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This study investigates the importance of traditional hunting knowledge to Cree identity and experience. My fieldwork was conducted in Wemindji, James Bay, Quebec, with Cree trappers and on the interactions of scientific researchers and Cree trappers. I explore the connections between these interactions and wider relationships of the Crees with histories of extractive development and the State. The misrecognition or negation of Cree authority in development discourse and outcomes has contributed to subsistence practices and traditional hunting knowledge becoming politically and emotionally charged signifiers. I argue that subsistence practices and traditional hunting knowledge have come to encode cultural difference and the assertion of authority in relation to struggles for recognition of Cree authority over their traditional territories.

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This study examines the foundation of contemporary Cree performance, tracing its existence to traditional Cree narratives. Contained within traditional Cree stories is the trickster, Wasakaychak. These oral stories are shared collectively, providing the community with relevant cultural knowledge. The thesis concludes that contemporary Cree playwrights and performers such as Shirley Cheechoo and Margo Kane maintain the roles of traditional storytellers because their work informs its audience about the history of the land and also comments on the state of the community. This study further demonstrates how the mythological character, Wasakaychak, remains an active part of Cree society by examining his significance within Tomson Highway's plays, The Rez Sisters and Dry Lips Oughta Move to kapuskasing. / v, 107 leaves ; 28 cm.

This thesis presents a cultural analysis of teenage pregnancy in a Cree community. In the last fifty years, social and material change, prompted by residential schooling and the growth of settlement life, have catalyzed a shift in teenage perceptions of parental authority and norms of social relations. Today the peer group is a pre-eminent agent of socialization, generating pressure to drink and be sexually active. The peer group also, in part, sustains the valuation of motherhood, and some indigenous norms of interpersonal communication and socially appropriate behaviour. In this contemporary context, the meanings of teenage childbearing are multiple, and different for each individual. / Although a biological fact, teenage pregnancy may also be seen as a product of how differentials in power between teenagers, their peers and people of different age and social groupings are played out. The construction of a category of adolescence and the centrality of fertility and reproduction are keys to understanding the social and symbolic significance of teenage pregnancy. This analysis emphasizes the interactive relationship between historical change, ideological beliefs and individual perceptions in shaping the meaning of teenage pregnancy in a Cree community.

Thesis (Ph.D.) -- McMaster University, 1998. / Includes bibliographical references (leaves 298-305). Also available via World Wide Web.

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The Native peoples of North America still confront the challenges of lingering colonial cultural imperialism. One such challenge is that of Native education, and its unfortunate management by the European-descended political powers. Using tactics such as assimilation, segregation and integration, the establishment used schooling as a blunt tool to solve the so-called "Indian problem"---that is, the assimilation of the Native population into the European way of life. The results were predictably tragic; the current education system is still perceived as a tool of colonization by many Natives. / After so many failed attempts, policy-makers are finally looking to return to the First Nations the education they need, not what North America thinks they should have. One example of this is the proposal to create an institution of higher learning within the Cree communities of Northern Quebec. This dissertation examines the possible challenges and benefits of such a project. It explores the relationship between Cree students and the current "mainstream" education system by way of research, participant-observation narrative and the voice of the Cree themselves while interviewed. / Since they must travel to non-Native communities to pursue higher education, Cree students typically deal with culture shock, alienation and no small degree of racism while studying. In addition a commonality of experience between the Cree and students of other Native communities while attending a "white" school precipitates a pan-Indian/super-tribal perspective, which becomes an important factor in their world view. / Because this dissertation uses participant-observation and interview methodologies for research, and because the subjects of the observation and the interviews are Cree students, then it is necessary for this dissertation to first survey the topics of Pan-Indian Identity and Culture Shock and put them into context. In fact, a large part of the participant-observation narrative is that of the author integrating into a Cree community as an educator. This narrative essentially documents the author's own stages of culture shock, a mirror to that which the Native student faces "down south" at college. These are examples of the real anxieties and challenges faced when immersed in a new and different culture. / The Native perspective is provided by the Cree students themselves in interviews that were fortunately rich in narrative recollection. In addition to answering the standard interview questions, the interviewees offered their own anecdotes, observations and insights into their experiences within the "mainstream" education system. / The conclusions drawn in this body of research may go towards dealing with the legacy of Cree distrust towards an educational system possibly perceived as an imposition of a colonizing society, and to answering the real needs of Native students who are seeking to benefit from education, whatever its form.