This thesis examines original evidence of Cree legal traditions by carefully reconstructing the Cumberland House and Pelican Narrows Saskatchewan evidence from 1774 to present day. Cree peoples in the area had a long history prior to contact with Europeans. At time of contact Indigenous people were in a position of power. They knew how to flourish in the prairies and taught the newcomers how to survive. This thesis explores questions including when does the loss of traditional law begin in the culture by examining the original Hudson’s Bay Company Post Journals that reveal evidence of pre-contact Cree laws and culture. There is also evidence in the HBC records of Cree legal traditions that survived and continued to be practiced.

This research investigated immunogenetic variability and explored how genetics and the unique histories of First Nations may contribute to differential resistance and/or susceptibility to tuberculosis. With the support of First Nations communities, DNA samples were collected from Dene, Saulteaux, Cree and Caucasian cohorts within Manitoba. Single nucleotide polymorphisms (SNPs) in the cytokines promoter region of IL-12 (rs3212227) and in genes encoding the TLR2 (rs5743708)and TLR4 (rs4986790&4986791) were typed using PCR-RFLP analysis. Compared with the Caucasian and Saulteaux populations, the Dene and Cree were found to have a significantly higher frequency of SNPs associated with IL-12 low expression, while variation within TLRs was not statistically significant. The lower production of IL-12 has been associated with a down-regulated Th1 immune response, which is essential for the containment of Mycobacterium tuberculosis. First Nations have unique cultural, political and historical identities and the contemporary immunogenetic profiles are likely a reflection of these histories.

The purpose of this study was to examine Anishinaabe identity development for school success. A group of six Elder’s, also known as Knowledge Keepers shared their life experiences that are integral to Mino Pimatisiwin – a good way of life for Anishinaabe people. The Elders that participated in this study are gifted with Indigenous knowledge in language, history, culture and a connection to the land/community. At a personal level and as an Anishinaabe person, this study was significant to me because my life foundation was embedded in an Anishinaabe worldview from birth. Dibaajimowin or storytelling was a big part of the learning process therefore; I utilized an Indigenous methodology of Dibaajimowin to share the stories of the Elders, which demonstrated a positive worldview, with meaningful exemplars despite the negative experience of attending residential school and government policies. The stories, which reflected cultural practices of the Anishinaabe Elders, provided lessons about the past and present, and insight into the future direction needed in education to support Aboriginal students. This study revealed the importance of the interconnected relationships of family, community and the environment, as key elements in developing cultural identity. The Elders also identified that balance is needed for Mino-Pimatisiwin known as a good life to live in the realm of two worlds (Anishinaabe and Western). This ideal needs to be extended into the classroom and school so the teachers can build upon the interconnected relationships through program planning and creating an engaging environment that validates an Aboriginal worldview

Language development is central to how children learn and participate within their environment and specific cultural milieu. There is little information available on the process of language acquisition for Aboriginal children. The purpose of this study was to investigate caregiver-child interactions regarding language development from the perspectives of Aboriginal mothers. Thirty Aboriginal mothers from the remote northern community of Lac Brochet, Manitoba, and 30 non-Aboriginal mothers from an urban area of Winnipeg were administered a 36-item survey. Discriminant statistical analysis was carried out on the data. Results indicated there were few items within the survey that assisted in the identification of cultural groups. The differences in beliefs that were noted included Aboriginal mothers’ placing a higher value on grandparents’ roles in child rearing, the influence of spirituality, positive views on “baby talk”, and the use of instructions when teaching their children. Differences were also noted in the frequency with which the two groups used language facilitation techniques, with the Aboriginal mothers reporting more frequent use overall. . The results of the surveys suggested that one group of Aboriginal mothers in a northern Manitoba Dene community may have many of the same perspectives on language facilitation as urban non-Aboriginal mothers. Thus educators and speech-language pathologists may find they can recommend some of the same Western-based practices for language facilitation with some Aboriginal caregivers. However, each community and individual family is different, therefore and thus , it remains crucial for practitioners to determine the appropriateness of the Western-based assumptions for each community and individual family.. The findings also indicated that Aboriginal mothers valued native language preservation. Clinicians providing services within Aboriginal communities must be aware of each family’s use of native languages and the presence of dual language acquisition and exposure. Dual language acquisition beganin the caregivers’ homes and should be supported throughout the school years, so that a collaborative network of language facilitation can occur.

Focusing on the perspectives of coaches from a First Nations community in Manitoba’s Interlake region, the purpose of this study was to understand the importance of hockey in the community and to explore needs/interests in relation to coaching education. Of specific interest with respect to coaching education was the identification of content and delivery elements that would optimize the relevance of such initiatives to the needs and interests of the selected community. Grounded in a qualitative tradition, a case study design was employed using individual interviews with Aboriginal youth hockey coaches to collect the data required for achieving the purpose of the study. The findings revealed that the coaches viewed hockey as a critical means for positively altering behavioral patterns and attitudes of children. The findings also make clear the need for sport organizations to use their resources to deliver ongoing coaching education tailored to the needs of the selected community.

In Canada, no group has a more complex, negative history of involvement with the justice system than Aboriginals. The study investigated differences between the control and satisfaction perceived by Aboriginals and non-Aboriginals through the use of original questionnaires administered both during and after participant contact with the Canadian justice system. As predicted, there was a positive correlation between primary and secondary control ratings. However, Aboriginals and non-Aboriginals failed to differ in level of control and satisfaction. Participants reported higher levels of perceived secondary control than primary control for the treatment they received by staff but not the usefulness of legal services. Women reported higher levels of total perceived control than men, but only for Aboriginal women. Women reported significantly higher levels of expected than obtained outcome satisfaction. Findings suggest that people‟s experiences and misgivings about the Canadian justice system are not significantly different, regardless of ethnicity. Although people are not particularly happy with the current system, no group feels clearly more helpless than any other with regards to addressing their legal needs.

Canada’s Truth and Reconciliation Commission (TRC) was established as one of the responses seeking to address the harm done by the Indian residential school system. While the main goals of the TRC include discovering truth and promoting healing and reconciliation, it is necessary to critically interrogate its design and activities in order to gain insight into its potential to allow Canada to move beyond trauma and build a just future. To accomplish this challenging task, my thesis employs qualitative research design and applies the conceptual framework of restorative justice, Charles Taylor’s theory of recognition, and Nancy Fraser’s tripartite theory of social justice in an attempt to assess the TRC’s restorative and recognitive potential. The main finding of this thesis is that the TRC is not fully restorative and possesses limited potential to contribute to the decolonization of Canada.

Increased knowledge about Aboriginal women’s unique experiences of homelessness will assist in improving and altering service systems. Planning theory suggests planners can consciously work to ensure the stories of marginalized peoples are heard and understood, which can transform systems and institutions. From an Indigenous planning perspective, transformation must involve reflecting on and altering colonial systems. Using survey, focus group, and interview methodologies, various types of stories were told, analysed and retold as common themes and overarching considerations. In this research, stories about trauma and tragedy were told as common and shared experiences. The women participating spoke about a need to be heard and respected and throughout their stories gaps in services were shown to dramatically reduce their ability to change their own circumstances. Recommendations were developed with Aboriginal women experiencing homelessness with the intent of transforming systems to begin a new story of healing and hope.

Educational success eludes many Aboriginal students today. They are not graduating at the same rate as non-Aboriginal students in Canada and in Manitoba. Métis students, although faring a bit better, are still struggling academically, socially and economically. The literature up until now has mainly focused on Aboriginal education and there is limited research on Métis education. Across Canadian society there is a high level of consensus that education is central to individual economic, socio-cultural, and psychological well being, and to the country’s well being. Many factors contribute to their lack of success including racial discrimination and stereotyping of the first peoples of our nation. This qualitative study focuses on student voice and data from six interviews of three male and three female former Métis graduates from a rural Manitoba high school and their perceived impact of school factors related to successful Métis education. This study offers insight for educators and policy makers by highlighting factors that the former students state themselves including elements such as the importance of cultural programming, accessible and caring teachers, parental involvement, and hands-on authentic learning experiences.

Previous research has demonstrated that those who perceive they have high perceptions of control generally have better health outcomes, including diabetes. The purpose of this research was to gain a better understanding of factors associated with perceived control in a Manitoba First Nations community. Data were collected using questionnaires in a community-based participatory research study between June 2011 and February 2012. Logistic regression was utilized to determine factors associated with perceived control over diabetes prevention and the prevention of diabetic complications. Many participants reported they had little or no control over the prevention of diabetes (47.8%) or diabetes complications (42.0%). Factors associated with high perceived control over diabetes prevention included having dyslipidemia, reporting hearing gossip about yourself and experiencing racism. Factors associated with high perceived controllability of preventing complications included having ≥ grade ten education, having dyslipidemia, reporting high chronic stress, and high perceived negative impact from residential school.