These are a collection of 20 stories, dictated in 1941 to Leonard Bloomfield's linguistics class, edited from manuscripts now in the National Anthropological Archives at the Smithsonian Institution, and published for the first time in Ojibwe, with English translations by Bloomfield. Ojibwe-English glossary and other linguistic study aids. Angeline Williams, the narrator of these texts, was born at Manistique, Michigan, on the upper peninsula of Michigan. Her home when she worked on these texts was at Sugar Island just east of Sault Ste. Marie.
The Clay We Are Made Of: Haudenosaunee Land Tenure on the Grand River is written by Susan M. Hill, a Haudenosaunee citizen (Wolf Clan, Mohawk Nation) and resident of Ohswe:ken (Grand River Territory). She is an associate professor of History and the Director of First Nations Studies at University of Western Ontario. The book presents a revolutionary retelling of the history of the Grand River Haudenosaunee from their Creation Story, through European contact, to contemporary land claims negotiations.
A National Crime: The Canadian Government and the Residential School System, 1879-1986 is the 2017 reissue of University of Manitoba Press's groundbreaking history of the residential schools that exposed details of the system that sought to "civilize" and Christianize thousands of Indigenous children. Almost 20 years ago A National Crime by historian John S. Milloy's outstanding history was released.
A Land Not Forgotten examines the disruptions in local food practices as a result of colonization and the cultural, educational, and health consequences of those disruptions. Food insecurity takes a disproportionate toll on the health of Canada's Indigenous people. This multidisiplinary work demonstrates how some Indigenous communities in northern Ontario are addressing challenges to food security through the restoration of land-based cultural practices.
From the Tundra to the Trenches is the fourth book in the University of Manitoba Press Series, First Voices, First Texts, which publishes lost or under-appreciated texts by Indigenous writers. This new English edition of Eddy Weetaltuk's memoir includes a foreword and appendix by Thibault Martin and an introduction by Isabelle St-Amand. My name is Weetaltuk; Eddy Weetaltuk. My Eskimo tag name is E9-422. Weetaltuk means innocent eyes in Inuktitut, but to the Canadian government he was known as E9-422: E for Eskimo, 9 for his community , 422 to identify Eddy.
Sounding Thunder: The Stories of Francis Pegahmagabow tells the life story of the man through the oral history and stories he had recounted to his relatives. Author of this account, Brian D. McInnes is a faculty member in the Department of Education at the University of Minnesota Duluth. He is a member of the Wasauksing First Nation, Brian is a great-grandson of Francis Pegahmagabow. Francis Pegahmagabow (1889–1952), a member of the Ojibwe nation, was born in Shawanaga, Ontario.
Indigenous Homelessness: Perspectives from Canada, New Zealand and Australia provides a comprehensive exploration of the Indigenous experience of homelessness. It testifies to ongoing cultural resilience and lays the groundwork for practices and policies designed to better address the conditions that lead to homelessness among Indigenous peoples. The 19 essays in this collection explore the meaning and scope of Indigenous homelessness in the Canada, Australia, and New Zealand.
Mythologizing Norval Morrisseau: Art and the Colonial Narrative in the Canadian Media examines the complex identities assigned to Anishinaabe artist Norval Morrisseau. Carmen L. Robertson, a Lakota/Scottish associate professor of art history at University of Regina, charts both the colonial attitudes and the stereotypes directed at Morrisseau and other Indigenous artists in Canada’s national press. Robertson also examines Morrisseau’s own shaping of his image.
A Knock on the Door: The Essential History of Residential Schools from the Truth and Reconciliation of Canada is edited & abridged for ease of use by the general public and secondary school students. This 296-page book consists of the TRC text of What We Have Learned: Principles of Truth and Reconciliation as well as shorter versions from TRC executive summary (Introduction, Reconciliation & Legacy chapters). This volume contains the 94 Calls to Action.