This thesis works towards deconstructing stereotypical images of Indigenous women that frequent the pages of popular literature. It calls attention to the ideological foundation of Euro-Canadian literature, which is informed by a White-christian-patriarchy. That literature, as an institution of the Euro-Canadian nation, propagates images of Indigenous women as Indian princesses, squaw drudges, suffering helpless victims, tawny temptresses, and loose squaws. Consequently, Euro-Canadian literature imprisons us in images that foster both racist and sexist stereotypes and that encourage violence against us. Margaret Laurence's short story "The Loons" and William Patrick Kinsella's "Linda Star" provide illuminating examples of some of those images. While these writers do not represent all non-Indigenous people who write about Indigenous women, both of these writers are extremely popular Canadian writers whose stories are often read in elementary schools, high schools, and universities. At the centre of this thesis is Maria Campbell's semi-autobiographical <u>Halfbreed</u>. Campbell's Halfbreed significantly challenges Euro-Canadian literature's White-christian-patriarchal ideology by contextualizing the narrative in an Indigenous-gynocratic ideology. Her book destabilized White-Euro-Canadian liberals' complacency when, as an indigenous woman, Campbell named Euro-Canadians oppressors and identified Euro-Canadian power structures that illegally, unjustly, and intolerably imposed on her people's way of life. This thesis concludes that Campbell's <u>Halfbreed</u> encouraged many Indigenous people to appropriate the White-Euro-Canadian colonizer's English language to write ourselves out of oppression by re-claiming our self--which is ideologically rooted in autochthonous and gynocratic cultures.

The purpose of this study was to describe the obstetric hospitalization rates of northern and registered Indian women from April 1, 1992 to March 30, 1993 and to compare them with those of southern rural women in Saskatchewan.<p> Saskatchewan Health provided hospital separation data for 100% of northern and registered Indian women and for a 10% sample of southern rural and southern urban women hospitalized with obstetric diagnoses and procedures in 1992/93.<p> The crude, age-specific, and age-standardized hospitalization rates were based on the number of women of reproductive age or the number of deliveries or pregnancies. The average length of stay and hospital location were examined. Crude and age-adjusted odds ratios with 95% confidence intervals and chi-square tests were used to compare rates with southern rural women as the reference group. Oneway analysis of variance was used to compare the average length of stay for obstetric episodes among study groups.<p> The rate of obstetric episodes per 100 pregnancies were only 5 to 18% higher for northern women and southern registered Indian women. Northern and registered Indian women had higher rates for deliveries per 1,000 women, for ectopic pregnancies per 1,000 pregnancies, and for antenatal episodes with diabetes or abnormal glucose or with urinary tract infections per 100 pregnancies and lower rates of deliveries with cesarean sections, instrument use and episiotomy. Northern women had higher rates for deliveries with fetal and placental problems and for vaginal birth after cesarean section per 100 deliveries, and lower rates of antenatal episodes with hyperemesis per 100 pregnancies. All registered Indian women had lower rates of labour and delivery complications per 100 pregnancies. The average length of stay for obstetric episodes was similar for all study groups. Over 35% of northern women delivered in northern hospitals.<p> The results support continued northern obstetric practice and provide a baseline for evaluation of health transfer and renewal for northern tribal councils and health districts. The high fertility rates among northern and registered Indian women warrant a high priority on obstetric services, hospital facilities, prenatal care and postnatal care that are age and culture sensitive.<p>

This thesis works towards deconstructing stereotypical images of Indigenous women that frequent the pages of popular literature. It calls attention to the ideological foundation of Euro-Canadian literature, which is informed by a White-christian-patriarchy. That literature, as an institution of the Euro-Canadian nation, propagates images of Indigenous women as Indian princesses, squaw drudges, suffering helpless victims, tawny temptresses, and loose squaws. Consequently, Euro-Canadian literature imprisons us in images that foster both racist and sexist stereotypes and that encourage violence against us. Margaret Laurence's short story "The Loons" and William Patrick Kinsella's "Linda Star" provide illuminating examples of some of those images. While these writers do not represent all non-Indigenous people who write about Indigenous women, both of these writers are extremely popular Canadian writers whose stories are often read in elementary schools, high schools, and universities. At the centre of this thesis is Maria Campbell's semi-autobiographical <u>Halfbreed</u>. Campbell's Halfbreed significantly challenges Euro-Canadian literature's White-christian-patriarchal ideology by contextualizing the narrative in an Indigenous-gynocratic ideology. Her book destabilized White-Euro-Canadian liberals' complacency when, as an indigenous woman, Campbell named Euro-Canadians oppressors and identified Euro-Canadian power structures that illegally, unjustly, and intolerably imposed on her people's way of life. This thesis concludes that Campbell's <u>Halfbreed</u> encouraged many Indigenous people to appropriate the White-Euro-Canadian colonizer's English language to write ourselves out of oppression by re-claiming our self--which is ideologically rooted in autochthonous and gynocratic cultures.

The purpose of this study was to identify and describe the variables related to the occupational choice of Indian/Native teachers in Saskatchewan. In addition, four questions were posed to determine the extent of influence of specific people, internal agents, and ethnic concerns.<p>The sample for the study consisted of 115 Indian/Native teachers, all graduates of the Indian/Native Teacher Education Programs, and employed within Saskatchewan schools. Data was collected by a mail-out questionnaire. Through analysis of the data, the variables were identified, as was the extent of influence of specific people, internal agents, and ethnic concerns.<p>The major finding of this study was that Indian/Native teachers chose teaching as an occupation for reasons related primarily to ethnic concerns, rather than to variables identified in occupational choice approaches. Important differences were found in the variables of choice between Status Indian and Metis teachers; between younger and older teachers; and among those who had decided to become teachers within different age groups. These findings suggested the need for specially designed career education programs and the presentation of occupational information that would be relevant to Indian/Native students.<p>The five statements ranked most important by the total group in the decision to become a teacher were:<p>1.I enjoy working with children and/or youth. <p>2.Indian/Native teachers were needed in the school.<p>3.I wanted to help my people. <p>4.Indian/Native people are responsible for their own survival as a people.<p>5.I wanted to help Indian/Native people gain control of their education system.<p>Only the first statement related to occupational choice approach with the remaining four stemming from Indian/Native concerns.<p>Five research hypotheses were tested to answer the research questions. Significant differences were found leading to the acceptance of the hypotheses and the findings that differences existed between the variables related to the occupational choice of teachers classified on the basis of:<p>1. Age when the questionnaire was completed: The younger teachers, 19 30 years, differed from older teachers in their search for improved self identity; in being influenced by the opportunity to be a role model; and in desire to work against discrimination in schools. The older teachers, 31 years and older, were more influenced by positive family support; by the need to be with people; and by the desire for better living conditions.<p>2. Age when the decision was made to become a teacher: Respondents who had chosen teaching between the ages of 6 to 18 years,highlighted the importance of having supportive family; the desire to develop a positive self image; and the wish to gain professional recognition. Those who made the choice between 19 to 25 years, also pointed out self image needs. For them, the opportunity to be a role model was important, but family influence had been a minor factor. Those who decided at a later age, 26 years or older, wished to work with people and thought that teaching matched their interests.<p>3. Ethnic identity: Status Indian teachers had been strongly influenced by the family in contrast to the Metis group, which did not include family elements in their selection of 10 very important statements. The Me.tis teachers were motivated to teach because of perceived discrimination within schools; the need for an improved self image; and the perception that in teaching they could do what they liked to do.<p>4.Type of school attended.<p>5.Source of funding received while attending a teacher education program.<p>Teachers who had attended either a federal or residential school, and had received funding from Indian and Northern Affairs Canada were likely to be Status Indians.They had been strongly influenced by their families, by wanting to attend an Indian training program, and by wanting a better standard of living.Teachers who had attended a provincial school and received funding from the province of Saskatchewan were likely to be Metis.They had been strongly influenced by personal concerns for identity and independence. Family influence was a lesser factor.<p>In a further step of data analysis, the computation of mean response scores, individual family members, teachers, and the community were found to be relatively unimportant variables related to the decision to become a teacher.<p>Personality needs, interests, and abilities were important; the desire to improve socio-economic status and identification with a role model were found to be relatively unimportant.<p>The demand for Indian/Native teachers, the desire to help Indian/Native people, and Indian/Native control of the education system were found to be important variables. The desire to attend an Indian/Native training program and to receive funding during training were relatively unimportant variables related to the decision to become a teacher.

This thesis examines and interprets a social movement organization, the Regina Native Women's Group, as an organization that uses liberating community education as a method of improving the social, economic, cultural and political conditions of Native women and their families in the city of Regina. The study focuses on the issues of the housing and community-living crises that developed in Regina during the 1970's to portray the Group's utilization of liberating community education. The study examines factors such as racial and gender oppression, co-option by the state and dilemmas within the Regina Native Women's Group that often hindered it from obtaining social change. As well, the support that the organization received from grassroots organizations and society's institutions that enabled change to occur is also examined.

The purpose of this study was to describe the obstetric hospitalization rates of northern and registered Indian women from April 1, 1992 to March 30, 1993 and to compare them with those of southern rural women in Saskatchewan.<p> Saskatchewan Health provided hospital separation data for 100% of northern and registered Indian women and for a 10% sample of southern rural and southern urban women hospitalized with obstetric diagnoses and procedures in 1992/93.<p> The crude, age-specific, and age-standardized hospitalization rates were based on the number of women of reproductive age or the number of deliveries or pregnancies. The average length of stay and hospital location were examined. Crude and age-adjusted odds ratios with 95% confidence intervals and chi-square tests were used to compare rates with southern rural women as the reference group. Oneway analysis of variance was used to compare the average length of stay for obstetric episodes among study groups.<p> The rate of obstetric episodes per 100 pregnancies were only 5 to 18% higher for northern women and southern registered Indian women. Northern and registered Indian women had higher rates for deliveries per 1,000 women, for ectopic pregnancies per 1,000 pregnancies, and for antenatal episodes with diabetes or abnormal glucose or with urinary tract infections per 100 pregnancies and lower rates of deliveries with cesarean sections, instrument use and episiotomy. Northern women had higher rates for deliveries with fetal and placental problems and for vaginal birth after cesarean section per 100 deliveries, and lower rates of antenatal episodes with hyperemesis per 100 pregnancies. All registered Indian women had lower rates of labour and delivery complications per 100 pregnancies. The average length of stay for obstetric episodes was similar for all study groups. Over 35% of northern women delivered in northern hospitals.<p> The results support continued northern obstetric practice and provide a baseline for evaluation of health transfer and renewal for northern tribal councils and health districts. The high fertility rates among northern and registered Indian women warrant a high priority on obstetric services, hospital facilities, prenatal care and postnatal care that are age and culture sensitive.<p>

The general theme of the thesis is a broad examination of the nature and structure of the constitution of the Northwest Territories, including the relationship of the Territorial Government to the Federal Government and an examination of some possible future developments in the area.<p> Following a review of the constitutional history of the Northwest Territories and a summary of relevant legislation, past and present, Chapter Two contains an examination of the status of the Government of the Northwest Territories, concluding that it is a government in the true sense and not simply an agency of the Federal Government. It has powers similar to those exercised by the Provincial Governments but differs from them in its lack of responsible government and its continuing legal and practical domination by the Federal Government.<p> Some examination is made of the forces promoting change in the constitutional structure and status of the Territories. The two dominant forces examined are the existence of major non-renewable resources, particularly hydrocarbons, and the pressure for settlement of native land claims and native self-determination. An examination of the current law concerning control of natural resources and Federal Government policy statements indicates that the Federal Government has, and will endeavor to retain, virtually complete control over all non-renewable resources with a significant economic impact or national demand.<p> A general review of some of the proposals for the settlement of native claims leads to the conclusion that the claims will be settled in the same manner as previous claims by native people in Canada but will be coupled with changes in the governmental structures of the Territories, consistent with Canadian political traditions, designed to promote and guarantee the involvement of native people in government.<p> It is concluded that, for the most part, the constitution of the Northwest Territories will continue to evolve towards responsible government and full participation by the Territories as a member of the Confederation. That evolution will follow a pattern similar to that established by the development of the prairie provinces with the only significant differences being found in the role of native people in the political life of the community and the strengthened determination of the Federal Government to retain control of non-renewable resources for an indefinite period.

Tuberculosis has cast a long shadow on the history of Native-Newcomers relations in the Pacific Northwest. Malicious and deadly, it has dramatically affected the lives of thousands of Aboriginal people and become a permanent part of life in Stó:lõ communities. However, its history, especially the period 1871-1907, has been underrepresented in historical scholarship. Due to perceived scarcity of available quantitative information, scholars in general have paid little attention to tuberculosis, focusing instead on the early contact period, the sanatorium period that began in British Columbia in 1907, or on another disease altogether, usually smallpox. Moreover, when tuberculosis has been studied, it has been approached as a disease within a western bio-medical perspective.<p> In contrast to much of this historiography, this thesis examines tuberculosis more holistically as an illness best understood culturally, as it has been experienced by communities as well as by the individual. Through story and song as well as a thorough reading of familiar government records under a different lens, this thesis engages the perceptions and understandings of both Aboriginal people and Euro-Canadians, patients and government agents, to produce a more balanced, meaningful, and culturally reflexive understanding of the history of tuberculosis. Following a historiographical discussion in the introduction, chapter two explores Stó:lõ oral archival sources to engage Stó:lõ peoples perspective of tuberculosis and illness. These stories and songs, generated by Stó:lõ people themselves, demonstrate the profound influence that tuberculosis has had on Stó:lõ communities throughout the latter part of the nineteenth century. With this new framework in mind, chapter three re-examines the historical record and specifically government documents created by the Department of Indian Affairs and other preceding agencies. This more holistic interpretation of tuberculosis reveals that rather than alleviating the severity and prevalence of tuberculosis in Stó:lõ communities, certain DIA initiatives likely exasperated its affects. By thus addressing the historiographical gap in tuberculosis literature and by generating a more meaningful, balanced, and culturally reflexive analysis of the history of tuberculosis among the Stó:lõ, this thesis contributes to Canadian medical history, the history of Native-Newcomer relations, and the history of the Stó:lõ people.

<p>How do the weak win political victories? The dissertation answers the question of how, why and when very weak groups are able to win concessions from the strong. Specifically, the research offers an understanding of how indigenous peoples have been able to gain recognition and extension of their land rights. Through comparative case study analysis, the first section explores why the governments of Australia, Canada, New Zealand and the United States have begun to recognize and return rights to land for the same indigenous populations whose rights have been denied or ignored for centuries. The second section further tests the proposed explanations in relation to specific claims outcomes and land transfers in 17 American Indian land claims cases in the United States. </p><p>The research concludes normative changes following World War II led to new attention to the rights of minority groups. Indigenous peoples were redefined as deserving of limited rights and protections from the state. At the same time, the growth of cohesion among indigenous peoples on a national and international scale and the success of other minority groups encouraged them to bring their claims against the state. Economic, demographic, and political trends established that indigenous peoples were no longer a threat to the security of the dominance of the strong. This made it possible for elites to recalculate the costs and benefits of concessions to indigenous peoples, which were now seen as more affordable. Similar forces are at play in the outcomes of individual claims to for the return of land in the United States. The calculations of elites include the normative pressures to act (in this case, often legal pressure), the tangible and economic costs for transfers, whether or not the dominant population sees the recipient group as deserving, and whether or not the claim itself challenges the legitimacy or moral authority of the state.</p> / Dissertation

This study aimed to explore Chinese and Korean EFL learners? perceptions with regards to the use of listening strategies. The purpose is to learn whether Chinese and Korean students achieve academic listening comprehension through specific listening strategies. The data were collected from first and second year students currently studying abroad in the US. Although they are immersed in an English speaking environment, the use of listening strategies still affects their development of academic listening comprehension based on what they have learned in their home countries. For this reason, this study provides a corpus for understanding Chinese and Korean EFL students' listening behavior and what constrains their English listening comprehension. The research design is one hundred and sixty-six college level students from three public universities in Texas who completed web-based questionnaires. Skilled and less-skilled groups were differentiated according to their TOEFL listening scores. If the student had a score of more than 570, he/she was categorized into the skilled listeners group; below 570, they belonged to the less-skilled listeners group. In terms of the need for additional research on the different factors that affect developmental outcomes in L2 listening comprehension, the following research questions were investigated: 1) Is there a statistically significant relationship between the self-reported use of listening strategies and self-reported listening comprehension scores on the TOEFL? 2) Is there a difference between skilled and less-skilled non-native English speakers in the self-reported use of four categories of listening strategies (memory, cognitive, meta-cognitive, and socio-affective)? 3) What factors influence the use of self-reported listening strategies? The findings show that students in this sample tended to employ memory strategies as a means of achieving listening comprehension. In theory, cognitive and metacognitive strategies are more difficult than memory strategies, prompting a lack of sophisticated strategies for Chinese and Korean students. In addition, students? listening skills are not mature. The pedagogical implications of this study for EFL education are that teachers, while teaching listening, should be alert to spot such phenomena and, specifically, instruct students to reach listening maturity via cognitive and metacognitive strategies.