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Dissertations / Theses on the topic 'Native peoples – education – canada'

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Published: 27 July 2024

Last updated: 31 July 2025

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1

Brown, Alison K. "Object encounters : perspectives on collecting expeditions to Canada." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365502.

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2

Morris, Traci Lynn 1965. "Interpreting our own: Native peoples redefining museum education." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278608.

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For my Master of Arts in American Indian Studies at the University of Arizona I have done a comparative analysis of the Docent program's at the Arizona State Museum and the National Museum of the American Indian. A docent program or guided tour program, is part of educational programing at each museum. In order to fully understand and appreciate objects in a museum, especially those in exhibits dealing with Native Americans, requires interpretation. The guided tour is one of the most popular interpretive techniques. In this particular study, I focus on the use of storytelling as an interpretiv

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3

Anderson, Robyn Lisa, and n/a. "The decolonisation of culture, the trickster as transformer in native Canadian and Maori fiction." University of Otago. Department of English, 2003. http://adt.otago.ac.nz./public/adt-NZDU20070508.145908.

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The trickster is a powerful figure of transformation in many societies, including Native Canadian and Maori cultures. As a demi-god, the trickster has the ability to assume the shape of a variety of animals and humans, but is typically associated with one particular form. In Native Canadian tribes, the trickster is identified as an animal and can range from a Raven to a Coyote, depending on the tribal mythologies from which he/she is derived. In Maori culture, Maui is the trickster figure and is conceptualised as a human male. In this thesis, I discuss how the traditional trickster is contexua

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4

O'Connor, Kevin Barry. "Investigations into Indigenous research and education through an experiential and place-based lens." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99737.

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The lack of Indigenous cultural knowledge and perspectives in the school curriculum has been identified as a significant factor in school failure amongst Indigenous students. This thesis includes a literature review of Indigenous education, as articulated by Indigenous scholars. Issues of identity, self-determination, local control, community, culture and a return to a traditional-holistic model of education are investigated. An analysis of experiential and place-based educational models is taken as these alternative practices have shown success in addressing Indigenous students needs. The fun

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5

Rotman, Leonard Ian. "Duty, the honour of the Crown, and uberrima fides, fiduciary doctrine and the crown-native relationship in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1993. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ39228.pdf.

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6

Brand, Kelly. "Geographies of First Nations, Inuit, and Metis Peoples in a Contemporary Grade-nine Applied-level Ontario Geography Textbook." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28797.

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This study examines the representations of First Nations, Inuit, and Metis geographies within a contemporary grade-nine Canadian geography textbook. Although First Nations, Inuit, and Metis peoples have lived on the territory now known as Canada for thousands of years, in the past two hundred years, with the exception of some place names, colonialism has worked to largely remove evidence of their presence from the landscape and to exclude them from the dominant narratives of Canadian geography. In this study, I conduct a critical discourse analysis of a textbook currently approved by the Ontar

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7

Aragon, Ruiz Antonio. "Learning from the 2010 Vancouver winter Olympic Games about Aboriginal peoples of Canada." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/3090.

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This research examines the ways in which the Vancouver Olympics emblem, an Inuit inuksuk, and other Aboriginal symbols have been ‘adopted’ by the organizers of the 2010 Winter Olympics, how visual and textual Aboriginal representations have been incorporated into the public education mandate of the Games, and how this relates to the Aboriginal Participation Goals of the Vancouver Organizing Committee (VANOC). I use Freirian critical cultural pedagogy and Foucauldian theories along with a visual research method, semiotic analysis, as a way to examine the material presented on the official Vanco

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8

Baloy, Natalie Jean-Keiser. "Exploring the potential for native language revitalization in an urban context language education in Vancouver /." Thesis, Vancouver : University of British Columbia, 2008. http://www.collectionscanada.ca/obj/s4/f2/dsk3/BVAU/TC-BVAU-1490.pdf.

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9

Ing, N. Rosalyn. "The Effects of residential schools on native child-rearing patterns." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/42515.

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This paper examined the apparent effects of residential schools on the child-rearing patterns of Natives who attended these schools. Evidence came from the literature and from three interviews with persons who attended residential schools -- one male elder and two females, who answered four open-ended questions. The findings suggest that this type of educational experience caused psychological and cultural losses in self-esteem, child-rearing patterns, and Native Indian language. New and different behaviours had.to be learned by the children in middle childhood to cope and exist in a

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10

Lysyk, Linda Marie. "Native art and school curriculum : Saskatchewan Aboriginal artists' perspectives." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/30166.

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This study presents Aboriginal artists' perspectives on the study of Native art in the school curriculum. The case study is a naturalistic inquiry that employs ethnographic techniques to interview nine Saskatchewan artists, five females and four males. Overall, the artists agree on having Native art content in school programs, especially for Native students. All the artists believe that Aboriginal peoples should be involved in the definition and presentation of their art in the school curriculum. The artists show that content, and materials, may or may not be traditional. The artists prefer

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11

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 no

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12

Dionne, Dee, and University of Lethbridge Faculty of Health Sciences. "Recovery in the residential school abuse aftermath : a new healing paradigm." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, c2008, 2008. http://hdl.handle.net/10133/736.

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This qualitative study informs the literature by bringing two perspectives together: the trauma of residential school abuse and the transpersonal viewpoint of healing. A phenomenological hermeneutic approach explored lived experiences of residential school survivors and their families. Transpersonal psychology was introduced as the focus for a new healing paradigm. The research questions ask, “What has been the lived experience of the trauma of residential school abuse” and “How are traditional and non-traditional healing practices mutually applied in the recovery process by individuals who ar

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13

Millard, Eleanor Rae. "Adult composition instruction in a northern native community : a case study of cultural and ideological resistance." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31840.

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This thesis reports an interpretive case study of adult composition instruction in a native community in northern Canada. Although the existing literature contains much theory about literacy and cross-cultural relations, little research has examined particular contexts of writing instruction, especially for native populations. The present research focused on students' responses to specific approaches to composition, using participant-observation by the author and an emergent research design which considered classroom events in relation to the local community and its history. The study found mu

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14

Anderson, Starla H. "The discourse performance of native Indian students : a case study with implications for academic instruction." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27656.

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This investigation is concerned with the oral and written discourse performance of underachieving urban Native Indian secondary students. Primary data was collected during eight interactive talk-write sessions conducted individually with eight case study subjects. Within an ABAB design, two narrative and two academic topics were alternated. Oral discourse performance followed written discourse performance during each of the two (composing and revision) sessions conducted for each topic. Supplementary data includes: observations of classroom writing behaviors, interviews, analysis of students'

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15

Duquet, Pascal. "La controverse historique entourant la survie du titre aborigène sur le territoire compris dans les limites de ce qu'était la province de Québec en 1763." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ38075.pdf.

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16

Brown, Leslie Allison. "Administrative work in aboriginal governments." Thesis, 1995. https://dspace.library.uvic.ca//handle/1828/9449.

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Aboriginal governments are organizations like any other, but they have some important differences that stem from the cultures of aboriginal peoples and the history and construction of aboriginal governments in Canada. Colonization brought particular conceptions of work and administration that are not always compatible with aboriginal cultures. Aboriginal governments are grounded in their respective communities and cultures and at the same time exist within a Canadian political system that reflects the values of a western, non-aboriginal society. The practice of administrative work in aborigina

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17

Allaire, Franklin S. "Science education and native Hawaiian peoples: a study of the dis/connection between science teaching and being native Hawaiian." Thesis, 2007. http://hdl.handle.net/10125/20363.

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18

McGowan, Katharine Albertine. "“We are wards of the Crown and cannot be regarded as full citizens of Canada”: Native Peoples, the Indian Act and Canada’s War Effort." Thesis, 2011. http://hdl.handle.net/10012/6301.

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The First World War left few untouched on Canada’s Native reserves: many councils donated money to war funds, thousands of men enlisted and their families sought support from the Military and war-specific charities, and most became involved in the debate over whether Native men could be conscripted and the implications that decision could have for broader Native-government relations. Much of the extant literature on Native participation in the war has paired enthusiastic Native engagement with the Canadian government’s shabby treatment. However, in many different ways and with many different

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19

Shrubb, Rebecca. "“Canada has no history of Colonialism.” Historical Amnesia: The Erasure of Indigenous Peoples from Canada’s History." Thesis, 2014. http://hdl.handle.net/1828/5778.

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Over the past decade, the Ontario Ministry of Education has committed to increase relevant teaching material for Indigenous students. While seemingly significant, a mere “increase” in “Indigenous content” is not enough to combat the racist and colonial mentality inherent within the Ontario history curriculum. Canadian history is steeped with idealistic, imperialist discourses organized around keywords such as peacekeeping and multiculturalism, as well as progress, development, identity, and nation building. The latter serve to not only erase, but also to legitimize the atrocities of Canada’s c

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20

Schiffer, Jeffrey J. "Feathers, Beads and False Dichotomies: Indigenizing Urban Aboriginal Child Welfare in Canada." Thesis, 2014. https://doi.org/10.7916/D8251GQZ.

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This dissertation explores historical processes and daily practices of indigenization within the context of British Columbia's model for delegating Aboriginal agencies for child and family services. This research draws from historical data, examining the ways in which contemporary indigenization within Aboriginal child welfare is shaped by Canada's colonial past- most notably, the historical relationship between the Indian Residential School System and Aboriginal child welfare in Canada. Grounded in indigenous methodologies, research practice, and critical theory, this dissertation queries i

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21

Quirt, Lyanne. "The universe and my brain in a jar: Canadians, universities, and Indigenous Peoples." Thesis, 2008. http://hdl.handle.net/1828/923.

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During the last decade, the University of Victoria (UVic) in British Columbia, Canada has developed several policies that aim to recruit and retain Indigenous students. UVic is a leader in a wider Canadian trend of encouraging Indigenous youth to complete high school and pursue post-secondary education, but ensuring that universities are safe spaces for Indigenous peoples and Indigenous knowledge is a significant challenge, particularly given the historical roles that universities have held in colonisation. Universities’influence extends beyond their campuses, as the majority of Canadian bus

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22

Boulet, Virginie. "Maternité précoce et réussite scolaire chez les femmes autochtones au Canada." Thèse, 2017. http://hdl.handle.net/1866/20099.

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23

Pooyak, Sherri. "My life is my ceremony: indigenous women of the sex trade share stories about their families and their resiliency." Thesis, 2009. http://hdl.handle.net/1828/3116.

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The current discourse on women who work in the sex trade is often viewed through a lens based on “victim and abuse” (Gorkoff and Runner, 2003, p. 15) positioning them as being helpless, needing to be rescued and reformed in hopes they will become upstanding citizens. Constructing a resilient identity of Indigenous women who have had involvement in the sex trade aims to shed new light on the identities of a population who are often portrayed negatively. One of the ways this reconstruction can be done is to focus on their familial relationships, thereby challenging the existing discourse tha

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24

Wrightson, Kelsey Radcliffe. "We are treaty peoples: the common understanding of Treaty 6 and contemporary treaty in British Columbia." Thesis, 2010. http://hdl.handle.net/1828/2968.

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Indigenous and settler relations have been negotiated, and continue to be negotiated in various forms across Canada. This thesis begins from the continued assertions of treaty Elders that the historic Treaty relationships are valid in the form that they were mutually agreed upon and accepted at the time of negotiation. From this assertion, this thesis asks how this mutually agreed upon understanding of Treaty can be understood. In particular, the holistic approach to reading historic treaty draws on the oral history and first hand accounts to provide an understanding of the context and content

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25

Longman, Mary. "Challenging the ideology of representation: contemporary First Nations art in Canada." Thesis, 2006. http://hdl.handle.net/1828/245.

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Since colonial contact in North America in 1492, First Nations identity, history and culture has been displaced, erased and fictionalized by dominant colonial representations. The long history of dominance of these representations has embedded them in the consciousness of both the colonizers and the colonized, and effectively suppressed and controlled First Nations history, culture and identity. This dissertation examines how First Nations artists have resisted and critically analyzed the representation of their identity, history, and culture from the 1970s until today. Four key themes that Fi

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26

Carmichael, Adam Burke. "Problematic settlers: settler colonialism and the political history of the Doukhobors in Canada." Thesis, 2016. http://hdl.handle.net/1828/7737.

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Over the last ten years, there has been extensive scholarly debate about the nature of settler colonialism and the category ‘settler’. The central problem animating this dissertation is the question of how we understand the position of a settler group like the Doukhobors in Canadian settler colonialism. In 1899 approximately 7,500 members of the Doukhobor religious movement fled oppression in Russia and arrived in Canada with the hope of creating an earthly paradise based on communal economy, mutual aid, pacifism, and an anarchistic theology. Less than a decade after fleeing Tsarist oppr

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27

Goyette, Ashley. "A qualitative study into how 'mainstream', undergraduate social work education in the Maritime Provinces of Canada prepares social work student to work with Indigenous Peoples." Thesis, 2018. https://dspace.library.uvic.ca//handle/1828/9676.

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This study focused on how mainstream, social work education in the Maritime provinces prepares social workers to work with Indigenous peoples. This study adhered to principles of decolonization and Indigenous ways of researching. Five undergraduate, social work educators were interviewed using open-ended questions and a conversational interviewing style. An interview guide was used, and the broader research questions looked at what is being taught about Indigenous histories, politics, policies, research, cultures and worldviews, how it is being taught and who is teaching it? This study use

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28

Mack, Johnny Camille. "Thickening totems and thinning imperialism." Thesis, 2009. http://hdl.handle.net/1828/2830.

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This thesis analyzes the relationship between the legal traditions of indigenous peoples and the Canadian State. I posit that the current relationship is aptly characterized as imperial. The imperial dynamics of this relationship perpetuate imbalances of power between the two traditions. This situation of power imbalance produces two effects that are of concern here. First, it enframes the development of indigenous legal traditions within the liberal state, domesticating indigenous norms to accord with liberal norms. Second, it disencumbers indigenous peoples ancestral territories from indig

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29

Freeman, Victoria Jane. ""Toronto Has No History!" Indigeneity, Settler Colonialism, and Historical Memory in Canada's Largest City." Thesis, 2010. http://hdl.handle.net/1807/26356.

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The Indigenous past is largely absent from settler representations of the history of the city of Toronto, Canada. Nineteenth and twentieth century historical chroniclers often downplayed the historic presence of the Mississaugas and their Indigenous predecessors by drawing on doctrines of terra nullius, ignoring the significance of the Toronto Purchase, and changing the city’s foundational story from the establishment of York in 1793 to the incorporation of the City of Toronto in 1834. These chroniclers usually assumed that “real Indians” and urban life were inimical. Often their representatio

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30

Fisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.

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The mathematics education experiences of Aboriginal high school students has received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories. Performance mastery experiences were found to dominate the formation of students’ sense of competence. Experiences were centrally impacted by students’ affective domain. The importance of relationality and an inter-connection between all four sources of self-ef

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31

Aylward, Marie Lynn. "The role of Inuit language and culture in Nunavut schooling : discourses of the Inuit qaujimajatuqangit conversation." 2006. http://arrow.unisa.edu.au:8081/1959.8/45749.

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The settlement of the Nunavut land claim in 1993 followed closely by the enactment of the Nunavut territorial legislation in 1999 were significant historical events for all aboriginal peoples in Canada. The newly formed public government made a commitment to have Inuit traditional knowledge, language, and culture as the foundation of "all we do". This commitment provides the starting point for the present study, which explores how the role of Inuit language and culture is constructed within the curricula and practices of Nunavut schooling. Data were generated from dialogue with Nunavut teacher

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32

Zeme, Mesfin Derash. "Exploring the challenges of mother-tongue-based multilingual education in primary schools in selected minority language areas in southern Ethiopia." Thesis, 2020. http://hdl.handle.net/10500/26991.

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Mother-Tongue-Based Multilingual Education (MTB MLE) has become an important concept in the field of primary education in many parts of the world. MTB MLE is a form of education that deals with the bridging of learning in the mother tongue to using one or more languages as languages of instruction in schools. This study took place in the Southern Nation and Nationality Peoples Regional State of Ethiopia (SNNPRS) to investigate the implementation challenges faced by two sample minority languages, namely Dawuro and Kontaatho, that use the mother tongue as both medium of instruction and as a sub

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33

Kerdine, Halima. "L’accès aux études postsecondaires chez les Premières Nations et les Métis vivant hors collectivités des Premières Nations au Canada : déterminants contextuels, familiaux et individuels." Thesis, 2020. http://hdl.handle.net/1866/24432.

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Cette recherche se penche sur l’impact des facteurs contextuels, familiaux et individuels dans l’accessibilité au postsecondaire des Premières Nations et des Métis âgés entre 18 et 34 ans qui vivent hors collectivités des Premières Nations au Canada. En plus de l’impact de ces facteurs au niveau national, cette recherche s’intéresse aussi à leur impact selon les trois types de systèmes scolaires canadiens « à choix exclusif », « à choix progressif » et « à choix multiples ». Des régressions logistiques multinomiales ont été réalisées sur les données de l’enquête auprès des peuples Autochtones

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34

Landon, Rocky. "We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario." Thesis, 2012. http://hdl.handle.net/1807/34776.

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The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school students. The study was delimited to four different high schools in Northwestern Ontario in order to develop a broader understanding of best practices used by various school communities. Interviews were conducted with students and educational professionals such as teachers, administrators, guidance personnel and school board members. The study was completed over a period of one week, where one day was spent in each school completin

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35

Hudson, Natasha. "Contextualizing Outcomes of Public Schooling: Disparate Post-secondary Aspirations among Aboriginal and Non-Aboriginal Secondary Students." Thesis, 2009. http://hdl.handle.net/1807/18119.

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To understand how Aboriginal youths’ access to post-secondary schooling opportunities is created and constrained, structures of inclusion and exclusion are examined. In particular, the legitimization of unequal treatment and disparate outcomes is problematized; making the case that public schooling systems limit the opportunities of youth. In this study, youths’ post-secondary aspirations are contextualized on the basis of racial identity, gender, programs of enrolment, graduate destinations, parent’s level of schooling, parental income, and community size; binary analyses evaluate the relatio

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