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Title: Git Skee'een Niidiit: people of the Skeena River: Gitksan history in art
Contributors: Judith P. Morgan (author), Antonia Mills (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: First Nations Studies
Date added: 2017-04-10T22:17:03.299Z

Title: Wilps Wats'inaalukw: knowledge from the House of Wats'inaalukw
Contributors: Vanessa Morgan (author), Margaret Anderson (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: First Nations Studies
Date added: 2017-04-10T22:06:57.59Z

Title: Understanding conceptions of land tenure in the Lake Babine Nation.
Contributors: Corbin Greening (author), Ross Hoffman (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Understanding Conceptions of Land Tenure in the Lake Babine Nation is about evolving values and the leaders who navigate them. The traditional territory of the Lake Babine Nation (LBN) is situated on Babine Lake, east of Smithers and north of Burns Lake - a community adjacent to the Lake Babine Nation's largest community by population. Ownership and stewardship of land in the LBN has been rapidly evolving since the imposition of the Indian Act and other government legislation in the early 20th century, forcing the Babine to adapt their social and land management techniques. With the prospect of self-governance on the horizon and pressure from the Federal and Provincial governments to adopt a system of land tenure based on private property, the LBN is at a crossroads. In this work, leaders from Chief and Council, the LBN Treaty Office, and the Hereditary Chiefs, expressed their vision for the management of the traditional territories, including traditional and western forms of ownership and stewardship, with an emphasis on collective responsibility. This work is designed to facilitate a discussion about the fundamental land values of the LBN and how they can be represented in the governance structure of a self-governing nation. --Leaf ii.
Discipline: First Nations Studies
Date added: 2017-04-11T21:13:13.955Z

Title: How I learned the language: The pedagogical structure of the Taltan language.
Contributors: Oscar Dennis (author), Antonia Mills (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This thesis investigates the morphological structure of Tāl̸tān, a northern Athapaskan language. This thesis does not examine the morphemic properties of Tāl̸tān from a linguistic perspective. Instead, this thesis focuses on the pedagogical structure, which has been neglected and misunderstood in the previous research and literature, from a second language learning translation language. This thesis also examines the cultural differences between Tāl̸tān and English, the translation language. Based on the morphemic findings, and observed behavior governing syllable structure, I argue that the Tāl̸tān Language is structured around the pronouns in a way that is patterned into the paradigms with a consistency that simplified the learning process when a second language learner understand how it works. The thesis also points out how deeply the cultural understanding of the universe is embedded in the structure and nature of the language. --Leaf i.
Discipline: First Nations Studies
Date added: 2017-04-11T21:13:10.627Z

Title: Four Lheidli T'enneh families' experiences and expectations of public education
Contributors: Jennifer Annaïs Pighin (author), Margo Greenwood (Thesis advisor), University of Northern British Columbia College of Arts, Social, and Health Sciences (Degree granting institution), Antonia Mills (Committee member), Jo-Ann Archibald (Committee member)
Abstract: Initiatives designed to understand the discrepancy in graduation rates and investigate educational possibilities for First Peoples across Canada recognize it is vital to consider the local contexts of Indigenous peoples’ experiences with educational systems and their perspectives on learning. No recent studies have explored the local Lheidli T’enneh First Nations’ (LTFN) context relative to their member’s educational needs and expectations. This study engaged four multi-generational LTFN families’ lived experiences of public education including their expectations of the system. Their stories reflected three topic areas fundamental to this research: (1) relationships within the school, (2) pedagogy, and (3) curriculum. From a decolonizing Indigenous lens and using a qualitative methodology within an Indigenous research paradigm, common themes were identified from the participant narratives and are presented alongside existing literature... .
Discipline: First Nations Studies
Date added: 2017-05-15T16:28:28.798Z

Title: The Identity Enigma: Denial of First Nations Women's Rights to Identity.
Contributors: Jessie Capri King (author), Ross Hoffman (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The concept of Indian status is problematic and is experienced as a phenomenon that can be both positive and negative. The phenomenon investigated in this research is that of status loss for various reasons: a) marrying-out, b) unknown and unstated paternity, and c) second generation cut-off. At this point in history the Indian Act is being questioned regarding gender discrimination that restricts Status transmission for First Nations women in comparison to First Nations men. Throughout this research Bill C-3 was proposed, read in parliament, and eventually passed as legislation to promote gender equality in Indian Registration. On January 31st 2011 Bill C-3 became law and is now know as the Gender Equity in Indian Registration Act. However, it is important to note that the struggle for equality is not complete with the addition of this amendment for reasons to be discussed in this research. As a First Nations woman experiencing the phenomena that result from the Indian Act's restrictions of status transmission for First Nations women I wanted to hear from other women in my situation. I also wanted to hear from women experiencing other forms of status transmission restrictions and give them the opportunity to have a voice against legislation that attempts to undermine them. The Indian Act elicits different responses, perceptions, and emotions when it comes to defining who is an Indian' and who is not eligible. It is these varying opinions that I sought out with the co-researchers in this study in order to provide a document that is inclusive and safe for discussion. --P. ii.
Discipline: First Nations Studies
Date added: 2017-03-30T17:09:41.139Z

Title: Whispering the circle back: Participating in the oral transmission of knowledge.
Contributors: Joyce Schneider (author), Antonia Mills (Thesis advisor), Wendy Aasen (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Within the pages of this document you will find the whispers of ways of being that have come to live within my heart as I journeyed towards obtaining a mainstream education through participation in the oral transmission of knowledge. As a member of the Stl'atl'imx Nation, I needed to honour the ways of knowing that are traditional to my people in the fulfillment of the requirements for my Master's degree in First Nations Studies. In doing so, I have recorded on my heart the teachings so gently shared with me ...Through blending the understandings I have gained from both the academic and Indigenous worlds, this thesis represents the possibilities that await us when we seek to honour and value diverse ways of knowing. --P.i.
Discipline: First Nations Studies
Date added: 2017-03-30T17:03:37.55Z

Title: Bill C-31. Identity and gender: Ain't I an Indian?
Contributors: Laverne Gervais (author), Joanne Fiske (Thesis advisor), Paul Michel (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This qualitative-experiential research explores the influence of Bill C-31 on individual concepts of identity and gender. It includes interviews with 11 individuals who acquired Indian status through the 1985 Bill C-31, Amendments to the Indian Act. In particular, I examine the application process and raise questions regarding gendered experiences. The overall objective of this research is to humanize the issue of Bill C-31 and to capture some of the day to day struggles of living under the influence of the Indian Act. --P.ii.
Discipline: First Nations Studies
Date added: 2017-03-30T17:03:09.247Z

Title: From colonization to globalization: the Gitxsan Nation's struggle for jurisdiction within their traditional territories
Contributors: Travis John Holyk (author), Antonia Mills (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Two conflicting ideologies have been practiced within the Gitxsan territory since contact between the Gitxsan and Europeans. One, the dominant Western ideology, forms the basis for attempted colonization of Indigenous lands. The dominant Western ideology, now as in the past, utilizes economic gain as its benchmark for success and is motivated by profit ~acquired from exploiting resources in various geographic areas. In each phase of colonization the proponents of the dominant Western ideology have instituted a new title for their agenda in order to make what they are doing seem legitimate. However, settlement, development and globalization are all guided by the ethic of exploitation for profit maintained through the colonization process. The Gitxsan world view, the second and opposing ideological position described in this thesis, shapes Gitxsan resistance to outside pressure. The Gitxsan view their territory as their sacred place and respect for the land and all its creatures constitutes their primary law. The Gitxsan are tied to one geographic area which has supported them for thousands of years and believe they must protect and sustain their place on earth for past, present and future generations. From settlement to globalization Gitxsan resistance has adapted, and risen to the levels needed to sustain their struggle for jurisdiction within their traditional territories. Gitxsan resistance has been heightened in recent years due to the increasingly destructive scale of technology which threatens the territories and culture of the Gitxsan people.
Discipline: First Nations Studies
Date added: 2017-04-10T22:11:23.019Z

Title: Berries, bison, and branches: Returning to traditional Aboriginal sustenance.
Contributors: Patricia Ann Howard (author), Ross Hoffman (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: Colonial work was in part a disruption to the connection of land and resources, and if you disrupt land, communities and resources, you disrupt culture, identity and sustenance practices. In this thesis, I examine what colonization is, as well as the historical colonial powers that have been at work in First Nations communities with a particular focus on identity and the consequences of territorial displacements and how that has impeded traditional Aboriginal diets. I also include a location of self and what led me on this journey. Additionally, I examine what health and well-being looks like for the Indigenous population concerning traditional foods, food security with access playing a pivotal role. The third component addresses the contemporary well-being of Aboriginal Peoples and the potential to rejuvenate culture and identity through a new uptake of relations with traditional and wholesome foods. --P. ii.
Discipline: First Nations Studies
Date added: 2017-03-30T17:10:55.723Z

Title: Towards First Nations energy self-sufficiency: Analyzing the renewable energy partnership between T'sou-ke Nation and Skidegate Band.
Contributors: Sarah Ozog (author), Karyn Sharp (Thesis advisor), Ken Wilkening (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: First Nations communities, especially in remote areas, face economic, social, and environmental challenges that threaten their future sustainability. One avenue to enhance sustainability is to achieve energy self-sufficiency. The T'Sou-ke Nation on Vancouver Island, British Columbia is on the road to achieving this. In 2009, they successfully completed a Solar Community Project, which brought numerous benefits to the community and attracted the attention of other First Nations, including the remote First Nation of Skidegate in Haida Gwaii, British Columbia. Thereafter, Skidegate developed a unique partnership with T'Sou-ke Nation in 2010 in which T'Sou-ke became a solar mentor to Skidegate. My research evaluated whether this partnership was successful. I assessed the technical (applicability of the T'Sou-ke Solar Community Project to meet Skidegate's energy needs) and social (strength of the relationship) elements of success. Overall, the partnership was deemed highly successful by all parties. I also identified determinants of success that may be useful in creating other First Nations-to-First Nations partnerships for renewable energy development. --P. ii.
Discipline: First Nations Studies
Date added: 2017-03-30T17:10:45.334Z

Title: River of knowledge: First nations post-secondary success along Lisims.
Contributors: Lori Nyce (author), Margaret Anderson (Thesis advisor), Sarah de Leeuw (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: My interest in the Master of Arts program is to study the impact that the Wilp Wilx̲o’oskwhl Nisga’a has made on the Nisga’a Nation by providing post-secondary education. This thesis focuses on the educational journeys of four students while attending the Wilp Wilx̲o’oskwhl Nisga’a Institute and how they were able to succeed in obtaining their Bachelor of Arts degrees within their own traditional territory. Stories of success are important to hear, so that others can see education is not achieved overnight, but is a series of small steps taken every day. These educational journeys are metaphorically equated to a journey along the K̲’alii Aksim Lisims River that runs through the territorial lands of the Nisga’a. There are four classifications of action that organize my presentation of each student’s journey in education: 1) Taking the Helm, Exploring Options 2) Life Currents of the Student 3) Learning to Paddle 4) Coming Ashore. Based on the Lisims (Nass River) these themes emphasize how life experiences involve different water currents and depths, runoffs, reflections, and routes.
Discipline: First Nations Studies
Date added: 2017-04-11T21:13:45.131Z

Title: What do Inuit drawings mean to Nisga'a children?
Contributors: Yuka Izu (author), Antonia Mills (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: No abstract available.
Discipline: First Nations Studies
Date added: 2017-03-30T16:57:21.307Z

Title: Nihl Adagwiy T'gun Adaawaks GalksiGabin (Here Is the Story of GalksiGabin): A modern auto-ethnography of a Nisga'a man.
Contributors: Andrew Robinson (author), Antonia Mills (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This thesis is an auto-ethnographic description of my life as GalksiGabin, Andrew Robinson, a proud member of the Nisga'a Nation who has grown up during extremely monumental and influential times for Nisga'a people. Not only have my people been witness to the first Comprehensive Land Claim settlement in British Columbia's history, but we have found the ways and strength to make our traditional lives and Ayuukhl (laws) work with the Canadian State. Within this work, I describe the importance and foundation of our existence as Nisga'a. This includes: geography and culture, social organization and language, and finally, Nisga'a governance. By beginning each of my chapters with a story, I honour the integrity of the oral society I am born from, while placing each of my ethnographical headings in a context that is appropriate to the chapter. In discussing geography and culture, one will find my elaboration on the Nisga'a lands that I come from and the intricate relationship those lands have with dictating much of our social system. In my chapter on social organization and language, the reader will get a glimpse into how the Nisga'a social system is dependent on the sustainability of a society that has been in place for thousands of years. Finally, in regards to governance, I discuss the infamous Nisga'a Treaty and its new-found, interrelated relationship with the Nisga'a Ayuukhl (laws) that have governed our Nation since time immemorial. Throughout the thesis, I have utilized my language where it is necessary and appropriate in order to bring forward that this thesis represents a world view that Nisga'a people call Sayt K'ilim Goot (Of One Heart). Writing this thesis has given me an opportunity to revisit the foundations of my world view and reminded me of the testimony of the Elders I grew up with who taught me their wisdom. For this I am grateful, and even more proud to know the sacredness I have been blessed with in my life. I am honoured to share my story with you. T'yooyak'siy niin. --P.iii.
Discipline: First Nations Studies
Date added: 2017-03-30T17:04:39.946Z

Title: Yinka dinii ha ba ten the ways of the people of the earth : a social-ecological framework for sustainability
Contributors: Sandra Martin Harris (author), Antonia Mills (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: In my research project I articulate a Wet'suwet'en social-ecological framework based upon ecological integrity and the strength of a people and culture. Following a Wet'suwet'en way of knowing and being, I would like to add to the limited scholarship that incorporates both the territory and wellbeing of an indigenous people together into a holistic approach. The framework is based upon our ' ways', the maintaining of relationships leads to a way of ' doing', an interdependent social-ecological framework for sustainability. I have adapted the prism model from Parkes et al. (2008) Health and Sustainability to a Wet'suwet'en social-ecological framework based upon Yinka dinii ha ba ten, the ways of the people of the earth. The framework, the new figures and the Office of the Wet'suwet'en indicators are woven together to illustrate how the health of the people is connected to the health of the land and ecosystems.
Discipline: First Nations Studies
Date added: 2017-04-10T22:09:05.362Z

Title: Reclaiming Lheidli: Towards indigenous planning in Prince George.
Contributors: Lisa Krebs (author), Ross Hoffman (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The objective of this thesis is to contribute to the emerging context of Indigenous planning, recognizing that it is both a theoretical framework and professional practice of resistance to historical colonial planning and the production of place/space relationships. Specifically my thesis employs an Indigenous research framework, whereby the participants are experts, respect for relationships is foremost and contribution to social change is part of the design (Smith, 1999). Through the use of Photovoice (Castleden & Garvin, 2008 Wang & Burris, 1997) as a participatory research framework of qualitative inquiry, participants examine place/space relationships between Lheidli T'enneh Nation Members and Lheidli (the now City of Prince George) in the specific contexts of (1) the colonial hegemony that has erased Lheidli history and (2) the wider neglect of planning policy in not meaningfully engaging with urban Aboriginal communities. Ultimately my thesis does not transcend Western research methods rather, it creates a political challenge to the Western model of the planning process by acknowledging an Indigenous planning methodology that is accountable to Indigenous communities. --Leaf ii.
Discipline: First Nations Studies
Date added: 2017-04-11T21:13:04.675Z

Title: Gyetim Gan: faces in the forest
Contributors: Michael D. Blackstock (author), Antonia Mills (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This thesis examines the history and meanings of Gitxsan Gyetim Gan, or face carved in a [living] tree , or tree art. In this work the author tries to answer an number of questions about this art form, such as, What are the purposes of tree art? who is the audience? why has tree art been so invisible to the colonizer? how can tree art be protected? and why were faces a common image carved in trees? To find answers to these questions, the author called upon adaawk (a Gitxsan term for oral history and stories).
Discipline: First Nations Studies
Date added: 2017-04-11T21:15:16.551Z

Title: Gitxsan storytelling: the breath of our grandfathers
Contributors: Jane Smith Mowatt (author), Anne Lindsay (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: This project examines the role of education !n the attempt to include Gitxsan Storytelling in the Language Arts Program at the elementary level. This project recognizes the importance of including the Gitxsan Elders in outlining the path the project must take. Much attention over the years has focused on the reasons for First Nations children under-achieving in the present school system. The Elders and the literature review stressed the importance of First Nations children learning from their own culture. The project recognizes the support of First Nations groups, public schools and the Ministry of Education as they continue to stress the importance of providing language and culture to the First Nations students. At the same time, there is a lack of funding to provide the required resources. Providing a qualitative content analysis, as well as the practical application of a Gitxsan Storytelling unit and how it can be incorporated into the classroom, this project uses the voice and the perspective of the Gitxsans.
Discipline: First Nations Studies
Date added: 2017-04-10T22:15:37.858Z

Title: Songs of challenge, songs of peace: Nisga'a cultural performance in education
Contributors: Paylig Oltaci Juniper (author), Tom Strong (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: The Nisga'a people on British Columbia's northwestern coast have a rich cultural base. Features of identity intertwine and are expressed through cultural performances, forming the foundation of Nisga'a identity. Music, dance, dramatizations, art and material culture are vital expressions of Nisga'a identity, and reflect the social, historical, political, economic, spiritual, and educational dynamics of the culture. By compartmentalizing the arts into distinct subjects or disciplines, the provincially-prescribed public school curriculum is in direct conflict with Nisga'a views of the arts and song, dance and dramatic representation as a total experience. This work seeks to document Nisga' a views of cultural performance as a feature of identity and provide recommendations for its inclusion into school curriculum. A participatory approach was taken for this research, involving collaboration with community-wide representatives of the Nisga'a nation in education and the performing arts to ensure the ongoing relevance of the project for the Nisga'a. Community-based resource group meetings, semi-structured interviews, participant observations, and personal communications were the primary sources of information for exploring the role of cultural performance in identity and education. Research participants provided recommendations on culturally suitable ways of increasing the understanding of cultural performance activities through schooling. These recommendations, in conjunction with the Orff approach to music education, were then used to guide the teaching of Nisga'a songs in a School District 92 (Nisga'a) school. An inductive approach to coding guided the analysis of the collected data. A model of education fostering the growth of the whole child emerged as an important step towards healing from the impacts of colonization. By making Nisga'a voices heard in this thesis, it is hoped that this research will promote the practice of Nisga'a cultural performance in the community and its schools.
Discipline: First Nations Studies
Date added: 2017-04-10T22:14:55.562Z

Title: Native hip hop: coyote recreates story and song
Contributors: Runningwater Dawn Dunstan (author), Antonia Mills (Thesis advisor), University of Northern British Columbia (Degree granting institution)
Abstract: I intend to examine Native hip hop and its capacity to address social and political issues, empower and give voice to youth, and revitalize elements of oral tradition within a modern context. Qualitative inquiry grounded in the phenomenological tradition constitutes the research design for this study. lll Methodology includes primary research comprised of both interviews with Native hip hop artists as well as my own personal experience with hip hop; and secondary research including academic literature, internet, and other non-academic sources such as magazines, newspapers and audio disks. Native hip hop is a recent phenomenon in Canada, and scholarly literature on the subject is sparse. This study expands the scholarship in the discipline and recognizes the important segment of Native youth, their messages and contributions as hip hop artists to the hip hop community as well as contemporary Canadian First Nations culture.
Discipline: First Nations Studies
Date added: 2017-04-10T22:13:26.734Z