FitzMaurice, Kevin

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

This study aimed to develop a culturally responsive teacher framework and evaluation tool for educators at Seabird Island Community School (SICS) and other Stó:lō First Nations community schools in British Columbia. Drawing from the perspectives of educators at SICS, the research sought to provide direction for wise pedagogical practices and establish effective evaluation methods rooted in best practices from the literature (Calliou & Wesley-Esquimaux, 2015). Employing qualitative methods, the study was informed by Wilson's concept of relational accountability (2008) and Ermine's notion of ethical space (2007). The research included interviews with nineteen educators, unveiling a range of opinions on what constitutes effective teaching at SICS. While educators widely recognized the importance of integrating Stó:lō culture into their practice, there was uncertainty about how to deeply embed it as a core element of the day-to-day educational experience. The data revealed four key themes that are essential to promoting effective evaluation: (1) fostering a growth mindset and commitment to lifelong learning, (2) creating supportive and transparent evaluation processes, (3) effective instruction, classroom management, and holistic assessment, and (4) cultural responsiveness, community engagement, and family communication. Moreover, the study highlights that an effective teacher evaluation framework at SICS must prioritize meaningful community engagement and foster solid relationships with students and their families. This suggests that the educator's role in community schools is deeply interwoven with the broader social ecosystem.

Author Keywords: community engagement, culturally responsive teaching, holistic assessment, Indigenous education, Stó:lō, teacher evaluation

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

Indigenous peoples and organizations have a long history of incorporating cultural knowledge and teachings into program and organizational design and structure. The approach to incorporating cultures into Indigenous organizations is not uniform, nor is the ways that they are understood. This dissertation focuses on Nogojiwanong Friendship Centre, in Peterborough Ontario and their approach to incorporating Indigenous cultures into their organization from 2010-2014.

The intention of this dissertation is to build knowledge of Indigenous perspectives of organizational structure, grounded in Anishinabe teachings. The teaching circle, vision- time – feeling –movement, guides my learning process and the structure of the dissertation. In using an Anishinabe framework the importance of relationships and the Anishinabe clan system are foundational to my understanding, and will be discussed at length.

The purpose and goal of this research is twofold. First, to show the complexity, intentionality and depth to an Indigenous research process; a process that is often nuanced in the literature. Second, to show how Anishinabe thought can (and does) provide a framework for a service delivery organization, in its governance and program and service delivery. The thesis of this dissertation is that Anishinabe knowledge is not always visible to outsiders, but it was present at Nogojiwanong Friendship Centre in the ways they approached research, governed themselves and delivered programs and services.

Key Words: Indigenous Knowledge, Indigenous Governance, Indigenous Research Ethics, Indigenous Research Framework

Author Keywords: Indigenous Governance, Indigenous Knowledge, Indigenous Research Ethics, Indigenous Research Framework