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This volume explores Indigenous measures of economic development in
First Nations Atlantic Canadian communities that are of relevance
for First Nations peoples. Many of the challenges faced by these
communities and their local, regional and national leaders in
advancing economic development relate to experiences of diverse and
complex issues most of which clash with federal policies that
increasingly call for centralization, standardization and
uniformity. This volume illustrates the key challenges in
establishing and maintaining socially responsible economic
development that is beneficial for Aboriginal communities.
Cathyn, a girl-warrior, goes on a journey to "the other side" to
look for her warrior mother, Kaal Bood. Kaal Bood has been missing
for nearly a year and was presumed dead until Cathyn began getting
images of her through half-dream sleeps. With a mysterious guide
known only as Captain Melog, Cathyn faces creatures and dangers
never taught to her at The Academy.
In this collection, Champagne and Stauss demonstrate how the rise
of Native studies in American and Canadian universities exists as
an extraordinary achievement in higher education. In the face of
historically assimilationist agendas, institutional racism, and
structural opposition by Western educational institutions,
collaborative programs continue to grow and promote the values and
goals of sovereign tribal communities. The contributors show how
many departments grew significantly following the landmark 1969
Senate report, 'Indian Education: A National Tragedy, A National
Challenge.' They evaluate the university efforts to offer Native
students intellectual and technical skills, and the long battle to
represent Native cultures and world views in the university
curriculum. In twelve case studies, Indian and non-Indian teachers
provide rich, contextual histories of their programs through three
decades of growth. They frankly discuss successes and failures as
innovative strategies and models are tested. Programs from
University of California-Davis, Harvard, Saskatchewan, Arizona and
others provide detailed analyses of academic battles over
curriculum content, the marginalization of indigenous faculty and
students, the pedagogical implications of integrating native
instructors, the vagaries of administrative support and funding,
Native student retention, the vulnerability of native language
programs, and community collaborations. A vision of Indian
education that emerges from these pages that reveals the
university's potential as a vehicle for Indian nation-building, one
in which the university curriculum also benefits from sustained
contacts with tribal communities. As Native populations grow and
the demand for university training increases, this book will be a
valuable resource for Native American leaders, educators in Native
American studies, race and ethnic studies, comparative education,
minorities in education, anthropology, sociology, higher education
administration and educational policy.
Sharing the Land, Sharing a Future looks to both the past and the
future as it examines the foundational work of the Royal Commission
on Aboriginal Peoples (RCAP) and the legacy of its 1996 report. It
assesses the Commission's influence on subsequent milestones in
Indigenous-Canada relations and considers our prospects for a
constructive future. RCAP's five-year examination of the
relationships of First Nations, Metis, and Inuit peoples to Canada
and to non-Indigenous Canadians resulted in a new vision for Canada
and provided 440 specific recommendations, many of which informed
the subsequent work of the Truth and Reconciliation Commission of
Canada (TRC). Considered too radical and difficult toimplement,
RCAP's recommendations were largely ignored, but the TRC reiterates
that longstanding inequalities and imbalances in Canada's
relationship with Indigenous peoples remain and quite literally
calls us to action.With reflections on RCAP's legacy by its
co-chairs, leaders of national Indigenous organizations and the
Minister of Indigenous Crown Relations, and leading academics and
activists, this collection refocuses our attention on the
groundbreaking work already performed by RCAP. Organized
thematically, it explores avenues by which we may establish a new
relationship, build healthy and powerful communities, engage
citizens, and move to action.
Sharing the Land, Sharing a Future looks to both the past and the
future as it examines the foundational work of the Royal Commission
on Aboriginal Peoples (RCAP) and the legacy of its 1996 report. It
assesses the Commission's influence on subsequent milestones in
Indigenous-Canada relations and considers our prospects for a
constructive future. RCAP's five-year examination of the
relationships of First Nations, Metis, and Inuit peoples to Canada
and to non-Indigenous Canadians resulted in a new vision for Canada
and provided 440 specific recommendations, many of which informed
the subsequent work of the Truth and Reconciliation Commission of
Canada (TRC). Considered too radical and difficult to implement,
RCAP's recommendations were largely ignored, but the TRC reiterates
that longstanding inequalities and imbalances in Canada's
relationship with Indigenous peoples remain and quite literally
calls us to action. With reflections on RCAP's legacy by its
co-chairs, leaders of national Indigenous organizations and the
Minister of Indigenous Crown Relations, and leading academics and
activists, this collection refocuses our attention on the
groundbreaking work already performed by RCAP. Organized
thematically, it explores avenues by which we may establish a new
relationship, build healthy and powerful communities, engage
citizens, and move to action. Sharing the Land, Sharing a Future
marks the twenty-fifth anniversary of the release of the RCAP
report and demonstrates how its research and recommendations can
inform today's reconciliation process.
In this collection, Champagne and Stauss demonstrate how the rise
of Native studies in American and Canadian universities exists as
an extraordinary achievement in higher education. In the face of
historically assimilationist agendas, institutional racism, and
structural opposition by Western educational institutions,
collaborative programs continue to grow and promote the values and
goals of sovereign tribal communities. The contributors show how
many departments grew significantly following the landmark 1969
Senate report, 'Indian Education: A National Tragedy, A National
Challenge.' They evaluate the university efforts to offer Native
students intellectual and technical skills, and the long battle to
represent Native cultures and world views in the university
curriculum. In twelve case studies, Indian and non-Indian teachers
provide rich, contextual histories of their programs through three
decades of growth. They frankly discuss successes and failures as
innovative strategies and models are tested. Programs from
University of California-Davis, Harvard, Saskatchewan, Arizona and
others provide detailed analyses of academic battles over
curriculum content, the marginalization of indigenous faculty and
students, the pedagogical implications of integrating native
instructors, the vagaries of administrative support and funding,
Native student retention, the vulnerability of native language
programs, and community collaborations. A vision of Indian
education that emerges from these pages that reveals the
university's potential as a vehicle for Indian nation-building, one
in which the university curriculum also benefits from sustained
contacts with tribal communities. As Native populations grow and
the demand for university training increases, this book will be a
valuable resource for Native American leaders, educators in Native
American studies, race and ethnic studies, comparative education,
minorities in education, anthropology, sociology, higher education
administration and educational policy.
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