Bolivia's indigenous peoples have long been and are still exposed to extensive violations, such as exclusion in working life, education and health care. The indigenous peoples of the country are demanding their right to greater political participation and greater access to rights. The current president of Bolivia, Evo Morales, focuses on improving the situation for the indigenous people in the country, which has resulted in an ongoing major social change regarding indigenous relations with the state. What is happening in Bolivia is that indigenous peoples have the opportunity to create indigenous autonomies where groups can create laws and form a local government based on the group's norms and values. In this way, the groups own identities can be confirmed and their control over territory can be strengthened. However, the implementation of autonomies is weak and slow. The aim of this study is to investigate the issue of why indigenous peoples want autonomy, through a case study of Bolivia's first indigenous autonomy Charagua. Through interviews of women living in Charagua, the results has been analysed based on Will Kymlicka’s, Charles Taylor’s and James Tockman’s theories for understanding such debates. Working with these theories makes it possible to analyse whether the reasoning is about communitarian or liberal values. The conclusion of my study suggests that the argument consists of a combination of communitarian and liberal thoughts but with its foundation in communitarianism, since the group's identity, culture and dignity seems to be valued more than liberal principles. / Bolivias ursprungsbefolkningar har länge varit och är fortfarande idag utsatta för omfattande kränkningar, såsom exkludering inom arbetsmarknad, utbildning samt hälsovård. Urfolken kräver nu sin rätt till större tillgång av rättigheter samt politiskt deltagande. Bolivias nuvarande president, Evo Morales, fokuserar på att förbättra situationen för urfolk i landet, vilket har resulterat i stora sociala förändringar när det gäller urfolks relation till staten. Vad som är aktuellt i Bolivia är att urfolksgrupper har möjligheten att skapa urfolksautonomier. Grupper kan därmed stifta lagar samt utforma lokala regeringar baserade på gruppers normer och värderingar. På så sätt kan dessa gruppers egna identiteter hävdas och deras kontroll över territorium kan stärkas. Implementeringen av autonomier i landet är dock svag och långsam. Syftet med denna studie är att, genom en fallstudie av Bolivias första urfolksautonomi Charagua, undersöka varför urfolk vill bilda autonomi. Genom intervjuer av kvinnor bosatta i Charagua har argumentationen analyserats utifrån Will Kymlickas, Charles Taylors och James Tockmans teorier för att förstå resonemangen som förs. Dessa teorier möjliggör en analys kring om argumentationen genomsyras av kommunitära eller liberala värderingar. Slutsatsen för min studie är att argumentationen är en hybrid av både kommunitära och liberala tankar, dock med sin grund i kommunitarismen då gruppens identitet, kultur och värdighet tycks värderas högre än liberala principer.

This thesis critically examines the role of indigeneity in urban policies and planning in a context of constitutional changes that have taken place in Bolivia and Ecuador in the recent decade. It departs from previous academic and policy research which mainly studied indigenous rights in rural areas and focused on urban indigenous peoples as outlawed, excluded, or insurgent subjects. Instead, it conceptualises the translation of indigenous rights into urban policies as a complex process in which a multiplicity of social actors – including government officials and urban indigenous groups – are involved. Drawing on the practice-centric literature on urban policy and planning, it recognises that the work of government officials is influenced by multiple factors such as constitutional texts as well as their personal views, interest group demands, and the wider structural and political environment surrounding them. Government attempts to translate indigenous rights are contrasted to urban indigenous peoples’ own understandings of indigeneity and associated interests and demands. In addition, this thesis uses an asset accumulation framework as well as the concept of tactics to identify how urban indigenous peoples address and negotiate their interests and demands and try to influence decision-making processes from the bottom-up. The thesis relies on La Paz (Bolivia) and Quito (Ecuador) as ‘illustrative cases’ to study the role of indigeneity in urban policies. As both La Paz and Quito represent capital cities, it was possible to approach government officials operating at multiple scales – international, national and local – as well as ordinary urban indigenous residents. Methodologically, the thesis employs a qualitative, case study comparison and draws on information derived from semi-structured interviews, document analysis, participant observation and participatory focus groups conducted during eleven months of fieldwork. In terms of comparison, this thesis makes use of a variation-finding approach. By explaining variations between the cases through focusing on the unique processes and factors that shaped the translation of indigenous rights within each city, it intends to offer a more nuanced and context-responsive approach for studying urban indigeneity and addressing indigenous rights in cities. A central finding of this thesis is that the incorporation of indigeneity into urban policies and indigenous people’s own practices to fulfil their specific demands were characterised by a set of conflicting realities: First, for government officials the translation of indigenous rights into urban policies sometimes clashed with other priorities – such as addressing universal rights and interests of non-indigenous pressure groups – or with their own views of the city as a ‘white’, ‘western’, and ‘modern’ places. Second, urban indigenous peoples articulated multiple and contradictory identities. They mainly did this by voicing specific demands for land – an important asset which they associated with the preservation of a communal and traditional lifestyle but also with aspirations to lead a modern and capitalist life in the city. Third, the findings reveal that indigenous peoples – particularly their community leaders – had to enter in negotiations with governments to access different assets such as land, housing, or education. In these processes leaders manoeuvred between different worlds. They had to conform to political agendas and – particularly in the case of Bolivia – to official spatialized understandings of identity and rights which often conflicted with their own sense of being indigenous in the city.

Abstract The purpose of the study was to broaden understanding of structural racism by examining the relationships between Indigenous peoples and nation-states in the context of education and how this affects Indigenous lives. This thesis delves into understanding both the theoretical and methodological contributions that more critical analyses can have on: the role of de-colonial approaches to Indigenous health research methodologies so that the most urgent health inequities are addressed through more rigorous and Indigenous specific research processes; and to improve our understanding of the complex interactions that historical and contemporary legacies of residential schools and boarding schools have on the health and well-being of Indigenous populations in Canada and Finland. The research design was a qualitative multiple case study informed by a public health critical race praxis. The study was completed in two phases; consisting of a literature study using content analysis of Indigenous research ethics protocols and policies, in Canada and the Nordic countries; and, three case studies developed from open ended questions from structured interview research comparing discriminatory experiences and its impact on self-perceived health with participants from Six Nations of the Grand River, Canada (n = 25) and the Sámi in Inari, Finland (n = 20); and their family members. The case studies were analyzed using both Western and Indigenous methodologies. Results of Phase one shows how Indigenous resistance to colonial structures within academia in Canada and Finland has resulted in dialogical processes to create an ethical space for working between the differing worldviews of academia and Indigenous communities with the aim to produce ethically valid knowledge. Phase two results shows that regardless of contextual differences of the experiences in Canada and Finland, the main parallel outcomes are similar, i.e. the teachings of shame received in these educational environments. This produces both vulnerabilities and resiliencies and the negative effects of shame require an ongoing healing journey for both individuals and their families and communities at large. Conclusion: For a more in depth understanding of structural racism and its influence on Indigenous health, investigations require methodological choices by both Western and Indigenous methodologies. / Tiivistelmä Tutkimuksen päämääränä on tuottaa tietoa rakenteellisesta syrjinnästä. Tämä tapahtuu tutkimalla alkuperäiskansojen ja kansallisvaltioiden välisiä suhteita koulujärjestelmissä sekä sitä, miten rakenteellinen syrjintä vaikuttaa alkuperäiskansojen jäsenten elämään. Tutkimuksen kriittinen analyysi tuottaa dekoloniaalisia lähestymistapoja terveystutkimuksen menetelmiin, jolloin tärkeimmät terveyserot paljastuvat alkuperäiskansalähtöisten tutkimusprosessien kautta. Tutkimus pyrkii lisäämään ymmärrystä siitä, millaisia väliaikaisia sekä nykypäivään asti ulottuvia vaikutuksia sisäoppilaitoksilla ja kouluasuntoloilla on ollut Kanadan ja Suomen alkuperäiskansojen jäsenten terveyteen ja hyvinvointiin. Väitöskirjan tutkimusasetelma on laadullinen monitapaustutkimus, jossa sovelletaan Critical Health Praxis (PHCR) -menetelmän viitekehystä. Tutkimuksen ensimmäisessä osassa vertaillaan laadullisen sisällönanalyysin avulla Kanadan ja Pohjoismaiden alkuperäiskansojen tutkimuseettisiä käytäntöjä ja menettelytapoja. Toisessa osassa on kolme tapaustutkimusta, jotka perustuvat strukturoidun kyselytutkimuksen avovastausten syrjintäkokemuksiin ja niiden vaikutuksiin itsekoettuun terveyteen Kanadan ensimmäisten kansojen jäsenillä (Six Nations of the Grand River, n = 25) sekä Suomen saamelaisilla (Inarin kunta, n = 20). Tapaustutkimuksissa sovelletaan alkuperäiskansalähtöisiä ja länsimaisia tutkimusmenetelmiä. Tulokset osoittavat, että alkuperäiskansojen vastustus kolonialistisia akateemisia rakenteita kohtaan Suomessa ja Kanadassa on synnyttänyt dialogisia prosesseja, joiden avulla voidaan luoda eettistä tilaa tiede- ja alkuperäiskansayhteisöjen maailmankuvien yhteensovittamiseksi ja eettisesti hyväksyttävän tiedon tuottamiseksi. Toisen vaiheen tulokset osoittavat, että vaikka Kanadan sisäoppilaitosten ja Suomen kouluasuntoloiden yhteiskunnalliset lähtökohdat ja käytännön toteutustavat eroavat toisistaan, lopputulos on samansuuntainen: kouluympäristön aiheuttama häpeä, joka tuottaa sekä haavoittuvuutta että resilienssiä. Kielteisten kokemusten työstäminen vaatii pitkää, parantavaa prosessia, joka koskee niin yksilöitä, perheitä kuin yhteisöjäkin. Johtopäätöksenä todetaan, että tarvitaan sekä länsimaisia että alkuperäiskansalähtöisiä tutkimusmenetelmiä, jos halutaan ymmärtää syvällisesti rakenteellista syrjintää ja sen vaikutuksia alkuperäiskansojen terveyteen ja hyvinvointiin.

Students of colonialism know well that the stories we tell have the capacity to make, maintain, or transform our relationships as well as our material futures. As earlier work has shown, Indigenous and settler peoples encountered and apprehended one another through story at first contact and in all subsequent contact moments, reaching right up to present-day mechanisms for negotiating conflicts over rights, resources, sovereignty, and historical injustice. In this dissertation, I explore in depth the role of story as a social practice in Indigenous-state relations, examining a series of key encounters over the last 150 years in which Indigenous peoples challenged and contested the state’s possession of their lands in what would become British Columbia. Informed by archival and community-based research with two Indigenous nations – the Stó:lō and the Haida – this study offers a history of Indigenous tactics in pursuit of the larger objective of decolonization, especially since the 1960s. Each of the four main chapters explores how Indigenous peoples have engaged distinct state-sanctioned mechanisms for addressing the state’s dispossession of their lands. The first chapter examines the dynamics of orality and literacy in a series of Stó:lō petitions from the late nineteenth century, a time when reserves were being reduced in order to accommodate a rapid influx of settlers seeking agricultural lands. Chapter 2 looks at Stó:lō experiences of treaty negotiation in the early twenty-first century, and how they are attempting to re-write the master narrative of Stó:lō -state relations. Chapter 3 focuses on the Haida blockade of logging in the mid-1980s, examining how the Haida acted into being what would become an iconic story of Haida nationhood. Finally, chapter 5 explores story and belief through a close study of the narrative dynamics of Haida participation in the Joint Review of the Enbridge Northern Gateway Project between 2012-2014. In each of these encounters, Stó:lō and Haida people exceed the limited narrative spaces they are assigned for communicating who they are and how they relate to their territories and to the state, while attempting to shift the established narrative. Recent scholarship on Indigenous-state relations has focused on how liberal settler states continue to exclude Indigenous peoples even through their gestures at including them into the body politic. While such work on the state is critical, I suggest that it is equally important to understand Indigenous peoples’ demonstrated capacity for collective cultural endurance, and how it exists in tension with the forces acting to assimilate and subsume Indigenous difference within the normative structures of settler society. This study attempts to grasp the nature of this endurance, and demonstrates how narrative is as central to Indigenous peoples’ repossessions of their land as it was to the state’s original dispossession of it. / Graduate / 2018-08-08

Philosophiae Doctor - PhD / This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers‘ ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners‘ ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher‘s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did. / South Africa

Philosophiae Doctor - PhD / This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers‘ ability to implement a Science-IK Curriculum in selected South Africanschools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners‘ ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher‘s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.

Magister Legum - LLM / Indigenous peoples constitute at least 5000 distinct peoples with a population of more than 370 million, living in 70 different countries. These peoples are typically subjected to a number of human rights violations (being excluded from decision-making processes and forced to assimilate into dominant groups, among others). The plight of these peoples has recently received worldwide attention. In 1989, the international community adopted the Convention on Indigenous and Tribal Peoples (Convention 169) to protect the rights of these peoples. In 2007 the UN adopted a Declaration on Indigenous peoples’ Rights. Attention is now focused on implementing indigenous peoples’ rights at the domestic level. Cameroon is not yet a party to Convention No.169 and so cannot be bound under the Convention to protect the rights of its indigenous peoples. Cameroon often denies any duty in this regard. However, Cameroon is party to core human rights instruments like the International Covenant on Civil and Political Rights, International Covenant on Economic, Social and Cultural Rights, International Convention on the Elimination of all forms of Racial Discrimination and the African Charter on Human and Peoples Rights and Freedom. Cameroon also voted in favour of the adoption of the UN Declaration on Indigenous Peoples Rights. These international human rights instruments, with the exclusion of the Declaration, are not specifically dedicated to indigenous peoples’ rights. Given this situation, two questions arise: is Cameroon bound by any international legal obligation to protect the rights of its indigenous peoples; and if so, is Cameroon implementing the basic international law principles relating to indigenous peoples’ rights. Using an in-depth study and analysis of various international human rights treaties to which Cameroon is a party, this research will explore the grounds on which Cameroon, though not a party to Convention 169, can be held bound to protect the rights of its indigenous peoples (chapter 2). This research present the situation of the indigenous peoples in Cameroon and provide a brief overview of the legislative and policy measures taken by the government which in some way provide entry points for the protection of the rights of the indigenous people in Cameroon (chapter 3). A critical analysis of these measures highlights some areas of success but also work that remains to be done to ensure that the rights of Cameroon’s indigenous peoples are fully protected (chapter 4). The study concludes with a number of recommendations for further study and legal reform (chapter 5).

The purpose of my study was to investigate an indigenous form of stone play as a projection medium in child psychological assessment. My theoretical framework was grounded in indigenous psychology. My literature study consulted theory relating to indigenous psychology, indigenous knowledge, play, assessment, asset-based approach and positive psychology. I followed a qualitative research approach, guided by an interpretivist epistemology. I employed an intrinsic case study design and purposefully selected the participant. My data collection methods consisted of interviews with the participant’s mother and observations of the participant during the Masekitlana sessions. I relied on audio-visual methods and a self-reflective journal as methods of data documentation. Six main themes emerged as the result of thematic analysis and interpretation that I have completed. Firstly, I found that during the Masekitlana sessions, the participant mentioned a desire or a huge need for food. Secondly, the participant also experienced conflict in the neighbourhood as a result of living conditions and poverty. This included experiences of peer conflict as well as indirect conflict among adults in the community. Thirdly, environmental factors in the informal settlement came to the foreground, like infrastructure, water supply and housing. In the fourth instance the participant expressed her daily routine of bathing, going to school, doing school work and going home. Fifthly, the participant projected her belief system by mentioning indigenous concepts, such as ‘Naka’ which refers to a sangoma (traditional healer). Lastly positive qualities within the participant are identified as a theme. Masekitlana poses to be a valid projection medium to conduct a psychological assessment with the participant because it provides an authentic psychological image. The standardization of Masekitlana as an assessment medium is suggested. Further research to develop psychological assessment media for children from African origin and culture is needed in South Africa. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

Esta tese trata da pesquisa arqueológica realizada na Terra Indígena (T.I.) Koatinemo, junto ao povo Asurini do Xingu. A partir dessa experiência reflete-se sobre a temporalidade das paisagens e as histórias indígenas de longa duração da região do médio-baixo Xingu, combinando-se dois horizontes de reflexão: o primeiro, lida com paisagens persistentes entrelaçadas à experiência da vivência nos lugares, ao contato com as narrativas históricas e à tradição oral dos Asurini; e o segundo, interligado ao primeiro, lida com a paisagem artefatual, materialmente transformada ao longo do tempo, e constituída por marcas visíveis deixadas pelas diferentes atividades humanas do passado. Em termos metodológicos foram empregadas técnicas de survey arqueológico e análise de coleções cerâmicas provenientes dos lugares/sítios arqueológicos identificados na referida T.I. Ao final o texto apresenta uma contribuição para o conhecimento sobre a ancestralidade indígena da paisagem e o modo como esta se relaciona com a história dos Asurini e das populações de línguas Juruna e Karib no médio-baixo Xingu. / This thesis deals with the archaeological research carried out in the indigenous land Koatinemo, together with the Asurini do Xingu indigenous people. From this experience, a reflection on the temporality of the landscapes and on the long lasting indigenous stories of the mid-low Xingu region was performed. Two horizons of reflection were combined on the approach. The first one deals with persistent places interconnected with the experience of living in the places, the contact with the historical narratives and the Asurini\'s oral tradition. The second one concerns the artifactual landscape that has been materially transformed over the time and consists of visible marks left by different human activities throughout the time. In methodological terms, the study applies techniques of archaeological survey and analysis of ceramic collections from the identified archaeological sites in the referred indigenous land. At the end, the text presents a contribution on current knowledge about the indigenous ancestry of the landscape and the way it is related to the history of the Asurini and of the populations of Juruna and Karib languages from the mid-low Xingu.

Colonization within Indigenous territories has impacted Indigenous governance structures and women in leadership in different ways. In order to best understand the violence, displacement and oppression that Coast Salish women face today we need to focus on the ways that the state has attacked the powerful role that si´em slheni´ (honoured and respected woman) held within her socio-political societies prior to contact. I use an historical institutional analysis to draw out the ways that history has impacted Coast Salish people. I also utilize Diane Million’s Felt Theory (2008) by weaving Coast Salish women’s stories, experiences, and understandings of colonization within their own ancestral territories. The research question at hand is: How have Coast Salish si´em slhunlhéni´ (honoured and respected women) been impacted due to colonization historically and how are these impacts still affecting our slhunlhéni´ and our communities today? In asking this question, I hope to urge the reader to engage a territorially-based approach in dealing with the violence and displacement that Indigenous women in Canada face today. I aim to do so by illustrating what an approach based in Coast Salish history and governance would look like. I argue that if we do not choose to take up a territorial based approach, we are only furthering the erasure and silencing of Indigenous womanhood denying its resurgence. I highlight how settler statecraft has played out in Coast Salish territory and explore the myriad of ways that racist ideologies and colonial violence have taken shape within Coast Salish territories. To do so, I examine the different ways that the state has attempted to control and pathologize coastal people and illustrate the shift that has occurred in moving from Coast Salish economies to capitalism. Ultimately, I demonstrate the multi-faceted approach taken by legislative discrimination that was fueled by ideological racism that the settler colonial project depends upon in order to maintain control over Indigenous lands, waters, and people. By examining these issues, I highlight how the settler project was able to weaken slhunlhéni´ role and therefore firmly establish itself within Coast Salish territories Finally, I turn to present day reality in Coast Salish territory and argue that while there are ways the state, settlers and Indigenous people living within Coast Salish territories are attempting to address the wrongs of colonization, Coast Salish women’s voices and roles are being left out of decolonial discourse and actions. In order to liberate Coast Salish women, we need to turn back to our ancestral ways and for those who are not a descendant to these territories one must work to understand what your responsibility is to the local people and women of these lands. In this way, centering a territorially based approach to governance in all acts of resurgence and decolonial action allows for Coast Salish women to maintain authority, therefore empowering these women. Centering local laws and governance will center Indigenous women, lifting them from the displaced positions they find themselves in today. / Graduate