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Dissertations / Theses on the topic 'First Nations'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Bruce, Sherri A. "First Nations protocol, ensuring strong counselling relationships with First Nations clients." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ37332.pdf.

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2

Lightning, Elizabeth. "First Nations control of First Nations education, an issue of power and knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ27993.pdf.

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3

Wyrostok, Nina C. "First Nations women, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21655.pdf.

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4

Auger, Dale Francis. "First Nations education, sharing of knowledge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ47884.pdf.

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5

Weightman, Pamela. "First Nations child welfare in Québec." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114153.

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Aboriginal, and in particular First Nations children, are overrepresented in the child welfare system across Canada. While information about child welfare services provided to First Nations children and families in Québec is sparse, the evidence that does exist supports the national trends of overrepresentation. Understanding how child welfare services are delivered in Québec is essential in comprehending how First Nations peoples receive, and are impacted by, the various methods of child welfare delivery in this province. The first section of this paper presents an overview of First Nations child welfare history, describing colonial and child welfare policies responsible for the removal of tens of thousands of First Nations children from their homes and communities. The next section outlines current socioeconomic, legislative, jurisdictional and funding challenges in the delivery of First Nations child welfare, linking them to the historical development described in the first section. It also presents an overview of the current structure of the First Nations child welfare system in Canada and Québec, examining some of the research regarding the response of Québec's child welfare system to the complex needs of First Nations children and families. Finally, the paper concludes with a discussion of the factors contributing to the overrepresentation of First Nations children in the child welfare system including the impact of historical assimilationist policies, the socioeconomic status of First Nations peoples in Canada and the development of First Nations child welfare services. Implications for practice, policy and future research are also discussed.
Les enfants autochtones, en particulier les enfants des Premières nations, sont surreprésentés dans les services de protection de la jeunesse à travers le Canada. Bien que les données sur les services de protection de la jeunesse offerts aux enfants et familles des Premières nations au Québec soient limitées, celles-ci soutiennent la tendance nationale de surreprésentation. Il est essentiel de comprendre l'offre de services de la protection de la jeunesse l'enfance au Québec afin de saisir comment les Premières nations reçoivent et sont affectées par les divers méthodes d'offre de services de protection de la jeunesse dans cette province. La première partie de ce document présente un survol historique de la protection de la jeunesse chez les Premières nations, décrivant les politiques coloniales et de la protection de la jeunesse responsables du retrait de dizaines de milliers d'enfants des Premières nations de leur famille et de leur communauté. La section suivante donne un aperçu des défis socioéconomiques, législatifs, juridictionnels et de financement de la protection de la jeunesse des Premières nations, les reliant à l'évolution historique telle que décrite dans la première section. Elle présente aussi un portrait de la structure actuelle de l'offre de services de la protection de la jeunesse des Premières nations au Canada et au Québec, en examinant certaines études concernant la réponse du système québécois de la protection de la jeunesse aux besoins complexes des enfants et des familles des Premières nations. Une discussion des facteurs qui contribuent à la surreprésentation des enfants des Premières nations dans le système de la protection de la jeunesse, y compris l'impact des politiques assimilationnistes, la situation socioéconomique des peuples des Premières nations au Canada et l'évolution des services de protection de la jeunesse des Premières nations, conclut ce document. Les implications pour la pratique, les politiques et les recherches ultérieures sont également discutées.

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6

Cronin, J. Keri Lynn. "Changing perspectives, photography and First Nations identity." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ55914.pdf.

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7

Lansdowne, Robert B. "Burried underneath : uncovering my First Nations identity." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/7389.

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This self study documents the author’s journey into the tensions, struggles and an ultimately deepening awareness of his First Nations identity. Using autoethnography as the methodological vehicle for this journey, the goal was to evocatively convey to the reader the tensions that exist between the author’s internal knowing of self and the external forces that impact this way of knowing. Autoethnography is an appropriate methodology to assist this highly personal, subjective and ultimately painful attempt to narrate the author’s experience to the reader. Through this study, the author comes to understand that he has carried feelings of shame in his body that has impacted his First Nations identity. As a result of being witnessed uncovering and addressing these feelings in this study, the author has gained new confidence and a strengthened sense of identity. The reader is invited along on this journey and asked to draw their own conclusions and consider their own stake in how this study may apply to their understanding of Aboriginal identity.

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8

Anderson, Robert Brent. "Economic development among First Nations, a contingency perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24065.pdf.

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9

Sebescen, Margaret R. "Overcoming the odds, resiliency in First Nations adults." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ53223.pdf.

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10

Henry, Victoria Carleton University Dissertation Canadian Studies. "The polemics of autobiography in First Nations art." Ottawa, 1993.

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11

Bailey-Shimizu, Pamelalee. "First Nations Tribal Library and Social Research Center." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1952.

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12

Steinhauer, Noella R. "Sohkastwawak, they are resilient, First Nations students and achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/MQ47146.pdf.

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13

Stretch, Heather J. "Dialogue to discourse, active listening and First Nations literature." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0021/MQ49449.pdf.

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14

Cragg, Diane Elizabeth. "Resource conflict in the First Nations post-treaty environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62011.pdf.

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15

Jarosova, Marketa. "First Nations, museums and McCord Museum's journey Across borders." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64097.pdf.

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16

Greenwood, Margo, and Perry Shawana. ""Whispered gently through time: First Nations qualilty child care"." School of Native Human Services, 2003. http://142.51.24.159/dspace/handle/10219/433.

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We must look to our past for the lessons our grandmothers and grandfathers have taught, and to the future for our children. Customs and traditions that manifest the unique beliefs and values of Aboriginal peoples are passed on from generation to generation-through child-rearing practices. Children are the heart of the family and community. Child-rearing is a sacred and valued responsibility.

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17

Haig-Brown, Celia. "Taking control : power and contradiction in First Nations adult education." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31014.

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This dissertation is an ethnography. It explores the ways that people within a First Nations adult education centre make sense of taking control of education. Michel Foucault's open-textured analysis of power frames the research. He argues power not only represses but also "forms knowledge and produces discourse." Control and power as used by the "new" sociologists of education, and the National Indian Brotherhood in its policy statement Indian Control of Indian Education further locate the study. Extensive use of the participants' words allows a consideration of meanings inscribed in discourse. The study is based on a year of fieldwork including interviews, observations and the researcher's direct participation as a teacher in the centre. It places expressions of people's understandings of control within a series of contextualizations. The centre exists in contemporary Canadian society. Documentary evidence of British Columbia's First Nations efforts to control formal education and re-presentation of the centre's twenty years of growth and development illuminate an historical context. The study examines the current significance of the building where students find "a safe place to learn." Biographies, furnishing additional context for people's words, situate the study in relation to life history. Their engagement in a variety of the centre's programs provides the immediate context. Students and teachers explore what it is to be First Nations people seeking knowledge which will enable them to make choices about employment and education in First Nations or mainstream locations. References to the document Indian Control of Indian Education reveal its continuing significance for those people who are taking control. Study participants identify as crucial many of the issues raised within the document such as Native values, curriculum, First Nations and non-Native teachers, jurisdiction and facilities. At the same time, their discourse reveals the complex process of refining the original statements as policy translates to practice and people ponder the implications. A final chapter, something of an epilogue, argues that the dialectical contradiction is a useful analytical tool for examining the dissonances which arise in attempts to meet First Nations needs and desires within a predominantly non-Native society.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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18

Luther, Frances D. "First Nations preservice women teachers' experiences and perceptions regarding technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/nq23949.pdf.

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19

Cradock, Gerald. "First Nations' political economy in British Columbia, a partnership recovered?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq24112.pdf.

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20

Hawker, Ronald William. "Accumulated labours, First Nations art in British Columbia, 1922-1961." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34529.pdf.

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21

Wilson, Teresa. "Conversations with First Nations educators, weaving identity into pedagogical practice." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/MQ52811.pdf.

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22

Caron, Marnie. "A study of the political expressions of First Nations women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0011/MQ52523.pdf.

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23

Guno, Marcia. "In the spirit of sharing, honoring First Nations educational experiences." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61562.pdf.

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24

Cran, Gregory. "First Nations police board training using a modified DACUM analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/MQ41795.pdf.

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25

Goldstone, Irene, R. Albert, A. Churchill, A. Schilder, T. Perry, R. Markowski, R. S. Hogg, and W. A. McLeod. ""HIV and injection drug use amongst First Nations in Vancouver"." School of Native Human Services, 2000. http://142.51.24.159/dspace/handle/10219/450.

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The purpose of this study was to examine First Nation's use of the hospital care from the point at which they were known to be HIV positive until death occurred. In British Columbia, First Nation's persons represent approximately 5% of the population. However, in 1997 First Nations made up 13.6% of new HIV diagnoses in BC. Because St. Paul's Hospital in Vancouver cares for the majority of persons with HIV/AIDS in BC, data were collected from a chart review of all HIV/AIDS related deaths occurring at St. Paul's and from the Drug Treatment Program of the British Columbia Centre for Excellence in HIV/AIDS.

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26

Pearson, Ingrid Pearson, and University of Lethbridge Faculty of Education. "Living with reservation : a "special" education for First Nations children." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1995, 1995. http://hdl.handle.net/10133/32.

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This thesis represents an interpretive exploration into the experiences of First Nations' children who were receiving special education services and who had a history of receiving special education services. My purpose was to discover "What is a 'special' education for First Nations' children?" I began with the stories which brought me to this inquiry and the literature which connected with those stories. Then through open-ended interviews, eight First Nations' children gave stories that spoke of their experiences. My interpretations of their stories were reflected within the context of my non-Native culture, knowledge and experiences. The interpretations were offered as possible ways of seeing and knowing the experiences of the First Nations' children and as possible ways of opening oneself to respecting an-'other' way of seeing and knowing. My exploration led me to see anew what a 'special' education might be for First Nations' children.
vii, 160 leaves ; 29 cm.

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27

Jacko, Maria J. "Succes Strategies of Elite First Nations, Inuit, and Métis Athletes." Thèse, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31063.

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The purpose of this study was to interview elite First Nations, Inuit, and Métis athletes to gain an in-depth understanding of their personal journeys to excellence. Semi-structured interviews were conducted and a narrative analysis was used to analyze the research findings. The three objectives were to find success strategies, obstacles and advice the elite athletes would provide to Aboriginal youth. The main success strategies were found to be Aboriginal elements, focus, mental preparation for competition, parental support, passion, and positive self-talk. Multiple obstacles were faced by the athletes in this study, with racism and leaving home being the commonalities. The advice they provided for young First Nations, Inuit, and Métis athletes was rich and inspiring. The findings of this study provide useful information for aspiring Aboriginal athletes, and for future ongoing meaningful research, that may lead to reducing the gaps in the literature.

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28

Schwinghamer, Steven. "Uncommon enemy first nations and empires in King William's war /." Restricted access (UM), 2007. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.

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These (M.A.)--Saint Mary's University, Halifax, Nova Scotia, 2007.
Title from PDF title page. Available through UMI ProQuest Digital Dissertations. Includes bibliographical references (leaves 153-161). Also issued in print.

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29

Marushka, Lesya. "Fish Consumption and Nutritional Health among First Nations in Canada." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38453.

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Traditional food is fundamental for the cultural identity, mental and spiritual well-being, and physical and nutritional health of First Nations in Canada. Rapid environment changes including environmental contamination and degradation, climate change, urbanization and industry growth reduce the availability and diversity of traditional foods. This is concomitant with changing lifestyle and an increased prevalence of malnutrition, obesity, diabetes, and cardiovascular diseases. The goal of this thesis is to investigate the roles of traditional fish consumption for First Nations’ health in the complex interplays between environmental contaminant exposure, climate change, and food and nutrition security. Data collected from the First Nations Food Nutrition and Environment Study were used. The thesis is comprised of seven chapters presented in three sections. Section 1 addressed the importance of traditional fish consumption for food and nutritional security among First Nations in Canada. With increased income-related food insecurity, First Nations rely more on traditional foods including fish and participate more in fishing and other traditional practices. Nevertheless, many factors such as climate change, governmental restrictions, hydro and forestry operations continue to reduce the availability of traditional fish and access to traditional food sources, land and waterways. Section 2 explored the associations between locally-harvested fish consumption, long chain omega-3 fatty acid (n-3 FA) intake and dietary exposure to persistent organic pollutants (POP) with type 2 diabetes in First Nations in Canada. Dietary POP exposure was positively associated with the prevalence of type 2 diabetes whereas fish consumption (n-3 FA) showed protective dose-response associations. Furthermore, we found that relatively high POP exposure from fish may outweigh the protective associations of fish on type 2 diabetes. Therefore, the balance of risks and benefits associated with fish consumption is highly dependent on the regional POP concentrations in fish. Section 3 entailed studies on the nutritional benefits of seafood consumption and modelling potential impacts of the climate-related decline in seafood abundance on the nutritional quality of adult diets and cardiovascular health among coastal First Nations in British Columbia. We estimated that projected climate change may reduce the intakes of essential nutrients by 21%– 31% by 2050 relative to 2000. Moreover, hypothetical substitution of seafood with alternative non-traditional foods would not provide adequate amounts of nutrients. Reduced fish consumption and consequent n-3 FAs intake may increase the risk of cardiovascular diseases in First Nations. Our findings provide important information for communities, fishery governance, local resource managers and public health professionals to promote traditional food systems, nutritional health, food security, and food sovereignty in Canadian First Nations.

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30

Atleo, Eugene Richard. "Grade 12 enrolments of status Indians in British Columbia: 1949 - 1985." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/41451.

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This study examined the nature of the apparent increases in grade 12 enrolment patterns of status Indians in British Columbia from 1949 to 1985 in the light of a theory of context. This theory assumes that education takes place in, and is affected by, a context of conditions both external and internal to education. The external factors assumed to affect student achievement are the prevailing social, political, and economic conditions while the internal factors assumed to affect student achievement are curriculum and teacher characteristics. Historical evidence confirmed that a contextual change took place within the dominant society. This change was characterized as a move from a condition in which the dominant society excluded minorities (exclusion) to one in which the dominant society included minorities (inclusion) coincident with the apparent grade 12 enrolment increases of status Indians in British Columbia during the period covered by the study. When the enrolments were subjected to time-series analysis the results showed that the grade 12 enrolments had increased significantly between 1949 and 1985. This finding supported the hypothesis that inclusion was positively associated with academic achievement as measured by enrolment into grade 12. Inclusion by the dominant society was seen to have evoked at least two responses by Indian groups. Therefore, although a positive association between inclusion and academic achievement has been established it was necessary to compare contrasting responses to inclusion. For this purpose two British Columbia bands which were similar in terms of geographic, demographic, and cultural characteristics, but different in terms of their control of education, were selected. Band A was identified as having chosen to remain under government control with respect to Indian education between 1976 and 1985 while Band B had chosen to exercise Indian control with respect to Indian education during the same period. Their respective grade 12 enrolment patterns were then subjected to time-series analysis which revealed a significant difference in enrolment patterns. Band A's enrolment pattern was both linear and stationary, indicating a consistent level of enrolment over time. Band B's enrolment pattern, however, showed an abrupt constant intervention effect (significant at the .05 level, t=7.79) beginning at 1979. Since both bands began their enrolment pattern at about the same level, Band B's significant enrolment increase supported the prediction that Indian control of Indian education was positively associated with academic achievement as measured by grade 12 enrolments of status Indians while Band A's stationary enrolment pattern supported the hypothesis that government control of Indian education was associated with no increase in academic achievement as measured by enrolment into grade 12. The findings of this study indicate the explanatory value of a theory of context for academic achievement. Not only does the study suggest that improved student achievement of status Indians in British Columbia as measured by enrolment into grade 12 is found in a favorable context of external and internal conditions, but the study also suggests the necessity for a proactive response to these conditions. One such proactive response is Indian control of Indian education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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31

Lawford, Karen. "First Nations Women's Evacuation During Pregnancy from Rural and Remote Reserves." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20356.

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Pregnant First Nations women who live on reserves in rural and remote regions of Canada are routinely evacuated to urban cities to await labour and birth; this is commonly referred to as Health Canada’s evacuation policy. I produced two stand alone papers to investigate this policy. In the first, I investigated the development and implementation of the Canadian government’s evacuation policy. Archival research showed that the evacuation policy began to take shape in 1892 and was founded on Canada’s goals to assimilate and civilize First Nations. My second paper employed First Nations feminist theory to understand why the evacuation policy does not result in good health, especially for First Nations women. Because the evacuation policy is incongruent with First Nations’ epistemologies, it compromises First Nations’ health. I offer policy recommendations to promote First Nations health in a way that is consistent with First Nations’ epistemologies and goals towards self-determination and self-governance.

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32

Dangeli, Mique'l. "Dancing sovereignty : protocol and politics in northwest coast First Nations dance." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52981.

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Scholars in anthropology, art history, and related disciplines are critiquing the ways in which the classification Northwest Coast art excludes an array of Indigenous visual and performing arts and how its rigid parameters continue to be constructed and reified by academic, national, and popular discourses. The practices of Northwest Coast First Nation dance artists—such as dance group performances, song-composition, choreography, and collaborations— are among those that continue to be marginalized. The objective of this thesis is to bring critical attention to the work of these artists through an in-depth study of how they assert, negotiate, and enact protocol through their artistic processes and performances and the ways in which their work engages with local, provincial, and national politics. Protocol is an umbrella term used by Northwest Coast First Nations people to refer to the laws of their Nations. Its fundamental connection to dance is that protocol governs not only the right to perform songs and dances, but also the way performances occur in both private and public contexts. Whereas protocol is typically deemed as the inflexibility of Northwest Coast First Nation dance, I have observed over the course of this study that dance artists deploy protocol in dynamic ways to address diverse performative, social, and political demands. I argue that protocol constitutes much more than the boundaries of their practice. It is the creative lens through which dance artists, and their dance groups, enact dancing sovereignty. Building on the literature on visual sovereignty in Indigenous visual art practices and filmmaking (Dowell, 2013; Raheja, 2010; Rickard, 2011, 1995), I define dancing sovereignty as self-determination carried out through the creation of performances (oratory, songs, and dances) that adhere to and expand upon protocol in ways that affirm hereditary privileges (ancestral histories and associated ownership of songs, dances, crests, masks, headdresses, etc.) and territorial rights to land and waterways among diverse audiences and collaborators. Bringing together Gerald Vizenor’s transmotion (1998; 2008) with Erin Manning’s relationscapes (2009), I demonstrate that practices of dancing sovereignty generate politically charged relationscapes among Northwest Coast First Nations dance artists, their territories, other First Nations, and non-Indigenous collaborators.
Arts, Faculty of
Art History, Visual Art and Theory, Department of
Graduate

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33

Domingo, Ashleigh. "Household food insecurity and obesity in First Nations communities in Canada." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/58409.

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Background: Food insecurity for Indigenous households across Canada is an ongoing challenge and the associated impacts on health and wellness represent an important public health issue. For Indigenous populations living both on and off-reserve, the diet-related health concerns of food insecurity include obesity, poor dietary quality and chronic disease. Objective: To better understand the factors and processes underlying food insecurity and obesity in First Nations living on-reserve in order to contribute to an evidence-based discussion of strategies for protecting traditional food practices and addressing inequities in health and nutrition. Methods: Secondary data analysis was conducted from the First Nations Food, Nutrition and Environment Study (FNFNES), which applied a cross-sectional study design intended to be representative of First Nations living on-reserve in Canada (south of 60°). Data were analysed from the social, health and lifestyle questionnaire and food security questionnaire components of the FNFNES. Multivariate logistic regression, approached within a holistic framework of First Nations health and wellness, was used to examine the determinants of food insecurity and associations with obesity among individuals living in food insecure households. Analyses were conducted of First Nations communities in British Columbia, Manitoba, Ontario and Alberta. Results: Forty-six percent of First Nations households were food insecure, with 9.5% of households classified as marginally food insecure, 27.9% moderately food insecure and 8.9% severely food insecure. Socio-demographic characteristics significantly associated with food insecurity included age, gender, region, main source of income, years of education, presence or absence of children in the household, road access and household traditional food activity. Rates of obesity were highest among marginally food insecure households (56%). Compared with food secure households, marginally food insecure households had significantly higher odds of obesity (OR 1.5, 95% confidence interval 1.19, 1.97), after adjustments for socio-demographic variables. Conclusions: The relationship between food insecurity and obesity highlight the need for multifaceted approaches that focus on income and the provision of affordable and accessible healthy foods, with particular consideration for quality and cultural appropriateness. Indigenous food sovereignty provides a promising framework for developing culturally appropriate strategies that enable community capacity to address food insecurity and diet-related health conditions.
Medicine, Faculty of
Population and Public Health (SPPH), School of
Graduate

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34

Pompana, Yvonne E. "Devolution to indigenization, the final path to assimilation of First Nations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23459.pdf.

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35

Burchell, Ann Natalie. "Condom use among First Nations people living on-reserve in Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28740.pdf.

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36

Molgat, Jean-Paul A. "Relations between local, regional, and First Nations governments, the GVRD experience." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0018/MQ37593.pdf.

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37

Williams, Andrea J. "Sioux Lookout District First Nations education, factors influencing secondary school success." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ48588.pdf.

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38

Robertson, Céline. "The changing nature of the relationship between First Nations and museums." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ58499.pdf.

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39

Greenwood, Margo, and Monty Palmantier. ""Honoring community: Development of a First Nations stream in social work"." School of Native Human Services, 2003. http://142.51.24.159/dspace/handle/10219/413.

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For the past 20 years First Nations leaders of northern British Columbia have been advocating for a Social Work program that would address the unique needs of First Nations communities. This is not surprising given the historical destruction of First Nations families and communities as a result of colonization. Many would argue that current child welfare practices continue on where residential schools left off in implementing government assimilation policies. Approximately 30% of all children in care in Canada are Aboriginal (Fournier and Crey, 1998). This is no different in British Columbia. In the northern half of the province the number of Aboriginal children in continuing care is as high as 80% (Children's Commission Annual Report, 1998). The need for culturally sensitive child welfare practices is critical to First Nations communities and families. With the opening of a new northern university in 1992, University of Northern British Columbia, there was a renewed hope by northern First Nations leaders for a Social Work program that would meet their needs as well as support their vision for a future of self sufficiency and independence. This paper describes one small step in that vision, that is, the development of First Nations Social Work courses. To better understand this development process it is first important to be aware of the context in which it was undertaken.

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Ginn, Carla S., and University of Lethbridge Faculty of Health Sciences. "Urban First Nations grandmothers : health promotion roles in family and community." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2009, 2009. http://hdl.handle.net/10133/2512.

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The purpose of this participatory action research study was to gain an awareness of the meanings of health for urban First Nations grandmothers, and how they promote it in their families and communities. Active participation of 7 urban First Nations grandmothers in the research process involved 4 group and 1 individual interview. Meanings of health included maintaining balance in all areas of life; physical, mental, emotional, and spiritual. Control imposed through the residential schools resulted in secrets kept, yet the survival and resiliency of the grandmothers were identified as part of being healthy. Personal health was linked with the health of their families and communities, and an awareness of living in two cultures vital in the intergenerational transmission of knowledge. Relationships with grandchildren were catalysts for change, and the grandmothers described working to “turn it around” throughout their challenges in health and life, as one strategy for health promotion.
ix, 146 leaves ; 29 cm

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Jensen-Ross, Christine, and University of Lethbridge School of Health Sciences. "Cervical screening among Southern Alberta First Nations women living off-reserve." Thesis, Lethbridge, Alta. : University of Lethbridge, School of Health Sciences, 2006, 2006. http://hdl.handle.net/10133/400.

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First Nations women face nearly three times the risk of cervical cancer and mortality rates of up to six times higher than their non-Aboriginal counterparts. While cervical cancer is almost completely preventable, Southern Alberta First Nations women seldom access cervical screening services. The purpose of this qualitative focused ethnography was to gain an understanding of the cervical screening needs of un- and under-served First Nations women living off-reserve. Thirteen purposefully selected First Nations women participated in three focus groups utilizing semi-structured interviews. Personal self-worth and cervical screening awareness and relevance are essential to the pursuit of cervical screening. Barriers and incentives for screening and opportunities for acceptability and sustainability are explored. A holistic approach, intersectoral collaboration and cultural safety are described by focus group participants as foundational for optimal service delivery.
xii, 223 leaves ; 29 cm.

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Warn, Jaime Dawn-Lyn, and University of Lethbridge Faculty of Arts and Science. "A trickster paradigm in First Nations visual art : a contemporary application." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2007, 2007. http://hdl.handle.net/10133/533.

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In the past few decades, Indian art has been available to the mainstream under the supervision of Western science and art history. For the sake of cultural survival and identity, countless Native artists, curators, critics, and writers have objected to these often wrongful and discriminating art histories and scientific classifications. Indian artists are re-writing their history from Native perspective, and as a result, the misrepresentation of Indian art has begun to be recognized by those working in contemporary art galleries and museums. Today many contemporary spaces support and give control of exhibitions to those who share in the Native perspective. However, these changes did not take place overnight; this was an exhausting battle for many contemporary First Nations artists and curators. Native reality is best understood through the trickster, who has always been known to First Nations people through oral traditions, and who is best described as a creator that is constantly transforming and shape-shifting. In using trickster strategies, Native artists are able to deconstruct and reconstruct ideas about Native people and their culture. According to many Native artists, this new discourse, called the “trickster shift,” has been around since the beginning, seeded in oral traditions, and it requires the Native perspective to decode these trickster undertakings properly.
xi, 161 leaves ; 29 cm.

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Montour, Barry M. "Education for the seventh generation: a first nations school reform model." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94935.

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The conditions and context of First Nations students attending on-reserve schools is markedly different from the general population who attend provincially funded and managed school systems. The historical, political, and fiduciary relationship between First Nations and the federal government, due in large part to the inequity in funding levels for education, are just some of the challenges that First Nations struggle with in their attempt to provide their students with an education comparable to their provincial counterparts. The ability to appropriately and accurately assess the achievement of First Nation students in on-reserve schools has been greatly hindered by these conditions. The purpose of this study was to develop, implement, and assess a research based comprehensive board-wide improvement plan in a First Nation school system, following the plan over a three year period. In addition to the research based practices advocated by the Ontario Ministry of Education, the plan included locally developed performance indicators to assess growth and student achievement between the 2006/2007 and 2008/2009 school year. The question posed in this study sought to find out if the plan would bring the First Nation school system to the provincial standard, and additionally, if it would improve the perception of the school system held by community members. The results from the provincial assessments over the three year period showed that the Ahkwesahsne Mohawk Board of Education did not meet the provincial standard for either Grade 3 or Grade 6 in any of the assessed areas of reading, writing, or mathematics. The most significant amount of growth for both Grade 3 and Grade 6 occurred between Year 1 and Year 2 in the area of writing. However, all of these gains were lost in Year 3, when a political conflict in the community closed the schools for three days during the last week of the provincial assessments, which then led to the reconfiguration of the schools to t
Les conditions des élèves des Premières nations qui fréquentent les écoles des réserves, et le contexte dans lequel ils le font, sont fort différentes de ceux de l'ensemble de la clientèle des systèmes scolaires financés et gérés par les provinces. La relation aux plans historique, politique et fiduciaire entre les Premières nations et le gouvernement fédéral, dans une large mesure en raison des inégalités dans le financement de l'éducation, ne représentent que quelques-unes des difficultés que doivent affronter les Premières nations dans leur tentative de fournir à leurs élèves une éducation comparable à celle des jeunes de la province. La capacité d'évaluer de façon appropriée et avec rigueur la réussite des élèves des Premières nations des écoles des réserves a été grandement entravée par ces conditions. L'objectif de cette étude était de développer, mettre en uvre et évaluer pour l'ensemble du conseil dans un système scolaire des Premières nations un plan d'amélioration exhaustif fondé sur la recherche, et de suivre ce plan pendant une période de trois ans. En plus des pratiques basées sur la recherche préconisées par le ministère de l'Éducation de l'Ontario, le plan comprend des indicateurs de rendement élaborés à l'échelon local pour évaluer la croissance et la réussite des élèves entre les années scolaires 2006/2007 et 2008/2009. La recherche voulait vérifier si le plan amènerait le système scolaire des Premières nations au niveau des normes provinciales, et en outre, s'il améliorerait la perception du système scolaire dirigé par des membres de la communauté. Les résultats des évaluations provinciales de cette période de trois ans ont démontré que le Ahkwesahsne Mohawk Board of Education n'a pas satisfait les normes provinciales tant pour la 3e année ou pour la 6e année dans les domaines évalués, soit la lecture, l'écriture et les mathématiques. La croissance la plus signifi

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Jespersen, Joseph Paul. "A leadership training model for the First Nations' churches in Canada." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Kelly, Anke. "Multicultural genetic counseling with Alaska native and Canadian first nations clients." Waltham, Mass. : Brandeis University, 2009. http://dcoll.brandeis.edu/handle/10192/23191.

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Moll, Harald. "First nations, first voices : die Rechtsstellung indigener Völker Kanadas unter Berücksichtigung der besonderen Verhältnisse in British Columbia /." Berlin : Duncker & Humblot, 2006. http://www.gbv.de/dms/spk/sbb/recht/toc/514854022.pdf.

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Collins, Benjamin C. "Mine closure planning with First Nations communities : the Stk'emlupsemc te Secwepemc Nation and the New Afton Mine." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54759.

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The goal of this research is to understand how the traditional knowledge of the Stk’emlupsemc te Secwepemc Nation can be used to improve reclamation and closure planning of the New Afton mine. Furthermore, this research will provide insight into consultation with First Nation communities for closure and reclamation planning. The New Afton Mine site, located ten kilometers west of Kamloops, BC is on the traditional territory of the Tk’emlúps te Secwepemc and Skeetchestn Indian Bands. The application of traditional knowledge for closure is a relatively new field. As such, the application of the findings of this research are at a conceptual level. Interviews with traditional knowledge keepers were conducted to understand the relationship between plant life, wildlife, water sources and the traditional use pattern in the area. Site visits to both the Stk’emlupsemc te Secwepemc Nation and New Afton Mine site have taken place during this research study. Visits to the New Afton property focused on determining and understanding the different areas of disturbance. Visits with the Stk’emlupsemc te Secwepemc members were aimed at engaging, recognizing, and understanding their objectives for the long term post-closure use of the mine site. This research found an extremely strong connection between the community’s culture and natural environment. In addition, hunting, fishing, medicinal and nutritional plant gathering were considered as the key traditional land uses in the area. The New Afton Mine was known as an old stop-over ground for travelers in the region. Concerns relating to the impacts of tailings and possible contaminants to the environment (water, wildlife and plant life) were indicated. Reclaiming the land to a natural state was outlined as the most desirable outcome for closure. The technical constraints of the property were also discussed (subsidence zones, semi-arid conditions, etc.) and how the property, considered as a brownfield development, impacts the closure and reclamation outcomes. Finally, through the interviews and field notes, it was found that successful consultation and collaboration with First Nations communities requires: respect and understanding of the community’s culture and history, well established trust, and an ability to be flexible to the needs of the community.
Applied Science, Faculty of
Mining Engineering, Keevil Institute of
Graduate

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Bruce, Sherri Anne. "First Nations protocol : ensuring strong counselling relationships with First Nations clients." Thesis, 1993. https://dspace.library.uvic.ca//handle/1828/8705.

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This study explores the protocol that Non-First Nations counsellors need to follow or do when building positive relationships with a First Nations community. The purpose of this study is to provide some guidelines that Non-First Nations counsellors could utilize building positive relationships with a First Nations community. The research method involved interviews with 14 adult First Nations clients and support people and 21 Non-First Nations counsellors and support people. The Critical Incident Technique was used to elicit incidents from the 36 participants.
Graduate

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Miller, John Wilson. "Assessing First Nations language proficiency." Thesis, 2004. http://hdl.handle.net/2429/17234.

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The purpose of this research project was to develop, trial, and improve a method for assessing levels of First Nations language proficiency. The work is based on a need identified by British Columbia First Nations language teachers for a means to determine student progress and achievement in courses involving the learning of First Nations language. Borrowing liberally from existing language rating scales, assessment literature, First Nations language literature, personal experience in First Nations language curriculum development, and discussions with First Nations language teachers, a set of First Nations Language Benchmarks and check-lists were developed for trial. The research undertaken in this study, which involved extensive collaboration with 10 First Nations language teachers, was conducted in four First Nations languages (Interior Salish) and included participation by both public and Band-operated schools. Following two, three-month trial periods and the resulting feedback from the participating language teachers, a culturally appropriate, easily administered, and teacher friendly method of assessing First Nations language has been established. One of the most significant outcomes of this research project is a handbook entitled A Language Teacher's Guide to Assessing First Nations Language Proficiency.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate

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"Neocolonialism, First Nations Governance and Identity: Community Perspectives from Battleford Agency Tribal Chiefs (BATC) First Nations." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-01-1910.

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This thesis presents a secondary analysis of findings from a larger community-based participatory research (CBPR) project with the Battleford Agency Tribal Chiefs (BATC) First Nations reserves in Northern Saskatchewan. Initiated at the request of BATC, a three year CBPR project, entitled: “Resilience to Offending: Listening to Youth On-Reserve,” aimed to identify, analyze and disseminate local knowledge about on-reserve youth resilience. This larger project intended to capture the perspectives of First Nations youth, Elders and community stakeholders who work with youth at risk of offending, by identifying culturally specific aspects of resilience. Using arts-based and mixed methods, the focus of this larger study was on personal, relational and environmental risks faced by the youth and the impact of formal and informal services on reserve on youth resilience. Guided by a postcolonial and anti-oppressive framework, this thesis provides a secondary analysis of the in-depth qualitative interviews with the fourteen stakeholders and Elders who work with youth. Using a constructivist grounded theory, this thesis explores the stakeholder’s and Elders’ perceptions of formal and informal services in First Nations communities as well as issues related to First Nations governance. The emerging framework brought to light the continued impact of the colonization process on the federal government’s interactions with First Nations’ members, communities, Aboriginal leadership and governance structures. The research questions for this thesis were: How is the colonization process at play in the federal government’s interactions with First Nations’ members, communities, Aboriginal leadership, and governance structures?”, “What are the impacts of the colonization process in terms of the lived experience of individual First Nation members?”, and “What are the impacts of the colonization process in terms of community life on reserve?”. With these questions in mind, interpretation of the stakeholder interviews resulted in three general themes including: the continued impact of historical and systemic issues on the wellbeing of youth, adults and entire communities; colonized identities, which stakeholders referred to as the internalization of colonization through experiences of othering, and the resulting loss of self-esteem, lack of sense of belonging, and disconnection from traditional culture; and continued oppression through contemporary institutional means, most notably the relationship of control that exists between First Nations communities and the federal government. This thesis concludes that colonialism and neocolonialism, or the processes of domination and control by one group over another, and the continued control of colonized groups, respectively, are still very prevalent within the lives of Aboriginal people, coming to effect their social environments, their lived realities, and the policies and discourses pertaining to them. The institutionalized racism that constituted the colonial process, and continuing neocolonialism, influences the policies, programming and relations regarding Aboriginal people. This control is solidified through the contriving of Aboriginal identity and governance: the federal government still has the ultimate control over legal Aboriginal identity through delegation of titles (such as status Indian or non-status Indian), and the rights and disadvantages associated with each title. Despite the establishment of Aboriginal self-government, community stakeholders and Elders shed light on ways First Nations people on BATC reserves are still answerable to the federal government while they continue to suffer marginality related to housing, employment, socioeconomics and racialization.

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