Interview includes a biographical account of Antoine Lonesinger's life that includes stories about farming, trapping, house construction and the making of charcoal and lime. He also tells of the murder of an Indian Agent at the hands of a Blackfoot named Owl Eyes.
Interview with Mr Lonesinger who tells stories of Indian agents both good and bad. He also tells of the Battle of the Cut Knife Hill and the banning of the Sundance.
Discussion by Elders who express regrets at loss of traditional customs and values and desire a return of schools on reserves ; a need to preserve Indian ceremonies and Indian medicines ; concerns about problems with alcohol recur throughout.
Elders discuss contemporary problems. Recurring themes are: problems with alcohol; education by whites from an early age; need to return to traditional teaching by elders in combination with white education.
Elders discuss concerns regarding: loss of Indian culture and traditions; failure to educate young Indians in traditionalways; young well-educated chiefs who will not take advice from elders.
Elders speak of their concerns regarding leadership on the reserves; new young leaders with education but no experience who ignore the elders and their advice; the failure to educate the young in traditional Indian ways.
Discussion of the educational system: relative merits of day schools, residential schools, integrated schools, etc.; need for inclusion of Indian culture into the curriculum at all levels ; the role of the elder as teacher.
Discussion of Indian ceremonies: how these are passed on from generation to generation; the role of women. Tipis: particular kinds of tipis; decorated tipis; tipis inrelation to death customs. No date given but probably January 1974, same as the others in this series.
Discussion of: Role of elders in setting young people on the right road ; Importance of breast-feeding and giving up alcohol ; Need for a tipi on each reserve, to be kept for prayer, pipe ceremonies and the counselling of the young.
American Indian Quarterly, vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 103-112
Description
Author describes the hiring process and their first year as a Professor in the English department of University of Alaska Anchorage; offers discussion of Equity, Diversity, and Inclusion (EDI) hiring practices and of the process of learning “how universities work.”
Looks at the failure of the public school system to support the success of Aboriginal students due to funding, assessment, program design, training, curriculum and continuity of goals.
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 412-415
Description
Author describes their personal experiences with profound ignorance towards Indigenous peoples and systemic anti-Indigenous racism at the small exclusive college at which they are a non-tenured member of the faculty.
Discussion of the signing of Treaty 8 at Fort Chipewyan, and treaty promises; relationship between Crees and Chipewyans; and how the location of schools has forced people to settle in areas where they are unable to pursue traditional lifestyles.
Study provides a national perspective on the role of Vocational Education and Training in Schools (VETiS) using data from a survey of over 20,00 students and interviews with school staff, students and other stakeholders.
Publication of the Aboriginal Healing Foundation aimed at residential school survivors contains letters, photographs, poems, and various articles including, Keeping Her Family Strong by Barbra Nahwegahbow.
Publication of the Aboriginal Healing Foundation aimed at residential school survivors contains letters, photographs, poems, and various articles, including Traditional Parenting Skills in Contemporary Life by Shelley Goforth
American Indian Quarterly , vol. 27, no. 1/2, Special Issue: Native Experiences in the Ivory Tower, Winter-Spring, 2003, pp. 394-399
Description
Author’s details their personal experiences of discrimination and isolation while attending graduate school; and the subsequent ostracization by her home community.
A transcript of an interview with Chief Thomas Settee of Cumberland House, SK. Settee discusses everything from employment and culture to religion and politics.
Interviews with 13 residents of the Chipewyan Lake area of northern Alberta.- Stresses need for establishment of a reserve in this area, and promises made to them about this.- Describe various lifestyles including farming, trapping and fishing.- Shows how settlement patterns in remote areas have been influenced by the location of schools and stores.
Interview includes a description of traditional life style and the life of settlers on the prairies. It also includes stories of theft and murder by Indians.
Mrs. Carter tells a story of her life. She talks of the traditional way of living; residential schools and tells how she was given her name. During the interview she also relates a tale from her grandfather about the Cree raiding Blackfoot camps.
Discussion on problems of the younger generation, including alcoholism. Also discussed ways in which parents and elders can help by instructing children and young people and by maintaining the Indian religion.
Mrs. Adams is a retired white schoolteacher and was 69 years old at the time of the interview. She tells of her induction as an honorary chief of the Blackfoot reserve and shares her experiences among the Blackfoot.
McGill Journal of Education, vol. 38, no. 1, 2003, pp. 116-134
Description
Discusses successful writing project of grade five students in Winnipeg who collaborated with parents to write about the parent's life experiences in a positive way.
Journal of American Indian Education, vol. 42, no. 1, Celebrating Tribal Colleges and Universities American Indian Higher Education Consortium, 2003, pp. 36-45
Description
Comments on the benefits of attending a tribal college and gives recommendations for a successful transition to a mainstream institution. Based on student interviews.
Project began during conferences held at site of the Pelican Lake Indian Residential School, Sioux Lookout, Ontario. On page 2: "Exercises for building children, families and communities" .