Haisla Nuuyum is our way of life and laws and includes knowledge of place, seasons, weather, feasting, and oolichan fishing including cultural practices that are important to sustain our Nuuyum. Throughout this dissertation work, I examine whether our Nuuyum and its philosophical underpinnings can intertwine and have a productive relationship with contemporary forms of leadership and Chief and Council governance systems. I draw on old Haisla stories of place and identity to examine how they affirm our governing responsibilities within contemporary community leadership. I show how our cultural practices have been affected and have shifted through colonial encounters. I argue that despite the effects of colonialism, the philosophical underpinnings of our Nuuyum have remained at the core of who we are as a Haisla people. This dissertation work is a compilation of published articles and as such, is organized thematically. I introduce each article to weave together the elements of Nuuyum. / Graduate / 0422 / 0326 / 0740 / jlgreen@uvic.ca

Text in Afrikaans / The actuality of the pedagogical question concerning the role of ideology, values and norms in the life of man in general and education specifically stimulated the interest of the author and prompted her to examine the past in this respect. The contemporary image of ideology, values, norms, personal and global philosophies are looked at in this study. Particular attention is paid to the ideologies that developed from the Renaissance e.g. Humanistic oriented Realism, Rationalism and Naturalism. Certain role players are briefly referred to. The Communist Educational System influenced more than half of the human race over a period of seventy years resulting in a thorough investigation into this system. The influence of People's Education in education in general was also scrutinized. Because so many South Africans are adherents of Calvinism it was important that attention was paid to: The philosophy of Calvinism; What it entails; How it originated and its impact on South African Education. Particular reference was made to the role of Christian National Education. It is fairly generally accepted that a new period in history of the West in relation to values, norms and education is being entered into. The period discussion is more concerned with spiritual development, culture knowledge and religion of the human race than political and military power, although, the latter is not excluded. It was also necessary to take note of the influence of the New Age movement on values and norms. The study is concluded with the evaluation of ideology, values, norms, personal and global philosophies. Some of the most important conclusions arrived at are that these aspects are interwoven and that education is pertinently influenced by the values, norms, culture, personal and global philosophies of the individual, community and government. / Educational Studies / D. Ed. (Historiese Opvoedkunde)

Text in Afrikaans / The actuality of the pedagogical question concerning the role of ideology, values and norms in the life of man in general and education specifically stimulated the interest of the author and prompted her to examine the past in this respect. The contemporary image of ideology, values, norms, personal and global philosophies are looked at in this study. Particular attention is paid to the ideologies that developed from the Renaissance e.g. Humanistic oriented Realism, Rationalism and Naturalism. Certain role players are briefly referred to. The Communist Educational System influenced more than half of the human race over a period of seventy years resulting in a thorough investigation into this system. The influence of People's Education in education in general was also scrutinized. Because so many South Africans are adherents of Calvinism it was important that attention was paid to: The philosophy of Calvinism; What it entails; How it originated and its impact on South African Education. Particular reference was made to the role of Christian National Education. It is fairly generally accepted that a new period in history of the West in relation to values, norms and education is being entered into. The period discussion is more concerned with spiritual development, culture knowledge and religion of the human race than political and military power, although, the latter is not excluded. It was also necessary to take note of the influence of the New Age movement on values and norms. The study is concluded with the evaluation of ideology, values, norms, personal and global philosophies. Some of the most important conclusions arrived at are that these aspects are interwoven and that education is pertinently influenced by the values, norms, culture, personal and global philosophies of the individual, community and government. / Educational Studies / D. Ed. (Historiese Opvoedkunde)