In 2004, Métis Nation offices began to register and issue identification cards to Métis citizens who met certain criteria. While many Métis people did register, and are registering, there are many who have not, and will not. As a result, some question the validity of the registry because it is unclear how it can reflect an accurate picture of the culture when not all Métis are represented. Through in-depth, unstructured interviews, my reflexive ethnography traces the accounts of six Métis citizens in southern Saskatchewan. I explore their stories about their Métis-ness, and their experiences with the registry. I also explore my own experiences with the registry and my journey to un/discover my own Métis-ness. The findings are presented in a creative non-fiction essay. The conclusions suggest that identification cards cannot grant someone admission to a culture; rather, cultural identity requires time, effort, intent, active participation, and meaningful connection with others.

This thesis explores, from a labour perspective, the relationships between labour and environmental activists: relationships that were created following decades of conflict and resolution of environmental issues. Flowing from the question `What can be learned from labour leaders' experiences of building relationships with environmental activists?' I utilized the stories of those who were actively involved during and after the `war in the woods' period. This case study used an institutional ethnographic approach to determine how and why the conflict occurred. I argue that while the personal qualities of leadership are essential, they are not sufficient for relationship building. Labour leaders also need to prepare the ground inside individual unions to facilitate authentic external relationships that can turn into lasting political change. The final discussion turns to exploring unions as systems, leadership in unions, and reflecting on how labour leaders ready their unions to work effectively with coalition partners.

The Ironman triathlon began in 1978, according to popular accounts the result of an argument among a group of athletes about who was the fittest. Thirty years later, participation in the Ironman has grown exponentially despite the physical and mental demands of the sport. In my dissertation I examine the ways different types of pain and pleasure function in the production of bodies and selves within this sporting practice and how these understandings of pain and pleasure intersect with neoliberal discourses. My study adds to an important body of literature in the sociology of sport that has explored pain and injury. This literature has revealed the normalization of pain and injury in sport, at the expense of athletes’ short and long-term health. Exploring pain and pleasure in a recreational sport and fitness practice and in light of neoliberal governmentality offers new insights. I conducted semi-structured interviews with 19 recreational Ironman triathletes and incorporated my own Ironman experiences into the project. Mediated representations of the sport helped to contextualize the interview and autobiographical materials. I subjected the information that I gathered to a critical discourse analysis informed by the theoretical perspectives of Michel Foucault. My findings reveal that there are multiple ways that people construct their experiences of pain and pleasure in the Ironman context. Athletes strive to negotiate “positive” and “negative” kinds of pain in an effort to produce skilled, disciplined bodies, capable of finishing the event and claiming an “Ironman identity.” Pleasure in this sport seems mostly connected to ideas of challenge, achievement, rewards, and recognition. The constructions of pain and pleasure largely reify dominant sport and exercise discourses which promote discipline, toughness, and achievement. Considering the Ironman in light of neoliberalism, it was evident that values of health, self-esteem, the use of pain, and the primary use of non-work/leisure time for training and racing were intricately connected to ideas about individual responsibility. I argue that as the “Ironman identity” becomes more normalized, our understandings of bodies and health shift in problematic way. This reinforces neoliberal ideologies of self-responsibility and makes diminished State responsibility for citizens more insidious than it is already. / Thesis (Ph.D, Kinesiology & Health Studies) -- Queen's University, 2010-12-22 11:37:39.876

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This research is an account of Pikangikum Anishinaabeg experiences as provincial forest firefighters in the Red Lake region of Ontario. It illustrates historic and contemporary community roles in firefighting in light of institutional changes that have affected their level of involvement. It describes relationships between Pikangikum Anishinaabeg and Euro-Canadian people within the institution of fire control and details how these relationships have developed and changed since the early years of forest firefighting up to recent times. This story emerged through individual and collaborative analysis of documentary sources and empirical data from interview and participant observation settings. It finds that Pikangikum people excelled within the fire program at Red Lake from the 1930s to the 1970s by combining their pre-existing land-based knowledge with the hands-on training of Ontario Fire Branch representatives. This study also documents a period of decline in Pikangikum people’s presence on seasonal fire crews that began in the mid 1970s as Ontario adopted an increasingly standardized, technocratic approach to firefighting. It concludes by forwarding recommendations and highlighting recent developments which may hold the potential to reinvigorate Pikangikum representation on seasonal fire crews.

People with serious mental illness are genetically predisposed to diabetes. Their risk is heightened with the use of atypical antipsychotic medications. Contextual conditions also influence diabetes care and outcomes. There is a lack of research on diabetes care for the mentally ill in residential care facilities. Therefore, there is little understanding of the social relations that contribute to this group’s health disparities. Institutional ethnography was chosen to explore this phenomenon in a group of 26 women in a rural for-profit group home in southern Ontario. Work activities of residents and providers were examined to map out the social organization of health inequities. Interviewees included residents with diabetes, care providers, field workers, and health professionals. Observations and analysis of coordinating texts were further methods used to reveal disjunctures between discourses embedded within diabetes care guidelines and the actualities of living within imposed constraints of group home care. The overarching State interest in cost containment creates rationing that limits the care afforded residents, resulting in poor dietary intake and lack of quality of life opportunities. Further, group home policies regulate systems of safety, reporting, and financial accountability, but do not promote health. The medical and psychiatric divide also contributes to health disparities. Diabetes care provision supports ‘self-care,’ which is challenging for this group, and health providers lack understanding of contextual constraints. Combined, these social circumstances perpetuate disease development and make illness management difficult. These findings warrant the need for State financial support and policy changes that give primacy to illness prevention, health promotion, and medical management so the mentally ill can realize health and wellbeing. A linkage between mental and physical health care is also crucial. Further, health providers are urged to be critical of social ideologies that sustain health inequalities, and to deliver services that are sensitive to unique particularities.

This thesis reports the findings of an exploratory, ethnographic study of the spiritual journal keeping practices of Catholic university students at the 'Harbour House,' a Catholic student centre and parish operating on the campus of a large, Canadian university. Guided by the question,'How and why do Catholic students keep journals to document their spiritual lives?' it examines journal keeping in the context of Catholic spirituality, the relationships students have with their journals as spiritual documents, and the representations of information found in spiritual journals. Findings are organized under the themes of Content, Materials, Practice, and Structure, and demonstrate that spiritual journal keeping is a deeply personal activity that involves a variety of unique and individualized information practices and behaviours, developed and used in order to better navigate a vast and mysterious spiritual path, and to work towards spiritual growth.

This thesis focuses on nine children’s use of texts and literacy learning, both inside and outside of school, in a multilingual and multicultural setting in Sweden. The study investigates and maps texts that children encounter and use in their everyday lives, and explores what they do with them. The study also aims to investigate the conditions and possibilities of local literacies, exploring children’s meaning-making, identity-making and literacy learning through texts. By using an ethnographic approach involving participant observations, group and individual interviews, surveys and photographs, extended empirical data have been collected. Theoretically and in analysing empirical material, the study draws on research from New Literacy Studies and critical literacy. Concepts from the Four Resources Model (Luke & Freebody, 1999) as well as literary envisioning (Langer, 1995, 2011) and hermeneutic perspectives (Gadamer, 1975; Ricoeur, 1984, 1982) have inspired the analysis of the empirical material. The outcomes of the study may be used as a basis for the educational development of literacy learning during the middle school years 3–5. The repertoire of texts outside of school can be described as multi-faceted and multimodal and involves a massive amount of information. At the same time, inside school, major emphasis is put on formal training in skills such as spelling and grammar, while the repertoires of coding, functional use, meaning making and the critique of texts are altogether unorchestrated. The overall conclusion of the thesis is that literacy education must create opportunities for children to develop and build on their chronological memories of books, films, computer games and chatting on the Internet, so that they can view themselves as readers, meaning-makers and citizens that are able to critique, question, change and redesign texts.