This thesis examines the pre-1900 relationship between the Oblates of Mary Immaculate, a French order of Roman Catholic priests, and the Sto:lo of the Fraser Valley. It considers the effects of the strict and inflexible Oblate system on the Sto:lo. Primary sources for this study were found at the Oblate Archives, the Archives of the Sisters of St. Ann, and from various oral testimonies. Under a regime called the "Durieu System", the Oblates encouraged the creation of segregated, self-sufficient agricultural villages on Sto:lo reserves. Ecclesiastically appointed watchmen recorded the names of transgressors against the Oblate "norms" of behaviour. No deviation was tolerated under this regime of surveillance and segregation. The thesis focuses on the Sto:lo children sent to the residential school at St. Mary's Mission; Sister Mary Lumena's diaries and the reminisces of a Metis student, Cornelius Kelleher, were the main sources of information. There were two schools on the site; the boys' under Oblate control, the girls' under the supervision of the Sisters of St.Ann. The schools were residential because the Oblates sought to isolate the children from Sto:lo elders who adhered to the "old ways". At school, children spoke only English and learned by rote-recitation. Sto:lo cosmology was replaced with the Roman Catholic religion. To prevent "immorality", the Oblates segregated the pupils from outsiders and the opposite sex; even their parent's visits were supervised. The school was self-sufficient so as to keep contact with the outside world at a minimum. The Oblates held a utopian vision of a docile, pious, capable, Roman Catholic peasantry. They hoped former pupils would return to their village and educate others or settle in agricultural villages under Oblate control. However, as this study shows, most pupils were orphans or Metis and did not have much influence in their village. This thesis suggests that the small numbers who attended St. Mary's found the transition between the Oblate and Sto:lo worlds difficult to make. Present-day informants described their reactions (which ranged from negative to ambivalent) to the residential school system and the effects of cultural confusion on their lives.

This thesis examines cross-cultural relationships between Indigenous and Settler women to challenge the dominant historiography that has overlooked women's lived experiences, and fill a gap in the literature concerning Indigenous – Settler relations. Conceptualizing the history of Indigenous – Settler relations as microhistories, this thesis argues that an increase of in case studies that are focused on Indigenous women’s experiences, are useful to nuance how historians think about colonialism at a macro level. Using a diaological approach I have situated myself as a participant within the research project and was able to partake in oral history interviews with Stó:lō and Settler women throughout the lower mainland in British Columbia. Throughout my discussions, it became apparent that female cross-cultural relationships occurred at certain places. Thus, this project analyzes the nature of female cross-cultural relationships that developed because of the residential school system, community interactions and religion. Were Indigenous and Settler women able to form meaningful relationships at these sites? If so, did these relationships change over the course of the twentieth century? By focusing on Indigenous women's experiences at these sites of encounter, it will be demonstrated that Settler women's colonial mindsets did not always determine the nature of cross-cultural interactions. This project makes important contributions towards an understanding of why some cross-cultural relationships were more meaningful and reciprocal than others. An analysis of colonial discourse coupled with case studies based on oral interviews offers a complex study of how colonialism and the dominant culture were experienced by Indigenous women in British Columbia from 1960 to 2009.

The Thesis Personal prose with an authorial commentary is divided into two parts. The first part consists of the personal prose called Before it Happened. This is a more perspective psychological prose from family life in which Mirek plays the lead role (is the main character). Mirek has been a more active child since his childhood. It brings to his parents a number of worries that multiply with increasing age. At the age of twelve, at the time when the story unfolds, his problems get too far and cause a number of complications in his parents' marriage as well. In the second part of the thesis the author reflects her own story. It deals, for example, with the characteristics of the individual characters, the motivation for the choice of the subject, the variants of the conclusion and the choice of the literary code and the title. Two literary criticisms and an author's statement to them form an integral part of the thesis. KEYWORDS psychological prose, Before it Happened, family relationships, troubled child, title, narration

This thesis examines the pre-1900 relationship between the Oblates of Mary Immaculate, a French order of Roman Catholic priests, and the Sto:lo of the Fraser Valley. It considers the effects of the strict and inflexible Oblate system on the Sto:lo. Primary sources for this study were found at the Oblate Archives, the Archives of the Sisters of St. Ann, and from various oral testimonies. Under a regime called the "Durieu System", the Oblates encouraged the creation of segregated, self-sufficient agricultural villages on Sto:lo reserves. Ecclesiastically appointed watchmen recorded the names of transgressors against the Oblate "norms" of behaviour. No deviation was tolerated under this regime of surveillance and segregation. The thesis focuses on the Sto:lo children sent to the residential school at St. Mary's Mission; Sister Mary Lumena's diaries and the reminisces of a Metis student, Cornelius Kelleher, were the main sources of information. There were two schools on the site; the boys' under Oblate control, the girls' under the supervision of the Sisters of St.Ann. The schools were residential because the Oblates sought to isolate the children from Sto:lo elders who adhered to the "old ways". At school, children spoke only English and learned by rote-recitation. Sto:lo cosmology was replaced with the Roman Catholic religion. To prevent "immorality", the Oblates segregated the pupils from outsiders and the opposite sex; even their parent's visits were supervised. The school was self-sufficient so as to keep contact with the outside world at a minimum. The Oblates held a utopian vision of a docile, pious, capable, Roman Catholic peasantry. They hoped former pupils would return to their village and educate others or settle in agricultural villages under Oblate control. However, as this study shows, most pupils were orphans or Metis and did not have much influence in their village. This thesis suggests that the small numbers who attended St. Mary's found the transition between the Oblate and Sto:lo worlds difficult to make. Present-day informants described their reactions (which ranged from negative to ambivalent) to the residential school system and the effects of cultural confusion on their lives. / Arts, Faculty of / Geography, Department of / Graduate

Abstract Elliott, E. 2022. Monsters versus Humans – A Comparative Study of the Storytelling about Sasquatch and Stallo This essay aims to get a deeper knowledge of how indigenous peoples have created discursive narratives to explain and understand the inexplicable occurrences in existence. The study has compared the discourses about Sasquatch and Stallo, figures from the lore of indigenous peoples in North America and northern Europe respectively, to see if and how they relate. By looking at traditional Sasquatch stories of Native American tribes in North America, and traditional Stallo stories of the Sami people in northern Europe, it has been possible to compare the contents of the storytelling to reveal both differences and similarities. Keywords: Sasquatch, Stallo, indigenous people, Native Americans, Sami, North America, Europe, ethnology, folklore / Abstrakt Elliott, E. 2022. Monster mot människor – En komparativ studie av berättandet om Sasquatch och Stalo Denna studie syftar till att få en djupare förståelse för hur ursprungsbefolkningar har skapat diskursiva narrativ för att förklara och förstå de oförklarliga inslagen i tillvaron. Studien har jämfört diskurserna om Sasquatch och Stalo, figurer från berättartraditioner hos ursprungsbefolkningar i Nordamerika respektive norra Europa, för att se om och hur de relaterar till varandra. Genom att se på traditionella berättelser om Sasquatch bland ursprungsbefolkningen i Nordamerika, och traditionella berättelser om Stalo bland samerna i norra Europa, är det möjligt att jämföra innehållet i berättandet för att finna både skillnader och likheter. Nyckelord: Sasquatch, Stalo, ursprungsbefolkning, ursprungsamerikaner, samer, Nordamerika, Europa, etnologi, folklore