Canadian studies

This thesis critically engages with the historic site Sainte-Marie among the Hurons. The most visited historic site in Ontario anchors a vivid and pervasive story of early Canada while archaeological excavations and reconstruction have a history of their own. It is intertwined with the Martyrs' Shrine and regional sites of significance and pilgrimage in the Catholic world where veneration as saints of Jesuits collectively known as the Canadian Martyrs takes place. Through a panoramic perspective and participant-observer experiences within the sites, in present-day Wendake, Québec, and at a Jesuit mission in Chiapas, Mexico, dimensions of landscape, temporality, materiality, and identity are explored. Development of this history and place in relationship to Indigenous peoples, the Catholic Church, and the Canadian public are examined with consideration for findings of the Truth and Reconciliation Commission, advancement in archaeological knowledge, and ongoing tensions in the practice of archaeology in Ontario.

Author Keywords: Canadian Martyrs, Huron-Wendat, Jesuits, Landscape, Sainte-Marie among the Hurons, Truth and Reconciliation Commission

Many middle-class families, according to Whiteman (2023) find it challenging to manage unless both parents contribute financially through employment. I chose to become a professional because I'd wanted better employment options. My academic research interests soon had me wondering what working-while-parenting experiences were like for other professionals. The overarching topic of my master's thesis was working-while-parenting. The study broadly explored how working experiences affect the parenting goals and/or family well-being of securely employed Trent faculty and/or staff.Trent working parents shared the experiences that working interferes with parenting; and that parents have specific work-life balance needs; they also shared the perspective that parenting accessibility is a working parent right. Trent working parents indicated that success in fulfilling their parenting goals, needs and responsibilities, requires priority, presence and at times, childcare. It was recommended that specific Trent Working Parent Representation be more broadly interpreted and purposefully approached.

Author Keywords: Family well-being, Parenting accessibility as a right, Parenting goals, Presence and childcare needs, Work-life balance, Working-while-parenting

This dissertation, titled "Echoes of Injustice: Regulating Indigenous Masculinity through Canadian Legal and Colonial Systems, "examines how the Canadian criminal justice system—through its denial of colonial violence and its regulation of Indigenous masculinity—has contributed to the ongoing criminalization and marginalization of Indigenous men. By critically engaging with both historical and contemporary legal frameworks, including the Indian Act, restorative justice practices, and landmark cases such as R. v. Gladue and Blackwater v. Plint, this research traces how colonial narratives remain embedded in Canadian jurisprudence. These narratives often portray Indigenous men as inherently violent, deviant, and in need of regulation. The central research question guiding this work is: How has the Canadian criminal justice system, through its denial of colonial violence and its regulation of Indigenous masculinity, contributed to the continued criminalization and marginalization of Indigenous men? Grounded in the theoretical frameworks of Frantz Fanon and Michel Foucault, this dissertation argues that the legal system not only fails to address the structural impacts of settler colonialism but also actively reproduces colonial violence by projecting it back onto Indigenous male bodies. In doing so, it reinforces pathologizing narratives and obstructs opportunities for meaningful healing and justice. Each chapter applies this theoretical lens to specific legal cases and state policies, demonstrating how Indigenous men are constructed as threats to colonial order and denied recognition as victims of systemic trauma. Using a counter-narrative methodology, this dissertation challenges dominant legal and academic discourses, revealing how they obscure the lived realities of Indigenous men and sustain one-dimensional portrayals that rationalize state control. The counter-narrative approach is not merely a tool for alternative interpretation; it is a necessary act of decolonial resistance—one that disrupts colonial knowledge production and reclaims interpretive authority. By centring Indigenous voices and rejecting pathologizing settler narratives, this methodology contributes to the broader project of Indigenous resurgence: the revitalization of Indigenous masculinities, sovereignties, and justice systems on Indigenous terms. Ultimately, this work calls for a fundamental reimagining of justice—one that dismantles colonial legal foundations and embraces decolonial frameworks rooted in healing, accountability, and the resurgence of Indigenous masculinities.

Author Keywords: Colonial Violence, Colonialism Criminalization, Gladue Principles, Indian Act, Indigenous Masculinity, Restorative Justice

This study examines the experiences of Tamil Canadian caregivers providing home care for older adults with dementia, highlighting their unique challenges. Grounded in a social constructivist and phenomenological approach, the qualitative research explores the influence of social, cultural, and familial expectations on caregiving roles. Semi-structured interviews with ten Tamil Canadian caregivers revealed difficulties in accessing healthcare, managing complex care needs, and balancing personal well-being with caregiving responsibilities. Language barriers and limited awareness of available health and social services further exacerbated emotional, financial, and physical burdens. Caregivers expressed a strong need for educational resources to enhance their skills and support their roles. Despite these challenges, participants reported emotional rewards, such as strengthened family bonds and a profound sense of duty. The study underscores the importance of tailored interventions, advocating for culturally responsive services, language support, and caregiver education to better address the needs of Tamil Canadian caregivers.

Author Keywords: caregiver burden, cultural barriers, cultural values in caregiving, language barriers, self-care for caregivers., tamil Canadian caregivers

It is through spending time outside that we develop the ecological literacy and caring attachments to the land that will lead to greater concern and responsibility for the more-than-human world. But intermediate students in the formal education system are taught almost exclusively indoors, especially in winter. If Canadian teachers remain mostly inside when it is cold, they forego many opportunities to connect their students with the land upon which they live and learn. The purpose of this research is to understand the ways intermediate teachers in the formal education system interact with the outdoors in winter during the school day, how they feel about these interactions, and what influences their decisions when it comes to outdoor learning in winter. Understanding the lived experiences of teachers is essential, as it is they who decide whether instruct indoors or out. In the hierarchical education system, teachers' voices are not always considered in policy making. Photovoice is an ideal methodology for this study because it brings the lived experiences of a group who do not have the authority to make policy changes, to those who do. This photovoice study gave eight intermediate teachers the opportunity to document experiences in their own lives, raise their own consciousness about outdoor learning, and to share their voices with policymakers through their photographic art. This study draws four main conclusions: a) teachers need to develop stronger personal relationships with the outdoors in winter; b) schools need to reconsider the traditional recess model as it is often a time of stress for teachers and students; c) the curriculum needs to expect outdoor learning in all seasons; and d) teachers' voices need to be heard in relation to outdoor learning initiatives in schools. The findings are significant because they can influence policymakers to improve outdoor learning in schools which, in turn, will help teachers and students develop more comfortable and caring relationships with the outdoors in winter.

Keywords: winter, outdoor education, environmental education, outdoor learning, photovoice, intermediate teachers, intermediate students, formal education system

Author Keywords: environmental education, formal education system, outdoor education, outdoor learning, winter

In August of 2014, the Sahtú Dene community of Délı̨nę launched a first-of-its-kind, collaborative pilot project entitled "Destination Deline". Fortuitously, the launch coincided precisely with the field research component of this research project, which had originally sought to investigate the marked lack of Indigenous participation, employment and partnership in the Northwest Territories' adventure tourism industry. The primary research objective then shifted, to explore whether Destination Délı̨nę could serve as a cogent model for developing culturally-sustainable Indigenous tourism in the region. This objective served also as a point of entry into a broader academic discussion about Indigenous-Settler relations, Indigenous resurgence, the tourism imaginary, and the role of government in mediating between private sector and Indigenous community interests. Through a series of in-depth, one-on-one interviews with Indigenous tour operators, non-Indigenous adventure tour outfitters, government officials, and community members, this thesis presents a complex and vibrant portrait of an industry in flux.

Author Keywords: Cultural Sustainability, Indigenous Knowledge, Indigenous tourism, Indigenous-Settler relations, Market Imaginaries, Tourism Imaginaries

A new regime governing cannabis production, distribution, and access came into effect across Canada in 2018. With the passing of the Cannabis Act (2018) a new legal cannabis industry began taking shape across the country, with specific manifestations at the local and provincial levels. In this study, I take up the standpoint of people who use cannabis and explore how access is organized under this new regulatory regime. Following a new-materialist informed institutional ethnographic mode of inquiry, I draw on interviews, observations, and texts to describe the work processes through which three distinct materializations of cannabis are produced: cannabis for medical purposes, retail cannabis products, and cannabis as a corporate good. My analysis then reveals how these materializations are organized according to discourses of medicalization, commercialization, and corporatization in ways that curtail the full liberatory potential of this policy change.

At its core my research is an investigation into the operations of the cannabis industry in Ontario, Canada – currently one of the largest legal cannabis markets in the world. My intent is not to provide a view of the functioning of the industry as a whole. Rather, it is to tease out key operations, including medical access programs, product selection and testing practices, and knowledge practices, and explore both their impacts on people who use cannabis and what insights they hold for reorganizing access to other controlled substances. Importantly, my research demonstrates how state actors and corporate entities remain the main beneficiaries of legalization, which I argue is the result of an over-reliance on state regulation over community organization as the schema for enacting a public health approach to drug policy. While cannabis legalization may not have realized its full liberatory potential in this country, it has offered an invitation to reconsider the criminalization of previously controlled substances and how we might regulate these substances in new ways. In the conclusion to this work I take up this invitation, building on my findings to imagine what the organization of cannabis access outside current ruling relations could look like and how we might cultivate care-full relations of drug access more broadly.

Author Keywords: Canada, Cannabis, Drugs, Institutional Ethnography, New Materialisms, Policy

Mnoomin (Wild Rice) is an important ecological and spiritual Being, and a highly nutritious food source with deep spiritual and cultural kinship to Anishinaabeg. Gathering and processing Mnoomin engages the whole body, mind, and spirit, providing access to culturally nutritious food/s that also sustain a healthy environment. However, settler colonialism has disrupted these practices, damaging environments and undermining treaty rights. Responding to expressed interests by Michi Saagiig harvesters for more research, community education, and support for Mnoomin bed restoration, this thesis discusses the role of Mnoomin in strengthening kinship, community, wellness, and ecological relationships. It also responds to earlier calls to contextualize colonialism in the field of Aging. Grounded in Anishinaabe Four Hills of Life Theory and Gerontological Life Course Theory, this research brings Indigenous and Western social science approaches into collaboration. Based on 12 years of learning with local harvesters, this work advocates grassroots efforts to protect rice beds under the guidance of Michi Saagiig Knowledge Holders.

Author Keywords: Aging, Community-Based, Intergenerational Relationships, Manoomin, Well-Being, Wild Rice

This is a community-based research project investigating the ability to meet a vision of co-governance. This dissertation investigates the effectiveness of the Yukon Environmental and Socio-economic Assessment Board (YESAB) as a treaty-implementing institution under Chapter 12 of the Umbrella Final Agreement (UFA). The UFA, a modern treaty between Yukon First Nations (YFNs), Canada, and the Yukon, outlines a vision for co-governance, environmental stewardship, and sustainable development. Established under the Yukon Environmental and Socio-economic Assessment Act (YESAA), YESAB was designed to operationalize this vision through a Development Assessment Process that integrates Indigenous participation and cultural values into decision-making on development projects. Guided by three core research questions, the study assesses: (1) how well YESAB fulfills the spirit and intent of Chapter 12 of the UFA; (2) the strengths and weaknesses of its impact assessment processes, particularly in terms of inclusivity, responsiveness, and environmental integrity; and (3) the influence of other institutions and actors on YESAB's capacity to fulfill its treaty-mandated responsibilities. This study used a community-based participatory research framework and Constructive Grounded Theory methodology. Information was collected through a selected documentary analysis as well as interviews with 35 individuals with direct experience in Yukon's impact assessment system—including past/present YFN Self-Government officials, past/present YESAB staff, territorial regulators, Yukon-based NGOs, legal experts, and proponents. The findings reveal that while YESAB has made procedural strides—such as improved transparency and research depth—it continues to face structural and epistemic challenges that limit its ability to meaningfully implement the UFA's goals. These include inadequate incorporation of Traditional Knowledge, limited capacity and follow-up, and external interference from other regulatory bodies. Furthermore, participants emphasized that the Development Assessment Process is often constrained by outdated mining legislation, political pressures, and jurisdictional fragmentation. This research contributes to scholarly and policy discussions on Indigenous governance, treaty implementation, and environmental justice in Canada. It recommends specific legislative and institutional reforms to enhance YESAB's effectiveness and align its operations with the UFA's original intent. Ultimately, the dissertation underscores the need for an impact assessment system that is co-governed, culturally grounded, and responsive to both ecological and Indigenous priorities in the Yukon.

Keywords: Impact Assessment, treaty implementation, resource extraction, Yukon, Indigenous Rights, colonization, spirit and intent, Umbrella Final Agreement, Yukon Environmental and Socio-Economic Assessment Board, co-management, Traditional Knowledge

Author Keywords: Impact Assessment, Indigenous Rights, resource extraction, treaty implementation, Yukon, Yukon Environmental and Socio-Economic Assessment Board

Since the 1960s, post-secondary institutions (PSIs) across Chi'Mikinak (the Great Turtle) have been learning how to engage with Indigenous Knowledge Holders and their knowledges in academic programs and research, to decolonize, to support Indigenous-led initiatives, and make systemic, transformative, and reconciliatory change. This work explores what practices support and nurture Indigenous autonomy in relation to Indigenous Knowledge systems in four Canadian, Indigenous-focused post-secondary education (PSE) programs. It considers how to embody and activate these practices as individuals and institutionally, as well as the issues, tensions, opportunities, and prospects for doing so. Co-learning and co-creating are possible. However, Indigenous autonomy (often framed as control) demands rebalancing and restructuring of asymmetrical Indigenous/settler relations on the land, in governance, in the academy, and settler society. Indigenous inclusion in PSE does not result in structural, transformational, reconciliatory, or Indigenizing change, but rather, Indigenous Peoples say they are constrained within colonial governance structures and frameworks. Thriving prospects for upholding Indigenous relational autonomy and Indigenous Knowledge sovereignty in Indigenous programming is rooted in Indigenous governance, which inherently centres local Indigenous Peoples, their lands, knowledges, languages, histories, and spiritualities. It also requires settler peoples "to Treaty" their way forward using Treaty epistemologies and ontologies to uphold Treaty values, relationships, and responsibilities, and to create ethical spaces for Indigenous governance. The experiences, stories, and understandings of the Traditional Advisory Council of the Indigenous Studies Ph.D. program, plus 14 Indigenous Knowledge Holders and 20 settler people associated with three programs at the Chanie Wenjack School of Indigenous Studies at Trent University, as well as insights from Mi'kmaw Dr./Elders Murdena and Albert Marshall regarding the former Toqwa'tu'kl Kjijitaqnn/Integrative Science program at Cape Breton University, ground and guide this work. The work utilizes transdisciplinary and qualitative approaches, including co-learning, etuaptmumk (the gift of multiple perspectives), Indigenist, decolonizing and settler-colonial theory, within relational and Treaty-based accountability ethics. It draws from Indigenous-centred literature. It contributes to Indigenous, settler-colonial, reconciliation, and political studies; knowledge engagement, translation and mobilization; systemic change; Treaty education; co-learning; transdisciplinary and transcultural education and research; and Indigenous-settler alliances. The findings are relevant to PSIs across Chi'Mikinak.

Author Keywords: Albert and Murdena Marshall, Co-Learning and Two-Eyed Seeing, Indigenous Education, Indigenous Knowledge Systems, Systemic Change in Settler-Colonial Education, Treaty Education in Canada