Basic Education (ABE) past. A narrative methodology based on central tenets of Indigenous

early leaver status. Social reproduction theory is utilized within the analysis of this paper, including an emphasis of how varying forms of capital play a pivotal role in structural inequality. The results of this thesis suggest that Indigenous students experience educational barriers in the areas of

1996

Halkow, Yvonne Lucienne.