Cette recherche se penche sur l’impact des facteurs contextuels, familiaux et individuels dans l’accessibilité au postsecondaire des Premières Nations et des Métis âgés entre 18 et 34 ans qui vivent hors collectivités des Premières Nations au Canada. En plus de l’impact de ces facteurs au niveau national, cette recherche s’intéresse aussi à leur impact selon les trois types de systèmes scolaires canadiens « à choix exclusif », « à choix progressif » et « à choix multiples ». Des régressions logistiques multinomiales ont été réalisées sur les données de l’enquête auprès des peuples Autochtones de 2012. Trois groupes de facteurs qui totalisent 24 indicateurs ont été examinés afin de répondre aux questions de recherche. Les résultats de cette recherche montrent que même si les facteurs contextuels, tels que l’environnement social et scolaire au secondaire et les facteurs familiaux, tels que la scolarité des membres de la famille sont déterminants dans l’accès au postsecondaire des Autochtones, les facteurs individuels sont les principaux facteurs prédictifs de cet accès. Parmi les facteurs les plus importants, il y a la performance académique et le décrochage scolaire, suivi de l’âge qui affecte considérablement cet accès, particulièrement à l’université. De plus, l’analyse de l’effet de modération selon les trois systèmes scolaires canadiens a également permis de distinguer une différence significative entre ces derniers qui est perceptible, d’une part, par les variances expliquées et, d’autre part, par l’impact différé des trois groupes de facteurs étudiés. / This research assesses the impact of contextual, family and individual factors in access to postsecondary education of First Nations and Métis people aged between 18 and 34 years old, living outside First Nations communities in Canada. This research examines also the impact of these factors across the three postsecondary types of school systems of Canada, i.e., “exclusive choice”, “progressive choice” and “multiple choice”. Multinomial logistic regression analyses were performed on the data of the Aboriginal Peoples Survey of 2012. Three groups of factors totaling 24 indicators were examined in order to answer the research questions. The results of this research show that, while contextual factors, such as the social and academic environment and family factors, such as the high academic level of family’s members are determinant in access to postsecondary education among Aboriginals living outside First Nations communities, the individual factors are the main predictors of this access. Among these main predictors, there are academic performance, dropping out of school and age. In addition, the analysis of moderation effects according to the three postsecondary types of systems present in Canada showed significant differences that can be seen, first, in the explained variance and second, in the difference between the importance of the different groups of factors in each system.

A l’arrivée des premiers colons à Assiniboia en 1811, le territoire n’est encore qu’un terrain de chasse pour les grandes compagnies de commerce des fourrures, qui obéissent aux codes d’une lex non scripta propre au milieu et à l’économie des Territoires Indiens. La colonie dépend ensuite de la tutelle juridique de la Compagnie de la Baie d’Hudson, qui gère ses institutions légales et gouvernementales à l’abri d’interventions canadiennes ou britanniques. Jusqu’à son annexion au Canada en tant que province du Manitoba en 1869, Assiniboia est le seul district de l’Ouest canadien continental doté d’institutions législatives et judiciaires. Cette thèse analyse l’évolution de la loi et du droit dans la société métisse de la Rivière Rouge (Assiniboia). A travers les sources des fonds législatifs et judiciaires de la colonie, les récits, correspondances et journaux de dirigeants, de missionnaires et d’habitants d’Assiniboia, ce travail observe les usages de l’outil juridique et ses effets normatifs sur les colons. Cette étude postule qu’un demi-siècle après sa création, la Rivière Rouge est un espace légal hybride, où le droit coutumier coexiste avec le droit institutionnel. Cette recherche démontre l’importante participation de la population à sa propre gouvernance et l’établissement progressif d’un pluralisme juridique qui savait reconnaître et respecter les altérités sociales de la Rivière Rouge, où se rassemblaient des Eurocanadiens, des Autochtones et une majorité d’individus métissés et semi-nomades. Enfin, cette étude met en évidence le rôle fondamental des Métis et du métissage dans tous les processus de changements légaux du territoire. / This dissertation examines the evolution of law in Red River (Assiniboia) through the systems, ideas and events that informed the inhabitants’ concepts of rights, from the colony’s creation until its entry into the Canadian Confederation (as the province of Manitoba). Assiniboia was founded in 1811 in the unsettled Indian Territories which were used as hunting grounds by fur-trading companies, who developed the codes and practices of a lex non scripta on-site to regulate social norms, trade and competition. In the 1820s, the District of Assiniboia came under the management of the Hudson’s Bay Company and was placed under its jurisdiction, and, until the late 1860s, it was the only settlement of the western interior to have its own government and institutions. By looking at the legislative and judicial records of the district, the narratives, correspondence and journals composed by settlers, missionaries and rulers of Red River, this dissertation studies the uses of the law as a form of symbolic violence and a normative tool in the social context of the colony. This study contends that, half a century after its creation, Assiniboia was a hybrid legal space ruled simultaneously by customary and institutional law. It demonstrates the population’s active role in its own governance, and the gradual establishment of a legal pluralism that recognized and respected Red River’s multicultural society, one composed of French and English speaking settlers, Amerindians, and a majority of semi-nomadic people of mixed descent. Ultimately, this study highlights the fundamental role played by the Métis and their Native background in all of the changes to the territory’s legal system.

A l’arrivée des premiers colons eurocanadiens à Assiniboia en 1811, le territoire n’est encore qu’un terrain de chasse pour les grandes compagnies de commerce des fourrures, qui obéissent aux codes d’une lex non scripta propre au milieu et à l’économie des Territoires Indiens. La colonie dépend ensuite de la tutelle juridique de la Compagnie de la Baie d’Hudson, qui gère ses institutions gouvernementales, législatives et judiciaires à l’abri d’interventions canadiennes ou britanniques. Jusqu’à son annexion au Canada en tant que province du Manitoba en 1869, Assiniboia est le seul district de l’Ouest continental canadien doté de telles institutions. Cette thèse analyse l’évolution de la culture juridique de la société métissée de la Rivière Rouge (Assiniboia). A travers les sources des fonds législatifs et judiciaires de la colonie, les récits, correspondances et journaux de dirigeants, de missionnaires et d’habitants d’Assiniboia, ce travail observe les usages de l’outil juridique et ses effets normatifs sur les colons. Cette étude postule qu’un demi-siècle après sa création, la Rivière Rouge est un espace juridique hybride, où les lois coutumières coexistent avec celles du code civil de la colonie. Cette recherche démontre l’importante participation de la population à sa propre gouvernance et l’établissement progressif d’un pluralisme juridique, qui savait reconnaître et respecter les altérités sociales de la Rivière Rouge, où se rassemblaient des Eurocanadiens, des Autochtones et une majorité d’individus métissés et semi-nomades. Enfin, cette étude met en évidence le rôle fondamental des Métis et du métissage dans tous les processus de changements juridiques du territoire.

The topic of racism and prejudice is a very sensitive issue for many Canadians. This is primarily due to Canada's cherished image as a tolerant society leads even the most progressive people to adopt the belief that racism is comprised of only overt acts. However, what is not acknowledged by this old-fashioned view of prejudice is that the nature and expression of prejudice has evolved into a more covert form of prejudice known as modern prejudice (McConahay, 1986). This is particularly important because there is a well documented history of prejudice and discrimination of Aboriginal peoples in Canada, and without a proper understanding of the changing face of prejudice in Canada it is difficult to determine if there in fact has been a reduction in prejudiced attitudes towards Aboriginal peoples in Canada.<p> This study examines the criterion-related validity of the Prejudice Attitudes Towards Aboriginals Scale (PATAS) (Morrison, 2007) a 25 item (11 old-fashioned prejudice items and 14 modern prejudice items) newly developed measure of prejudicial attitudes towards Aboriginals developed using the theory of Modern Prejudice (McConahay, 1986). Four hundred and five undergraduate students completed a questionnaire including the PATAS, Right-wing Authoritarianism scale (RWA scale) (Altemeyer, 2007), Social Dominance Orientation scale (SDO5) (Pratto, Sidanius, Stallworth, and Malle, 1994), Motivation to Control Prejudice Reactions Scale (MCPRS) (Dunton and Fazio, 1997), and Form C of the Marlowe Crowne Social Desirability Scale (Renolds, 1982).<p> The results of this investigation revealed evidence attesting to the criterion-related validity of the PATAS. Participants who scored high on the PATAS also had high scores on the RWA scale, SDO5 scale, and tended to have a conservative political orientation. However, contrary to expectations, religious self schema was not found to be associated with PATAS scores. Practical applications and limitations of these findings are discussed as are possible directions for future research.

The topic of racism and prejudice is a very sensitive issue for many Canadians. This is primarily due to Canada's cherished image as a tolerant society leads even the most progressive people to adopt the belief that racism is comprised of only overt acts. However, what is not acknowledged by this old-fashioned view of prejudice is that the nature and expression of prejudice has evolved into a more covert form of prejudice known as modern prejudice (McConahay, 1986). This is particularly important because there is a well documented history of prejudice and discrimination of Aboriginal peoples in Canada, and without a proper understanding of the changing face of prejudice in Canada it is difficult to determine if there in fact has been a reduction in prejudiced attitudes towards Aboriginal peoples in Canada.<p> This study examines the criterion-related validity of the Prejudice Attitudes Towards Aboriginals Scale (PATAS) (Morrison, 2007) a 25 item (11 old-fashioned prejudice items and 14 modern prejudice items) newly developed measure of prejudicial attitudes towards Aboriginals developed using the theory of Modern Prejudice (McConahay, 1986). Four hundred and five undergraduate students completed a questionnaire including the PATAS, Right-wing Authoritarianism scale (RWA scale) (Altemeyer, 2007), Social Dominance Orientation scale (SDO5) (Pratto, Sidanius, Stallworth, and Malle, 1994), Motivation to Control Prejudice Reactions Scale (MCPRS) (Dunton and Fazio, 1997), and Form C of the Marlowe Crowne Social Desirability Scale (Renolds, 1982).<p> The results of this investigation revealed evidence attesting to the criterion-related validity of the PATAS. Participants who scored high on the PATAS also had high scores on the RWA scale, SDO5 scale, and tended to have a conservative political orientation. However, contrary to expectations, religious self schema was not found to be associated with PATAS scores. Practical applications and limitations of these findings are discussed as are possible directions for future research.

A l’arrivée des premiers colons eurocanadiens à Assiniboia en 1811, le territoire n’est encore qu’un terrain de chasse pour les grandes compagnies de commerce des fourrures, qui obéissent aux codes d’une lex non scripta propre au milieu et à l’économie des Territoires Indiens. La colonie dépend ensuite de la tutelle juridique de la Compagnie de la Baie d’Hudson, qui gère ses institutions gouvernementales, législatives et judiciaires à l’abri d’interventions canadiennes ou britanniques. Jusqu’à son annexion au Canada en tant que province du Manitoba en 1869, Assiniboia est le seul district de l’Ouest continental canadien doté de telles institutions. Cette thèse analyse l’évolution de la culture juridique de la société métissée de la Rivière Rouge (Assiniboia). A travers les sources des fonds législatifs et judiciaires de la colonie, les récits, correspondances et journaux de dirigeants, de missionnaires et d’habitants d’Assiniboia, ce travail observe les usages de l’outil juridique et ses effets normatifs sur les colons. Cette étude postule qu’un demi-siècle après sa création, la Rivière Rouge est un espace juridique hybride, où les lois coutumières coexistent avec celles du code civil de la colonie. Cette recherche démontre l’importante participation de la population à sa propre gouvernance et l’établissement progressif d’un pluralisme juridique, qui savait reconnaître et respecter les altérités sociales de la Rivière Rouge, où se rassemblaient des Eurocanadiens, des Autochtones et une majorité d’individus métissés et semi-nomades. Enfin, cette étude met en évidence le rôle fondamental des Métis et du métissage dans tous les processus de changements juridiques du territoire.

A l’arrivée des premiers colons eurocanadiens à Assiniboia en 1811, le territoire n’est encore qu’un terrain de chasse pour les grandes compagnies de commerce des fourrures, qui obéissent aux codes d’une lex non scripta propre au milieu et à l’économie des Territoires Indiens. La colonie dépend ensuite de la tutelle juridique de la Compagnie de la Baie d’Hudson, qui gère ses institutions gouvernementales, législatives et judiciaires à l’abri d’interventions canadiennes ou britanniques. Jusqu’à son annexion au Canada en tant que province du Manitoba en 1869, Assiniboia est le seul district de l’Ouest continental canadien doté de telles institutions. Cette thèse analyse l’évolution de la culture juridique de la société métissée de la Rivière Rouge (Assiniboia). A travers les sources des fonds législatifs et judiciaires de la colonie, les récits, correspondances et journaux de dirigeants, de missionnaires et d’habitants d’Assiniboia, ce travail observe les usages de l’outil juridique et ses effets normatifs sur les colons. Cette étude postule qu’un demi-siècle après sa création, la Rivière Rouge est un espace juridique hybride, où les lois coutumières coexistent avec celles du code civil de la colonie. Cette recherche démontre l’importante participation de la population à sa propre gouvernance et l’établissement progressif d’un pluralisme juridique, qui savait reconnaître et respecter les altérités sociales de la Rivière Rouge, où se rassemblaient des Eurocanadiens, des Autochtones et une majorité d’individus métissés et semi-nomades. Enfin, cette étude met en évidence le rôle fondamental des Métis et du métissage dans tous les processus de changements juridiques du territoire.

In 2015, the Truth and Reconciliation Commission of Canada (TRC) called on Ministries of Education, Faculties of Education, school administrators, and K-12 teachers to integrate Indigenous knowledges and pedagogies across the school curriculum. The TRC explicitly emphasized that education would be the intergenerational key to reconciliation in Canada and most provinces and territories quickly implemented curricula and developed resources to respond to the Calls to Action. Despite this mandate and these commitments, many teachers and teacher candidates continue to report that they do not have the skills, knowledge, or confidence to teach about the history of the Indian Residential Schooling system, Indigenous knowledges, or reconciliation. Research suggests that teacher resistance to "difficult knowledge" is a crucial contributing factor toward teachers avoiding, ignoring, and dismissing reconciliation work and upholding colonial logics. Moreover, teacher candidates and teachers often rely on the inaccurate and incomplete narratives they have learned about Canadians and First Nations, Inuit, and Métis Peoples. This impacts what and how they teach about these relationships, complicating the transformational changes the TRC urgently called for. How, then, might teachers unlearn these colonial stories and move from learning about Indigenous peoples to learning from them? Drawing on Donald’s concept of "ethical relationality", this study employed a qualitative approach to conduct conversational interviews with teacher candidates, teachers, staff, and students at two research sites. This study asks, "What are the curricular and pedagogical significances of ethical relationality to processes of unlearning colonialism?" Using a hermeneutic approach to interpret the stories shared, this study weaved within and between the landscapes of home and place. Findings reveal that teachers who experience supportive, multi-layered, and extended opportunities to unlearn settler colonialism and learn Indigenous wisdom traditions and knowledges from Indigenous peoples have the opportunity to understand a new story about Canadian-Indigenous relations. This study suggests that unless teachers begin to unlearn colonial logics, deeply understanding that they are implicated in ethical kinship relations with the places in which they live and with First Nations, Inuit, and Métis peoples, there is a significant possibility that curricula, professional development, and resources will not manifest in the transformational change that the TRC called for.

Employing decolonized, Indigenous research methods, the author considers Métis Beadwork Practice through the analytical lens of Therapeutic Jurisprudence and establishes the practice as a holistic Indigenous Legal Pedagogy for knowledge creation and mobilization in legal education. The author agrees with Drs. Friedland and Napoleon who suggest that a significant challenge in and to Indigenous legal research is that such research occupies a space of “deep absence,” with the starting line moved back as a consequence of colonialism. Building on the work of Dr. Shawn Wilson, the author espouses an Indigenous Research Paradigm which requires a prioritization of the relationship to the ideas and making space for non-linear logic systems and Indigenous ways of knowing in scholarly research. In her work, the author prioritizes synthesis over deconstruction on the belief that deconstructing relationships to ideas for the purpose of analyzing them would have the effect of damaging the cognitive and emotional relationships developed through the research ceremony. While the work embodies the four essential elements of autoethnography, the author argues that the work of Indigenous scholars speaking in their own voices is sui generis in nature. She argues that Indigenous scholars who employ storytelling and other culturally-relevant knowledge mobilization practices are engaging a distinct Indigenous Research Method. This work ultimately progresses in a non-linear fashion and incorporates extra-intellectual knowledge including poetry, music, and photography. The use of multiple fonts and other formatting devices including right justification are used to underline shifts in voice and perspective throughout the work. These pedagogical choices valourize the ways of knowing of Indigenous women and honour the author’s Métis worldview, including her understanding that all things are interrelated. The author examines, and ultimately eschews, notions of neutral objectivity in research as colonial constructs that undermine Indigenous Knowledge Systems and contribute to the ongoing colonization of Indigenous peoples in post-secondary education. Following an introduction to the legal and social history of Forced Assimilative Education of Indigenous Peoples in Canada, the author reviews recent research into ongoing colonialism, racism, and ethno-stress experienced by Indigenous Learners in post-secondary education. The ii author subsequently explores the specific concern of the subjugation and erasure of Indigenous women’s knowledge in academia. She conducts a review of existing literature in the sphere of Feminist Legal Theory, examining and ultimately rejecting intersectionality and conceptualizations of sisterhood as possible remedies to discrimination faced by Indigenous women legal scholars. She argues that the lived experience of Indigenous women is situated not at an intersection, but rather in the centre of a colonialism collision. As a consequence, the author argues that existing Feminist Legal Theory does not create adequate space for Indigenous difference, experiences, or worldviews. Offering insight into legal education, legal ethics, and professionalization processes, the author also explores questions of lived experience of Indigenous lawyers beyond the legal academy. She argues that learning the language of law is but the first element in a complex professionalization process that engages structures of patriarchal hierarchy in addition to the other forces, including colonialism and racism, that shape the legal profession. She further argues that, for Indigenous peoples, learning to speak the linear, official language of legal education represents a collision of even more complex systems of dominance, with the regulated approach to learning and problem-solving standing in direct opposition to Indigenous ways of knowing. Consequently, Indigenous law Learners frequently experience an intellectual rupture when engaging in the professional assimilation process. The author offers an overview of Calls to Action 27, 28, 42, and 50 of the Truth and Reconciliation Commission of Canada and an introductory environmental scan of ongoing efforts to decolonize and indigenize law schools including land-based learning and the development of Indigenous Course Requirements (ICRs). The author subsequently considers the process of decolonizing the legal academy through the analytical lenses of Therapeutic Jurisprudence and Therapeutic Jurisprudence+. She ultimately positions the act of decolonizing legal education as an act grounded in decolonial love with the potential for healing individuals and communities struggling with ongoing colonialism and racism in the academy. Building on the work of the late Professor Patricia Monture-Angus and contemporary Indigenous legal scholars including Drs. Tracey Lindberg, Darcy Lindberg, Val Napoleon, and John Burrows, the author considers possibilities for reimaging legal education through the development and use of Indigenous Legal Pedagogies. The author argues that Beadwork Practice holds a distinctive language of possibility as an Indigenous Legal Pedagogical practice as a result of deeply entrenched links between beads and law. The author explores the social and legal history of beads as a tool for legal knowledge production and mobilization in the context of wampum belts and beyond, including the use of Métis beadwork as a mnemonic device to facilitate intergenerational knowledge transfer of stories and songs that carry law. Further, she examines colonial law and policy that served to undermine the legal value of beads, and canvases emerging trends in the revitalization of community beadwork practice. Finally, the author positions Beadwork Practice as a holistic Indigenous Legal Pedagogy to support not only the revitalization of Indigenous Legal Orders and the development of cross-cultural competency as required under Calls to Action 27 and 28, but also therapeutic objectives of individual and community healing.

Cette étude mobilise trois histoires de vie afin d’étudier la construction des subjectivités de femmes biraciales au Québec en 2021. En plus de s’inscrire dans les études sociologiques de la famille, cette recherche dévoile également l’articulation d’un dialogue entre la littérature issue des mixed-race studies, les études critiques de la race, les études de la blanchité. Annexé au savoir expérientiel des répondantes, cela permet de mettre en lumière certains enjeux rencontrés face à l’articulation des identités raciales des femmes issues d’une union interraciale (Noire-blanche). Ainsi, les objectifs spécifiques de ce travail sont d’analyser les impacts de ces enjeux raciaux sur la construction du soi. Les concepts de la racialisation mouvante, voire aléatoire, la binarité de la race ainsi que l’invalidation des identités raciales dans divers espaces de socialisation sont particulièrement explorés. C’est avec un bref rappel historique du passé esclavagiste de la « Belle Province » (Québec) que je démontre que la domination blanche en tant que système est au fondement des stéréotypes raciaux socialement construits qui continuent à définir (ou de laisser se définir) les corps noir.e.s et biraciaux. Quoique cette emprise racialisante soit un frein aux articulations complexes des identités biraciales, cette recherche illustre qu’il est néanmoins possible, par le biais de la résistance et de l’agentivité, que des femmes biraciales construisent leurs subjectivités en dehors des cadres fixes, objectivants et imposés socialement.