This study was designed to identify the needs of Native students at the University of Saskatchewan. The researcher claimed that the university does not adequately address Native student needs. The importance of this issue is heightened in today's society as Native students are entering universities in increasing numbers because they realize the necessity of university educated people. Native self-government and economic self-sufficiency are two goals which are attainable as more Native people successfully complete university studies.<p>Native students, however, continue to experience high attrition and low success rates at university. It is suggested that these trends continue because the university is founded and operates on philosophies and values which contradict those of Native cultures. Moreover, the university pays little attention to the cultural characteristics of Native people which results in an environment and learning styles that pose academic and non-academic difficulties for these students.<p> This research was conducted in the 1991-92 academic year and utilized three forms of data collection. The central theme was to determine what factors cause difficulties for Native students pursuing an education at the University of Saskatchewan. To provide a response for this question, four secondary areas were explored: demographic elements, academic and career experiences prior to university entrance, experiences at university, and initiatives that could be undertaken to improve the situation for Native university students. Seven interviews (involving eight individuals) who work with Native students were conducted. Forty students also completed questionnaires. Results from these two sources were analysed and it was determined that students and interviewees held similar opinions on some issues: academic preparation, funding, adjustment, the need for more Native services and Native employees. There were other issues (housing, health problems, university indifference) where interviewees were unaware of the magnitude of difficulties faced by Native students. There were other issues (child care, single parenthood) where interviewees perceived the difficulties to be greater than the perceptions of the students. Both student respondents and interviewees discussed the need for the university to undertake the implementation of a number of initiatives to improve the situation for Native students. The results from previous research were incorporated throughout the study. These results formed the basis for the construction of the research instruments. They were also a significant component of data analysis.<p>An analysis of the results led to the formulation of a number of recommendations which could prove beneficial for Native students if implemented. It is suggested that teachers and guidance counsellors could implement strategies which would enable students to heighten their academic qualifications and increase their awareness of programs and services prior to university entrance. Colleges, faculty, staff, and administrators at the university could also undertake measures to lessen the difficulties which Native students encounter at university and increase their representation in colleges where their enrolments have been traditionally minimal or non-existent. Finally, Bands and Tribal Councils (who are beginning to administer their own post-secondary programs), and the federal government can also play a significant role.

This study was designed to identify the needs of Native students at the University of Saskatchewan. The researcher claimed that the university does not adequately address Native student needs. The importance of this issue is heightened in today's society as Native students are entering universities in increasing numbers because they realize the necessity of university educated people. Native self-government and economic self-sufficiency are two goals which are attainable as more Native people successfully complete university studies.<p>Native students, however, continue to experience high attrition and low success rates at university. It is suggested that these trends continue because the university is founded and operates on philosophies and values which contradict those of Native cultures. Moreover, the university pays little attention to the cultural characteristics of Native people which results in an environment and learning styles that pose academic and non-academic difficulties for these students.<p> This research was conducted in the 1991-92 academic year and utilized three forms of data collection. The central theme was to determine what factors cause difficulties for Native students pursuing an education at the University of Saskatchewan. To provide a response for this question, four secondary areas were explored: demographic elements, academic and career experiences prior to university entrance, experiences at university, and initiatives that could be undertaken to improve the situation for Native university students. Seven interviews (involving eight individuals) who work with Native students were conducted. Forty students also completed questionnaires. Results from these two sources were analysed and it was determined that students and interviewees held similar opinions on some issues: academic preparation, funding, adjustment, the need for more Native services and Native employees. There were other issues (housing, health problems, university indifference) where interviewees were unaware of the magnitude of difficulties faced by Native students. There were other issues (child care, single parenthood) where interviewees perceived the difficulties to be greater than the perceptions of the students. Both student respondents and interviewees discussed the need for the university to undertake the implementation of a number of initiatives to improve the situation for Native students. The results from previous research were incorporated throughout the study. These results formed the basis for the construction of the research instruments. They were also a significant component of data analysis.<p>An analysis of the results led to the formulation of a number of recommendations which could prove beneficial for Native students if implemented. It is suggested that teachers and guidance counsellors could implement strategies which would enable students to heighten their academic qualifications and increase their awareness of programs and services prior to university entrance. Colleges, faculty, staff, and administrators at the university could also undertake measures to lessen the difficulties which Native students encounter at university and increase their representation in colleges where their enrolments have been traditionally minimal or non-existent. Finally, Bands and Tribal Councils (who are beginning to administer their own post-secondary programs), and the federal government can also play a significant role.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 451-504).

<p> Despite decades of Chaco-style great house research, the impetus for their construction and the extent to which their communities directly interacted across the northern Southwest remain poorly understood. A key question is whether great houses represent an articulated system centered at Chaco Canyon or whether they are a regional conceptualization of communal activities enacted on a local scale. The amount of documented great house variability suggests that local social and environmental contexts played an important role in the construction and use of these structures. </p><p> I present a case study of three late Pueblo II (A.D. 1050-1130) communities in the southern Cibola sub-region, located on the southern extent of the Pueblo culture area, to evaluate the role of great houses within their local and broader social contexts. I argue great houses in this area were constructed as costly signaling displays directed by local leaders to gain community prestige and access to non-local resources. I draw on survey, architectural, ceramic, faunal, and compositional data from each community to identify links between these great houses and others across the northern Southwest, examine the nature of great house use within the context of each associated community, and evaluate patterns of interaction with local and more distant communities. I then expand this analysis to evaluate evidence for costly signaling activities between great house communities from across the Chacoan sphere. </p><p> The results suggest that southern Cibola great houses were locally constructed using elements from the traditional Chaco architectural canon, and utilized remodeling events to increase their architectural link to Chaco Canyon. These great houses hosted community-integrating activities that incorporated ceramics from both the Pueblo and Mogollon ancestral traditions, possibly in an effort to socially integrate a multi-ethnic population. No evidence was identified to support the historically dominant model that southern Cibola great houses were built and controlled by Chaco Canyon populations. Based on this analysis, a costly signaling model better accounts for the construction of southern Cibola great houses than others posed for a Chaco regional system. This inference is supported at other great houses across the Chaco sphere, given the available macro-regional great house data.</p>

<p> This master&rsquo;s thesis presents language community information, a descriptive grammatical sketch and analysis of structures in <i>maqlaqsyals </i> (Klamath-Modoc), a severely endangered isolate language traditionally spoken in present-day southern Oregon and northern California. The basis for this thesis is data from descriptive grammars from Gatschet (1890) and Barker (1964) as well as further linguistic and academic literature surrounding <i> maqlaqsyals</i>. This thesis is important because there is limited literature on <i>maqlaqsyals</i> that is accessible to the language community and this thesis fills the literature gap. This thesis is an example in practice of linguistic sovereignty. This thesis provides accessible linguistic resources written by an Indigenous community member asserting local control. Additionally, this thesis is crucial because children are on longer learning <i>maqlaqsyals </i> as a first language. Second language speakers must become more knowledgeable of language structure in order to converse with other speakers, setting a future environment in which children can be taught <i>maqlaqsyals</i> as a first language.</p>

This table accompanies Douglas C. Harris' book 'Landing Native Fisheries: Indian Reserves and Fishing Rights in British Columbia, 1849-1925' (Vancouver: UBC Press, 2008). It provides additional and supporting detail for the Indian reserves that were specifically allotted for fishing purposes. For more information about the book, see http://www.ubcpress.ca/search/title_book.asp?BookID=5266

<p> My dissertation is a critical philosophical interpretation of selected constructs of Haudenosaunee culture addressing barriers to liberation from colonialism; the decolonization of the disruption of the original humanistic constructs rooted within Onkweh&oacute;nweneha; and what transformation means in the 21^st century. I also explore the contemporary realities of Haudenosaunee life from the Seven Spans paradigm of standards established by the Kaianerekowa &ndash; The Great Law of Peace; Gaiwiio &ndash; the Teachings of Handsome Lake; Indigenous deconstructive methodology framed by cultural transformation; and the construct of "extending the rafters" as a critical analysis of the Haudenosaunee from within. </p><p> Haudenosaunee culture is growing and flourishing, and in recent years, the young people who are driven by identity are seeking more understanding from life and culture. They are often met with resistance by self-appointed doorkeepers of the culture who are protectionist, and, in their attempts to protect, they discourage people. Their family's lack of activity in the longhouse community is often cited as reasonable cause. This is contrary to the original birthright of every Haudenosaunee person with respect to their culture. To challenge this issue, I advocate for more written cultural knowledge to be produced by Indigenous scholars as one critical step to cultural inclusion. </p><p> How we think, why we dream, how we solve problems, and what is important to a Haudenosaunee person are accumulating notions of cultural knowledge being forgotten as the Elders, the wisdom-keepers of repository knowledge, make their journey back to the Skyworld. It is vital that we explore these ideas in a process of decolonizing and experiential cultural learning connected to the important stories of the culture. This is an attempt at focusing that challenge with cause for dialogue.</p>

Historical trauma has affected the lives of all Aboriginal people in Canada. This thesis argues that Aboriginal art has the potential to contribute to recovery from trauma on an individual and a communal level but that its continued analysis through the Western gaze may take away from this restorative impact. The main purpose of this research is therefore to explore how historical trauma theory and the Aboriginal ethos can be viewed together to create a new hybridized lens though which to interpret Aboriginal art. This lens has been named the Spirit Mender Model. The thesis explains and illustrates how this model provides a useful Aboriginal lens through which to understand, interpret, and appreciate Aboriginal art in it restorative impacts.

No description available.

During the latter half of the 20th century, the term sovereignty has become a pivotal concept for describing the political goals of Indigenous movements. The term has come to stand for the general rights of Indigenous peoples to be self-governing and describe efforts to reverse and resist processes of ongoing colonization, dispossession and assimilation. The purpose of this dissertation is two-fold. First, it explores the role of planning in the erosion of Indigenous sovereignty and the creation of conflicts over urban land use and development. More specifically, it examines the role of planning in the project of securing, aggrandizing and normalizing Canada’s sovereignty claims, and illustrates how the idea of sovereignty influences the configuration of relations between Canada and Indigenous peoples. While the concept of sovereignty is not commonly discussed in planning literature or planning policy, it is argued that concepts such as property, jurisdiction, and Aboriginal rights serve as a cipher for sovereignty in the context of planning. This dissertation research finds that the practices and principles of planning aid in the narration of a political imaginary and the creation of a legal geography which affirms Canada’s territorial and moral coherence. This examination of planning is placed against the backdrop of broader historical tendencies in Canadian Aboriginal policy. The second purpose of this dissertation is to consider how taking Indigenous political authority seriously can present new ways of thinking about both planning and sovereignty. It is argued in this dissertation that Indigenous understandings of sovereignty originating in Indigenous law and Indigenous interpretations of Canadian law must be placed in the foreground in planning theory and practice. In the past, the interventions and alternatives advocated by planning both theorists and policy makers to improve the position of Indigenous peoples in planning processes have largely emphasized the recognition and inclusion of Indigenous peoples and reduced Indigenous struggles over territory to the realm of identity politics. As an alternative, foregrounding Indigenous political authority can present new ways of thinking about both planning and sovereignty.