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The Inuit have experienced colonization and the resulting disregard for the societal systems, beliefs and support structures foundational to Inuit culture for generations. While much research has articulated the impacts of colonization and recognized that Indigenous cultures and worldviews are central to the well-being of Indigenous peoples and communities, little work has been done to preserve Inuit culture. Unfortunately, most people have a very limited understanding of Inuit culture, and often apply only a few trappings of culture — past practices, artifacts and catchwords —to projects to justify cultural relevance. Inuit Qaujimajatuqangit — meaning all the extensive knowledge and experience passed from generation to generation — is a collection of contributions by well- known and respected Inuit Elders. The book functions as a way of preserving important knowledge and tradition, contextualizing that knowledge within Canada’s colonial legacy and providing an Inuit perspective on how we relate to each other, to other living beings and the environment.
This is the Final Report of Canada's Truth and Reconciliation Commission and its six-year investigation of the residential school system for Aboriginal youth and the legacy of these schools. This report, the summary volume, includes the history of residential schools, the legacy of that school system, and the full text of the Commission's 94 recommendations for action to address that legacy. This report lays bare a part of Canada's history that until recently was little-known to most non-Aboriginal Canadians. The Commission discusses the logic of the colonization of Canada's territories, and why and how policy and practice developed to end the existence of distinct societies of Aboriginal peoples. Using brief excerpts from the powerful testimony heard from Survivors, this report documents the residential school system which forced children into institutions where they were forbidden to speak their language, required to discard their clothing in favour of institutional wear, given inadequate food, housed in inferior and fire-prone buildings, required to work when they should have been studying, and subjected to emotional, psychological and often physical abuse. In this setting, cruel punishments were all too common, as was sexual abuse. More than 30,000 Survivors have been compensated financially by the Government of Canada for their experiences in residential schools, but the legacy of this experience is ongoing today. This report explains the links to high rates of Aboriginal children being taken from their families, abuse of drugs and alcohol, and high rates of suicide. The report documents the drastic decline in the presence of Aboriginal languages, even as Survivors and others work to maintain their distinctive cultures, traditions, and governance. The report offers 94 calls to action on the part of governments, churches, public institutions and non-Aboriginal Canadians as a path to meaningful reconciliation of Canada today with Aboriginal citizens. Even though the historical experience of residential schools constituted an act of cultural genocide by Canadian government authorities, the United Nation's declaration of the rights of aboriginal peoples and the specific recommendations of the Commission offer a path to move from apology for these events to true reconciliation that can be embraced by all Canadians.
This conference highlighted information exchange and partnerships in research. Issues addressed: climate warming; contaminants; forestry; fisheries; petroleum and mineral extraction; wilderness allocation and wildlife migration; resource development, co-management and sustainability; colonization; land claims; devolution; self-government and ethnic relations; traditional knowledge; land use; health concerns; empowerment issues; and food and nutrition studies. Welcoming Remarks by Clifford G. Hickey. Opening and Keynote Addresses by: Harriet Johnlein; Stewart J. Cohen; Noel Broadbent; Stephen R. Edwards; and T. Kue Young. Papers by: S.Y. (Joe) Ahmad, Jaida Edwards, and Alexandra Thomson; Helen Fast and Fikret Berkes; David G. Malcolm and Ross W. Wein; Richard Langlais; Mark V. Prystupa; Gurston Dacks and Marina Devine; Steven Smyth; Ivar Jonsson; Christopher Hannibal-Paci; Wendy Parkes; R. Wesley Heber; Bruce J. Slusar; Sophie Morse; Nancy Gibson and Ginger Gibson; Leslie Main Johnson; Timothy W. Lambert, Colin L. Soskolne, Vangie Bergum, John Dussetor, and Steve E. Hrudey; Sandra Malcolm and B.A. Hainstock; Lia Ruttan; Cornelius Ballentyne and Sandra Malcolm; Cornelius Ballentyne and Sandra Malcolm; John Jaychandran, Helga Madsen, and Eddie Kolausok; Michael Kim Zapf; David Malcolm and Colin Bonnycastle; Vivian Manasc; Jaqueline Pruner; Jim Webb; Claudia Notzke; David J. Parks and Theresa A. Ferguson; Lois Edge, C. Weber-Pillwax, D. Makokis, and B. Beatty; and David Malcolm and Heather Acres.
Inuit have lived in Canada's north since time immemorial. The Canadian government's administration of Inuit affairs, however, has been generally shorter and is less well understood than the federal government's relations with First Nations and Métis. We hope to correct some of this knowledge imbalance by providing an overview of the federal government's Inuit policy and program development from first contact to 2006. Topics that are covered by this book include the 1939 Re Eskimo decision that gave Canada constitutional responsibility for Inuit, post World War II acculturation and defence projects, law and justice, sovereignty and relocations, the E-number identification system, Inuit political organizations, comprehensive claim agreements, housing, healthcare, education, economic development, self-government, the environment and urban issues. In order to develop meaningful forward-looking policy, it is essential to understand what has come before and how we got to where we are. We believe that this book will be a valuable contribution to a growing body of knowledge about Canada-Inuit relations, and will be an indispensable resource to all students of federal Inuit and northern policy development.
The goals of the second volume of the AHDR – Arctic Human Development Report: Regional Processes and Global Linkages – are to provide an update to the first AHDR (2004) in terms of an assessment of the state of Arctic human development; to highlight the major trends and changes unfolding related to the various issues and thematic areas of human development in the Arctic over the past decade; and, based on this assessment, to identify policy relevant conclusions and key gaps in knowledge, new and emerging Arctic success stories. The production of AHDR-II on the tenth anniversary of the first AHDR makes it possible to move beyond the baseline assessment to make valuable comparisons and contrasts across a decade of persistent and rapid change in the North. It addresses critical issues and emerging challenges in Arctic living conditions, quality of life in the North, global change impacts and adaptation, and Indigenous livelihoods. The assessment contributes to our understanding of the interplay and consequences of physical and social change processes affecting Arctic residents’ quality of life, at both the regional and global scales. It shows that the Arctic is not a homogenous region. Impacts of globalization and environmental change differ within and between regions, between Indigenous and non-Indigenous northerners, between genders and along other axes.
Compiled by Canada's leading experts on suicide, this collection provides long-awaited information that focuses specifically on Canada.
This is a book for teachers and school leaders on formative assessment i.e., assessment as learning where assessment occurs throughout the learning process to inform learning as opposed to assessment that occurs at the end of a learning unit to measure what students have learned (summative assessment). Formative assessment emphasizes the role of the student, not only as a contributor to the assessment and learning process, but the critical connector between them. It defines assessment of learning, assessment for learning and assessment as learning, making a case for assessment as learning. It addresses assessment in the context of what learning is. It shows how to use formative assessment to motivate student learning, help students make connections so that they move from emergent to proficient, extend their learning and to help them become reflective self-regulators of their own learning. It explores how teachers can make the shift to formative assessment by engaging in conceptual change.
"This toolkit presents a wide range of guidelines, strategies, templates and case studies for those who work with Aboriginal youth."--Page 4 of cover.
This public domain book is an open and compatible implementation of the Uniform System of Citation.