The purpose of this study was to examine eight elementary school social studies textbooks using the method of content analysis to analyze the treatment of Indians in the books selected for the study. <p>It was conceded at the outset that not all teaching about Indians is done in social studies programs and not all information about Indians is presented through textbooks. However, it was recognized that the textbook is the basic guide for many teachers and students, and often the single source for historical information presented in social studies courses in elementary school classrooms.<p> For the purposes of content analysis of the textbooks the guidelines of Berelson for content analysis were used to develop the categories. The procedures developed by Dr. Hargopal Dhand of the University of Saskatchewan, Saskatoon were modified to suit the purpose of this study.<p>Data Work Sheets and Data Summary Sheets were used to gather and record information concerning frequency of occurrence of paragraphs devoted to Indians in the textbooks, topical classification of the paragraphs, illustrative and decorative features of the textbooks, classification of Indians presented, tribes selected, major topics discussed and approval or disapproval of Indians presented. The data were tabulated in both numerical and percentage form.<p>A pilot study and validation procedure were carried out with students and professors of the College of Education, University of Saskatchewan in order to validate the method.<p>It was found that generally the books analyzed gave an incomplete historical picture of Indian-Canadians. It was also found that Indian themes received low priority in the number and quality of illustrative and decorative features in the books.<p> Indians were presented in such a manner as to detract from an understanding of the diversity of Indian cultures, languages and personalities. Indians were presented in a manner that lends itself to the encouragement of broad generalizations concerning an extremely wide variety of people that are classified as Indians.<p>It was also found that there was a lack of variation in the tribes presented; there was a failure to reflect the richness and variety of Indian cultures in Canada; there was a high degree of unfavourable or negative presentation of Indian characters.<p> For the most part Indians just are not there except for the initial contact-with Europeans, the beginning of the fur trade and a brief re-emergence during the Northwest Rebellion of 1885.<p> It was concluded that for the most part the textbooks analyzed will not contribute positively to helping Indian and non-Indian elementary school students in Saskatchewan know and understand the Indian dimension of Canadian history and culture.

This thesis represents an interpretive exploration into the experiences of First Nations' children who were receiving special education services and who had a history of receiving special education services. My purpose was to discover "What is a 'special' education for First Nations' children?" I began with the stories which brought me to this inquiry and the literature which connected with those stories. Then through open-ended interviews, eight First Nations' children gave stories that spoke of their experiences. My interpretations of their stories were reflected within the context of my non-Native culture, knowledge and experiences. The interpretations were offered as possible ways of seeing and knowing the experiences of the First Nations' children and as possible ways of opening oneself to respecting an-'other' way of seeing and knowing. My exploration led me to see anew what a 'special' education might be for First Nations' children. / vii, 160 leaves ; 29 cm.

The purpose of this study was to examine eight elementary school social studies textbooks using the method of content analysis to analyze the treatment of Indians in the books selected for the study. It was conceded at the outset that not all teaching about Indians is done in social studies programs and not all information about Indians is presented through textbooks. However, it was recognized that the textbook is the basic guide for many teachers and students, and often the single source for historical information presented in social studies courses in elementary school classrooms. For the purposes of content analysis of the textbooks the guidelines of Berelson for content analysis were used to develop the categories. The procedures developed by Dr. Hargopal Dhand of the University of Saskatchewan, Saskatoon were modified to suit the purpose of this study.Data Work Sheets and Data Summary Sheets were used to gather and record information concerning frequency of occurrence of paragraphs devoted to Indians in the textbooks, topical classification of the paragraphs, illustrative and decorative features of the textbooks, classification of Indians presented, tribes selected, major topics discussed and approval or disapproval of Indians presented. The data were tabulated in both numerical and percentage form.A pilot study and validation procedure were carried out with students and professors of the College of Education, University of Saskatchewan in order to validate the method.It was found that generally the books analyzed gave an incomplete historical picture of Indian-Canadians. It was also found that Indian themes received low priority in the number and quality of illustrative and decorative features in the books. Indians were presented in such a manner as to detract from an understanding of the diversity of Indian cultures, languages and personalities. Indians were presented in a manner that lends itself to the encouragement of broad generalizations concerning an extremely wide variety of people that are classified as Indians.It was also found that there was a lack of variation in the tribes presented; there was a failure to reflect the richness and variety of Indian cultures in Canada; there was a high degree of unfavourable or negative presentation of Indian characters. For the most part Indians just are not there except for the initial contact-with Europeans, the beginning of the fur trade and a brief re-emergence during the Northwest Rebellion of 1885. It was concluded that for the most part the textbooks analyzed will not contribute positively to helping Indian and non-Indian elementary school students in Saskatchewan know and understand the Indian dimension of Canadian history and culture.

The current discourse on women who work in the sex trade is often viewed through a lens based on “victim and abuse” (Gorkoff and Runner, 2003, p. 15) positioning them as being helpless, needing to be rescued and reformed in hopes they will become upstanding citizens. Constructing a resilient identity of Indigenous women who have had involvement in the sex trade aims to shed new light on the identities of a population who are often portrayed negatively. One of the ways this reconstruction can be done is to focus on their familial relationships, thereby challenging the existing discourse that often blames the families of women in the sex trade as reasons for their involvement. Using narrative analysis, this qualitative study focused on the lives of five Indigenous women who have had involvement in the sex trade. The purpose of this study was twofold: First was to gain an understanding of the familial relationships of Indigenous women who have had involvement in the sex trade; second was to gain an understanding of how these relationships have contributed to their resiliency. The Indigenous women who participated in this study shared stories of their familial relationships highlighting the supportive and constructive aspects derived from their familial relationships. Secondly, they discussed the economic violence that found them making a constrained choice to engage in the sex trade as a means of survival. Thirdly, they spoke of how their familial relationships created family bonds, their connections to their families, and described their families as a source of strength, courage, and unconditional love, which positively contributed to their resilience. The fourth theme challenges the victim and abuse paradigm, as their narratives of resilience reveal how these women have sought to construct new identities and outlines the struggles they have encountered in their efforts to develop these new identities.

Thesis (M.A.)--Carleton University, 2008. / Includes bibliographical references (p. 103-106). Also available in electronic format on the Internet.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 119-128). Also available in electronic format on the Internet.

Thesis (M.A.) - Carleton University, 2001. / Includes bibliographical references. Also available in electronic format on the Internet.

Thesis (M.A.)--Trent University, Peterborough, Ont., 1999. / Mode of access: World Wide Web. Includes bibliographical references.

Regional development in Canada is uneven. However, it is less clear whether native development in Canada is similarly patterned as non-native development. As well, it is not evident whether variations exist in the differences between the level of development of native and non-native people in different regions of Canada.<p> Development is a multi-dimensional process involving economic and social change. The primary purpose of this thesis is to examine the use of the indicator approach to create a measure of development which encompasses both the economic and social dimensions of development. The secondary purposes of the thesis are: (1) to use the indicator approach to compute a measure of development to identify spatial variations in the level of development of native people in Canada in 1981, and (2) to use development indicators to examine the spatial variations in the concept of dualism as it applies to native and non-native residents of Canada.<p> The data source for this analysis is the 1981 Native Summary Tape, a special tape produced by Census Canada containing a multitude of socio-economic data for natives and non-natives at the national, provincial, census division and census subdivision level. The primary statistical technique used in the computation of the development measures is principal components analysis. The development measures are computed at the census division level and mapping aids in the identification of the spatial patterns.<p> The results from this analysis suggest that the indicator approach to measuring development presented in this thesis is a valuable tool in the identification of spatial variations in development. This is an important procedure for researchers who wish to examine development in its socio-economic totality. Native development and dualism between native and non-native Canadians do vary spatially. The general pattern is higher native development and lower dualism between natives and non-natives in the larger urban centers and in central Canada.

Regional development in Canada is uneven. However, it is less clear whether native development in Canada is similarly patterned as non-native development. As well, it is not evident whether variations exist in the differences between the level of development of native and non-native people in different regions of Canada.<p> Development is a multi-dimensional process involving economic and social change. The primary purpose of this thesis is to examine the use of the indicator approach to create a measure of development which encompasses both the economic and social dimensions of development. The secondary purposes of the thesis are: (1) to use the indicator approach to compute a measure of development to identify spatial variations in the level of development of native people in Canada in 1981, and (2) to use development indicators to examine the spatial variations in the concept of dualism as it applies to native and non-native residents of Canada.<p> The data source for this analysis is the 1981 Native Summary Tape, a special tape produced by Census Canada containing a multitude of socio-economic data for natives and non-natives at the national, provincial, census division and census subdivision level. The primary statistical technique used in the computation of the development measures is principal components analysis. The development measures are computed at the census division level and mapping aids in the identification of the spatial patterns.<p> The results from this analysis suggest that the indicator approach to measuring development presented in this thesis is a valuable tool in the identification of spatial variations in development. This is an important procedure for researchers who wish to examine development in its socio-economic totality. Native development and dualism between native and non-native Canadians do vary spatially. The general pattern is higher native development and lower dualism between natives and non-natives in the larger urban centers and in central Canada.