Bruce, Cathy

ABSTRACTASSEMBLING THE BRAID: ALDERVILLE FIRST NATION, LEARNING FROM THEIR WALK IN THE EDUCATIONAL SYSTEM Catherine Davis Alderville First Nation is a small, dynamic Anishinaabe First Nation community in central Ontario with the distinction of having one of the first federal residential schools in Canada, established in 1838. Access to education, both on and off reserve, has been primarily through the provincial model. This study applies a weaving imagery of the Anishinaabe braided sweetgrass, and threads together three strands: (i) experiences in the education system, (ii) perspectives about learning, (iii) an exploration of future educational possibilities for Anishinaabe youth. Open-ended in-depth interviews were conducted with 25 members of varying ages, life experiences, geographical locations, spiritual beliefs, and backgrounds. Members shared experiences of racism and disengagement with the system. At times, classroom spaces were inhospitable spaces and relationships with teachers and peers proved difficult. As a member of Alderville First Nation, I draw on more than 20 years of experience as a community educator, and I am driven to understand why fundamental change has not happened. Though there have been surface changes, more profound transformation remains elusive. Consequently, the reconciliation project is a problematic endeavour for First Nations like Alderville. Our community, a microcosm of other First Nations and education systems, shares tensions between simultaneous, overlapping movements of reconciliation and resurgence. Nevertheless, it is our legacy to find a way forward for our youth.

Author Keywords: Alderville, Anishinaabe, Indigenous Education, Racism, Reconciliation, Resurgence

This qualitative case study explored the experience of members and associates of

one university history department in order to examine the phenomena of choosing and

working within the history major in the context of current declines in humanities

enrolment. Drawing on interviews with 7 professors, 8 student majors, and 10

professional staff, it analyzed beliefs about how students should choose their majors,

benefits of historical thinking, the current climate of crisis in history, and resources to

support history students. Participants agreed that students should choose a major based on

intrinsic factors and shared a common vision of the meaning and importance of historical

thinking. However, participants experienced tension between these intrinsic values and

extrinsic pressures regarding the humanities crisis and the efficacy of student-support

resources. These results have implications for understanding pressures felt by current

humanities students and for developing new resources to better support history majors.

Author Keywords: case study, choice of major, historical thinking, history department, humanities crisis, student affairs

This thesis explores the neoliberal governmentality approach to education for Northern economic development that was prevalent from 2006 to 2015, during Stephen Harper's period as Prime Minister of Canada. Using a grounded theory approach, this thesis identifies three themes – Indigenous integration, education, and employment for labour force/ economic development – to direct an analysis on programs and funding supported by the Canadian Northern Economic Development Agency, Employment and Social Development Canada, and Indigenous and Northern Affairs Canada. This examination suggests that Federal programming and funding encouraged neoliberal governmentality approaches to Northern development and education. Specifically, the former Government interest in developing an Indigenous work force to serve labour market needs is brought to light.

Author Keywords: Economic Development, Indigenous Education, Labour Force Development, Neoliberalism, Territorial North