Canadian Studies and Indigenous Studies

From the early days of colonization, the use of stereotypes has negatively impacted Indigenous women. One mode of transmitting those stereotypes is through fiction. This thesis examines Indigenous female characters in contemporary crime fiction, written by non-Indigenous Canadian authors, for evidence of stereotype depiction. Two novels were selected for this study, The Last Good Day by Gail Bowen, and Cold Mourning by Brenda Chapman. The books were critically scanned using characterization analysis for evidence the Indigenous female characters were depicted as stereotypical Indian Princess or squaw. Results indicated the characters did possess some traits associated with the stereotypes, but overall, the characters reflected a realistic depiction of Indigenous women. The characters are authentic, relatable Indigenous women in the two books discussed, and are examples of how characters who are Indigenous can be respectfully depicted in Canadian crime fiction.

Author Keywords: Colonization, Crime Fiction, Indigeneity, Indigenous women, Relationships, Stereotypes

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

The COVID-19 pandemic resulted in drastic impacts for people with disabilities across Canada. The pandemic opened questions about what meaningful access practices are and how these can be utilized to better engage people with disabilities in the arts. 10 participants, comprised of people with disabilities, were recruited for semi-structured interviews to understand their experiences with the local arts over the past five years. Five themes arose within the data findings, including: Access as Community-Based Care, On the Fringe, Access Labour, Passive Consumption, and Neoliberal Compliance. A document analysis was conducted to compare the participants' views on effective access practices to the recommendations included in the Accessibility for Ontarians with Disabilities Act. Using a critical disability studies lens, the thesis concluded that meaningful access emerges through the grassroots work of communities, requiring ongoing communication with and between invested parties to prioritize the complex and unique needs of those with non-normative body-minds.

Author Keywords: accessibility, arts, covid-19, critical disability studies, disability, neoliberalism

This thesis focuses on how contemporary urban Anishinaabekwewag are understanding our traditional roles and responsibilities in urban spaces. Utilizing storytelling as a research methodology, three urban Anishinaabekwewag participated in individual guided discussions as they shared their life stories. Through their stories, they share how they have come to understand their roles and responsibilities, what has helped each of them on their life journeys, and what they hope to see for our future Anishinaabeg generations. Urban Anishinaabekwewag identity is not yet a widely researched area of Indigenous academia; this research might serve as groundwork to be further explored by other Indigenous researchers.

Author Keywords: Ancestors, Anishinaabekwe, community, Indigenous women, Settler colonialism, storytelling

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

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

This thesis explores the double-bind Indigenous Peoples encounter when pursuing post-secondary education in the field of Indigenous Studies. I argue that Indigenous voices deemed tolerable are incorporated into the commodification of Indigenous thought and experience for the Settler audiences who profit most from post-secondary institutions. My analysis discusses the possibilities for Indigenous Studies to navigate this parasitic relationship and assist Indigenous lives that academia renders unrecognizable. I examine my educational journey and conduct a literature review of the role that Settler Colonialism plays within Indigenous Studies. Through the use of critical self-reflexivity, this thesis employs Haudenosaunee political thought and Indigenous storywork to tell my personal narrative navigating the macro and micro dynamics within the academy that exploits Indigenous student's self-interest to maintain the Settler-Colonial status quo in higher education. I identify strategies to assist academics in conducting ethical research within Indigenous Studies and imagine insurgent education within the Canadian university.

Author Keywords: Commodification, Critical Indigenous Studies, Haudenosaunee, Settler Colonialism

Generativity, or a connection to and concern for future generations, is often premised upon the hetero-nuclear family structure and an elimination of disability, excluding queer and disabled individuals. In this thesis, I extend ideas about queer and crip futures by theorizing an alternative model of generativity that centers queer, and disabled experiences. I argue that queer crip intergenerational relationships contribute to and expand current understandings of generativity in terms of individualism, embodied knowledge, and temporalities. To do so, I used the arts-based participatory methodology, cellphilming. I worked with a group of eight queer, and disabled individuals across the life course in Fredericton, New Brunswick to create short films about aging, queerness, disability, and futures, and analyzed the films thematically. In the context of an ongoing pandemic and heightened backlash against LGBTQ+ rights, I present intergenerational relationship building as a way forward to overcome alienation and imagine a better future.

Author Keywords: aging, cellphilm, disability, generativity, intergenerational, queerness

From the early days of colonization, the use of stereotypes has negatively impacted Indigenous women. One mode of transmitting those stereotypes is through fiction. This thesis examines Indigenous female characters in contemporary crime fiction, written by non-Indigenous Canadian authors, for evidence of stereotype depiction. Two novels were selected for this study, The Last Good Day by Gail Bowen, and Cold Mourning by Brenda Chapman. The books were critically scanned using characterization analysis for evidence the Indigenous female characters were depicted as stereotypical Indian Princess or squaw. Results indicated the characters did possess some traits associated with the stereotypes, but overall, the characters reflected a realistic depiction of Indigenous women. The characters are authentic, relatable Indigenous women in the two books discussed, and are examples of how characters who are Indigenous can be respectfully depicted in Canadian crime fiction.

Author Keywords: Colonization, Crime Fiction, Indigeneity, Indigenous women, Relationships, Stereotypes

This thesis explores the importance of Indigenous languages and their revitalization, as well as the roles and responsibilities of schools through the perspective of Anishinaabemowin public school teachers in the Nogojiwanong, Peterborough ON, area. Three teachers were interviewed and have shared valuable insight into how they became teachers, how the language is taught in their schools, and the challenges associated with teaching these classes in these settings, as well as who should be learning and how these languages will bring us forward. From this information, recommendations for schools, school boards, and policy makers are included to better support instructors and students.

Author Keywords: Anishinaabemowin, Indigenous, Indigenous Languages, Language Revitalization, Public Schools, Schools