<p>"Co-operative and State Ownership in Northern Saskatchewan Under the CCF Government" examines the use of social ownership as a policy instrument by the Cooperative Commonwealth Federation (CCF) government in Northern Saskatchewan from 1944 to 1964. Led by Tommy Douglas, the new government defined numerous policy problems in the North stemming from both an economy dominated by private ownership and unstable natural resource based industries. Using two types of social ownership, crown corporations and co-operatives, the CCF sought to rectify these problems and improve the standard of living in Northern Saskatchewan. This study intends to determine whether the CCF government achieved its policy goals in Northern Saskatchewan and concludes that it accomplished its policy-specific goals. Although the CCF may not have revolutionized the Northern economy, it did realize some of its policy goals in the North.</p> <p>This study is significant because it is the first to focus solely on the program of social ownership that the CCF government implemented in the North and assess the success of the program on the CCF's terms. Moreover, this thesis offers a comprehensive review of the political origins and development of co-operatives in Northern Saskatchewan.</p>

This dissertation examines the construction and evolution of categories of indigeneity within the context of the Oblate (Roman Catholic) apostolate at Île-à-Crosse in present-day north-western Saskatchewan between 1845 and 1898. While focusing on one central mission station, this study illuminates broad historical processes that informed Oblate perceptions and impelled their evolution over a fifty-three-year period. In particular, this study illuminates processes that shaped Oblate concepts of sauvage and métis. It does this through a qualitative analysis of missionary correspondence, mission records and published reports. In the process, this dissertation challenges the orthodox notion that Oblate commentators simply discovered and described a singular, empirically existing and readily identifiable Métis population. Rather, this dissertation contends that Oblates played an important role in the conceptual production of les métis.

Co-operative and State Ownership in Northern Saskatchewan Under the CCF Government examines the use of social ownership as a policy instrument by the Cooperative Commonwealth Federation (CCF) government in Northern Saskatchewan from 1944 to 1964. Led by Tommy Douglas, the new government defined numerous policy problems in the North stemming from both an economy dominated by private ownership and unstable natural resource based industries. Using two types of social ownership, crown corporations and co-operatives, the CCF sought to rectify these problems and improve the standard of living in Northern Saskatchewan. This study intends to determine whether the CCF government achieved its policy goals in Northern Saskatchewan and concludes that it accomplished its policy specific goals. Although the CCF may not have revolutionized the Northern economy, it did realize some of its policy goals in the North. <p> This study is significant because it is the first to focus solely on the program of social ownership that the CCF government implemented in the North and assess the success of the program on the CCFs terms. Moreover, this thesis offers a comprehensive review of the political origins and development of co-operatives in Northern Saskatchewan.

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.<p>In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability.<p> The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.<p>It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. <p>The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.<p>When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.

A lack of reliable knowledge regarding the problems facing Indian and Metis people has hindered the development of intelligent programs and policies to facilitate their healthy integration into the larger Canadian society. Two large scale studies (Hawthorn, Belshaw, & Jamieson, 1958; Lagassé, 1959) have attempted to alleviate this problem by collecting extensive data on such aspects of Indian and Metis life as the community and family, resources, employment, education, relations with the law, social welfare needs, liquor and administration.<p> These broad studies dealt only indirectly with Indian and Metis philosophies, personalities and modes of thought, areas in which a comprehensive understanding will have to be achieved to thoroughly comprehend the nature of the problems facing people of Indian ancestry. The Hawthorn study stressed that other research which might follow should include topics such as those which lie within the vast area of psychology.

The purpose of this study was to determine teacher perception of education program suitability in Northern Saskatchewan. The sample consisted of one hundred sixty-five divisions I, II and III teachers in Northern Saskatchewan. Analysis was made on teachers as a total group, and teachers grouped according to the following variables: type of teaching certificate held; area of study in teacher training; total years of teaching experience; total years of teaching experience with Indian and Metis children; division level of experience with Indian and Metis children. Six hypotheses were proposed regarding the total group and the five variables.In order to test these hypotheses, all teachers in divisions I, II and III in Northern Saskatchewan were asked to complete a questionnaire designed to determine their perception of education program suitability. The first hypothesis, that teachers would generally perceive the education program as unsuitable, was tested by determination of standard score probability of error for teacher responses to Part II of the questionnaire. Hypotheses two to six inclusive, that teacher perception of education program suitability would vary according to the five variables mentioned above, were tested by means of multi-factor analysis of variance. Responses to Part III of the questionnaire were analyzed by means of frequency tables.It was found that generally teachers felt that the education program in Northern Saskatchewan was unsuitable. Areas of the program perceived as least suitable included programs in reading and literature, English and social studies. The shortage of relevant resource materials was seen as a problem by a significant number of respondents. Areas perceived as most suitable by the teachers included nature science, mathematics, the adapted social studies program for pupils of Indian ancestry and pre-vocational and vocational courses.When teachers were grouped according to the five variables referred to earlier, several significant differences in perception of education program suitability were noted. Teachers who had taken courses in Indian or cross-cultural education perceived the education program to be less suitable than did teachers who had not taken courses in these fields. It was also noted that teachers with less than four years of teaching experience with Indian and Metis children, and teachers with a total of less than four years of teaching experience perceived the education program to be less suitable than did teachers with more experience. A significant interaction was found to exist between area of study and division level. No significant differences were noted when teachers were grouped according to the type of teaching certificate they held, or according to the division level in which they had experience with Indian and Metis children.

This dissertation examines the construction and evolution of categories of indigeneity within the context of the Oblate (Roman Catholic) apostolate at Île-à-Crosse in present-day north-western Saskatchewan between 1845 and 1898. While focusing on one central mission station, this study illuminates broad historical processes that informed Oblate perceptions and impelled their evolution over a fifty-three-year period. In particular, this study illuminates processes that shaped Oblate concepts of sauvage and métis. It does this through a qualitative analysis of missionary correspondence, mission records and published reports. In the process, this dissertation challenges the orthodox notion that Oblate commentators simply discovered and described a singular, empirically existing and readily identifiable Métis population. Rather, this dissertation contends that Oblates played an important role in the conceptual production of les métis.

This dissertation examines the construction and evolution of categories of indigeneity within the context of the Oblate (Roman Catholic) apostolate at Île-à-Crosse in present-day north-western Saskatchewan between 1845 and 1898. While focusing on one central mission station, this study illuminates broad historical processes that informed Oblate perceptions and impelled their evolution over a fifty-three-year period. In particular, this study illuminates processes that shaped Oblate concepts of sauvage and métis. It does this through a qualitative analysis of missionary correspondence, mission records and published reports. In the process, this dissertation challenges the orthodox notion that Oblate commentators simply discovered and described a singular, empirically existing and readily identifiable Métis population. Rather, this dissertation contends that Oblates played an important role in the conceptual production of les métis.

This study is a comparative examination of the age, authorship and interpretation of aboriginal rock painting sites situated on the shores of the Churchill River of northern Saskatchewan and Manitoba. The twenty presently known sites were recorded in the years 1965, 1966, 1967 and 1969 by the author.<p>The study combines written descriptions of the sites and their settings with reproductions of the symbols found at each site. Techniques for recording and reproducing rock paintings, developed during the course of the field studies, are described.<p> Geographical and stylistic relationships of the paintings to other rock painting occurrences in the Canadian Shield are examined. Data derived both directly and indirectly from native Indian residents of the area is incorporated, along with historical observations on the occurrence and interpretation of the paintings.<p> Several sets of the Churchill River paintings are at least 150 to 200 years old, while others may be considerably more recent. Specific dates of origin cannot presently be assigned to most of the sites; the potential applicability of various dating techniques is discussed.<p> Evidence given supports an Algonkian (undoubtedly Cree) inspiration and authorship for these rock paintings, with religious observance being the basic motivation for their creation.

This study is a comparative examination of the age, authorship and interpretation of aboriginal rock painting sites situated on the shores of the Churchill River of northern Saskatchewan and Manitoba. The twenty presently known sites were recorded in the years 1965, 1966, 1967 and 1969 by the author.<p>The study combines written descriptions of the sites and their settings with reproductions of the symbols found at each site. Techniques for recording and reproducing rock paintings, developed during the course of the field studies, are described.<p> Geographical and stylistic relationships of the paintings to other rock painting occurrences in the Canadian Shield are examined. Data derived both directly and indirectly from native Indian residents of the area is incorporated, along with historical observations on the occurrence and interpretation of the paintings.<p> Several sets of the Churchill River paintings are at least 150 to 200 years old, while others may be considerably more recent. Specific dates of origin cannot presently be assigned to most of the sites; the potential applicability of various dating techniques is discussed.<p> Evidence given supports an Algonkian (undoubtedly Cree) inspiration and authorship for these rock paintings, with religious observance being the basic motivation for their creation.