University of Winnipeg – Dean of Education
Deadline|Date limite : 2019-09-30
University of Winnipeg – Dean of Education
Jimmy Sandy Memorial School – Teaching Opportunities in Northern Québec
Deadline|Date limite : Open|Ouverte
You Cannot Own Another Life Form – Integrating Indigenous Understandings of Stewardship and Sharing into Land and Resource Use Decisions
University of New Brunswick Peace and Friendship Treaty Days, 2019-20
Wu Conference Centre, University of New Brunswick, Fredericton
March 12-13, 2020
Call for Papers
Questions of the appropriate role of Indigenous peoples in land and resource management decision-making have recently come to prominence once again. The United Nations Declaration on the Rights of Indigenous Peoples has brought attention to the principle that Indigenous peoples should have the right of “free, prior, and informed consent” to decisions on the use of lands and resources in their traditional territories. In Canada, the new federal Impact Assessment Act (Bill C-69) aims to better integrate Indigenous peoples and nations into the impact assessment process for projects with a possible environmental or socio-economic impact on Indigenous territories or Indigenous people. British Columbia has passed what is likely the most advanced environmental assessment legislation in Canada in regards to the role of Indigenous peoples in environmental assessments. In many cases, these developments are governments’ responses to many disputes brought before the courts over the rights of Indigenous peoples to control their traditional territories.
While these may seem like new developments in Crown-Indigenous relations, they actually have centuries-old roots in the Maritimes, in the form of the Peace and Friendship Treaties negotiated between the British Crown and the nations of the Wabanaki Confederacy between 1725 and 1779. In those treaties, the Wabanaki nations agreed to share their lands with European settlers, but not transfer their lands to them. As a consequence, the treaties guaranteed that the Wabanaki could continue to use their lands and waters, and everything on, in, or above those lands and waters, as they always had.
These treaties, then, allowed the Wabanaki peoples to continue to steward the lands, waters, and other life forms that the Wabanaki peoples had interacted with for millenia. In the Wabanaki worldview, everything had life, even the stones, and was an independent life form. The Elders remind us that all of creation is connected; all life forms are therefore connected and related us in some way; they are all my relations (Psiw Ntolnapemok). Humans could not own the other life forms they shared the land with, as one being cannot own another. Using other life forms to live was, of course, necessary but it had to be done through appropriate protocols that demonstrated humans’ respect for those other life forms and that protected them from being used to excess or wasted. In contrast, European notions of lands and resources are premised on the idea of “ownership”, so that one has the right to use anything they can claim ownership of as they see fit. In the face of this premise, regulating land and resource use and environmental protection in the public interest can become a conflict between the public interest and the rights of private owners.
While the European notion of ownership and the Indigenous approach of stewardship may seem to be conceptually irreconcilable, environmental and land and resource management processes today are increasingly adopting the view that decision-making in traditional Indigenous territories has to be a shared process that secures the consent of both settler-state governments and its citizens and the Indigenous nations of those territories. The adoption of the Wabanaki approach to land and resource management would seem to be more critically important than ever, given the stresses that the planet is under from climate change, rising levels of resource use, and pollution. The latest Canadian impact assessment laws, land use and environmental and socio-economic impact assessment provisions of Canadian land claims agreements, and international law sources such as the UN Declaration on the Rights of Indigenous peoples may open a new opportunity for society to return to the principle of sharing the stewardship of the land with Indigenous peoples, a principle that was at the core of the Peace and Friendship Treaties.
As part of the fifth annual, 2019-20 edition of the University of New Brunswick’s Peace and Friendship Treaty Days, the Mi’kmaq-Wolastoqey Centre is holding a colloquium on what we can learn about land and resource management decision-making and environmental protection today from Indigenous peoples, particularly from the principles of the Peace and Friendship Treaties and Wabanaki understandings of stewardship of lands and the life forms people share the land with. If you would be interested in presenting a paper on any aspect of this topic, whether from an historical, political science, legal, environmental science, educational, or other perspective and whether your knowledge is Indigenous or European-derived, we encourage you to send us an abstract of your proposed paper (maximum 250 words) and a brief biography, to: firstname.lastname@example.org. Submissions are due by September 30, 2019.
Thank you. We look forward to your participation.
Nouveau numéro de la revue Formation et Profession – Volume 27(2), 2019
Le 7e Colloque international en éducation se tiendra le 31 avril et 1er mai 2020 à l’Hôtel Bonaventure Montréal.
Nous vous invitons à soumettre une proposition de communication afin de venir partager le fruit de vos recherches et de vos réflexions, non seulement avec la communauté scientifique, mais également avec les milieux de pratique.
Date limite pour soumettre une proposition de communication
23 novembre 2019
Vous souhaitez organiser un symposium?
Les symposiums favorisent le partage issu de la réunion de chercheurs qui s’intéressent à des problématiques communes liées à l’une ou l’autre des thématiques du Colloque.
Date limite pour soumettre votre proposition de symposium
23 octobre 2019
News from Statistics Canada
Financial information of universities and degree-granting colleges, 2017/2018
Call for Papers
Parenting in an additional language
In the years since A Mother’s Tongue (Kouritzin, 2000a; 2001) was published, I (Kouritzin) have been astonished by the interest and intellectual engagement it continues to receive. I have therefore continued to reflect on and write about my concerns with mothering in an additional language, whether those mothers are immigrant mothers in Canada (Kouritzin, 2000b) or, like me, white mothers of non-white children (Kouritzin, 2016). With my husband, Satoru Nakagawa, I/we have considered the heartbreaking decisions made in Indigenous communities when parents, including us, are unable to pass on oral Indigenous community languages (Nakagawa & Kouritzin, 2011; Kouritzin & Nakagawa 2018), and the resulting language loss at the familial and community level (Nakagawa, 2013).
While today we are proud of the bilingual, bi-cultural, ambitious, talented, athletic, persuasive advocates for social justice our children have become, we also acknowledge linguistic and cultural complexities pertaining to the Dyslexia of our older daughter and the transgendered identity of our younger daughter. Lacking extensive research, networks, curricula, and resources, we have not found parenting easy. There are no “how to” guides for parenting in hybrid social spaces, whether that hybridity results from [an intersection of] language, culture, ethnicity, or race. Despite the large number of studies that are beginning to delve into interracial and postcolonial identities, Indigeneity, intersectionality, translanguaging and multilingual cities, there has been little in-depth discussion about parenting children of mixed linguistic, cultural, ethnic and racial heritages. This volume will address that gap.
We welcome submission proposals, including narrative grounded in theory and/or research, that address parenting in complex linguistic and cultural environments, both in North America and globally. We are particularly interested in manuscripts that speak to the important educational and developmental decisions made by dominant-language/culture parents of hybrid children that facilitate, support, or possibly obstruct, their children’s identity development with regard to their minority linguistic, racial, and/or cultural backgrounds, and possible intersections with social class, gender identity, and disability.
Deadline for submission: October 31st, 2019
Intent, queries and submissions to: Sandra Kouritzin & Satoru Nakagawa Sandra.email@example.com
Proposals should include:
Title: (Up to 150 characters)
Abstract: (100-150 words)
Description of the paper: (up to 600 words)
Kouritzin, S. (2000a). A mother’s tongue. TESOL Quarterly, 34(2), 311-324.
Kouritzin, S. (2001). The author responds to Keiko Samimy. TESOL Quarterly, 35(2), 325-329.
Kouritzin, S. (2000b). Immigrant women redefine access to ESL classes: Contradiction and ambivalence. Journal of Multilingual and Multicultural Development, 21(1), 14-32.
Kouritzin, S. (2016). Mothering across colour lines: Educational decisions and dilemmas of White birth mothers of mixed race children. Journal of Multilingual and Multicultural Development, 37(8), 735-747. DOI: 10.1080/01434632.2015.1122604
Kouritzin, S. & Nakagawa, S. (2018). Toward a sustainable, non-extractive research ethics for cross cultural, cross-linguistic research. Journal of Multicultural and Multilingual Development, 39, 675-687. DOI: 10.1080/01434632.2018.1427755
Nakagawa, S. (2013). The Quest of Shiman-chu: Questioning the absolutes of language, culture, and Being. Doctoral dissertation located at: https://era.library.ualberta.ca/files/w3763757r DOI: https://doi.org/10.7939/R3DD3V
Nakagawa, S. & Kouritzin S. (2011). The present tense[ion]s of English in one local context in Japan. Critical Inquiry in Language Studies, 8(1), 53-71.