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Please join us in welcoming UW’s first Canada Fulbright Chair in Arctic Studies, Tony Penikett. Tony is former premier of the Yukon, an adjunct professor of Public Policy for Simon Fraser University, and Senior Advisor for the Arctic Security Program, Munk School of Global Affairs, University of Toronto. This week Tony begins teaching, Arctic Insecurities. We also want to draw your attention to the summer activities of our faculty, students and alumni including a faculty field course to University of Northern British Columbia, alumni involvements at the State Department and Arctic College, and a educator training in conjunction with Library of Congress entitled, “Archives on the Arctic.” Finally, please join us in congratulating our five new FLAS Fellows - Michelle, Brit, Wesley, Caitlyn, and Liz. Caitlyn Evans is the Center and nation's second FLAS Fellow for Inuktitut, the Inuit language. Congrats! Nadine & Vince
Tony is a Vancouver-based mediator, served in politics for 25 years including two years in Ottawa as Chief of Staff to federal New Democratic Party Leader Ed Broadbent MP; five terms in the Yukon Legislative Assembly; and two terms as Premier of Canada's Yukon Territory (1985-92). His government negotiated final agreement for First Nation land claims in the territory and passed pioneering education, health, language legislation, as well as leading a much-admired bottom-up economic planning process. After serving as Premier of the Yukon, Penikett acted as Senior Aboriginal Policy Advisor for the Premier of Saskatchewan (1995-97) and, Deputy Minister for Negotiations, and later Labour, for the Government of British Columbia (1997-2001).
Tony is an Adjunct Professor for the Public Policy School at Simon Fraser University and for the School of Policy Studies at Queen’s University. He also serves Senior Advisor for the Arctic Security Program, Munk School of Global Affairs, University of Toronto; and, for the Walter and Duncan Gordon Foundation, Toronto. His recent work has taken him to the Eastern Arctic, Northern Europe, the Middle East and South America. In 2006, Douglas & McIntyre published his book, Reconciliation: First Nations Treaty Making. His most recent articles include: “The Arctic Vacuum in Canada’s Foreign Policy” with Terry Fenge in Policy Options, April 2009; and, “A Literary Test for Indigenous Governments?,” in Northern Public Affairs, June 2012. Tony Penikett Negotiations Inc. provides mediation and negotiation services to Aboriginal, government, management and union clients.
The Fulbright Arctic Chair will enable the UW to capitalize on its existing strengths to become a world leader in integrated multidisciplinary research, scholarship and teaching on the science, policy, and cultures of the polar regions. UW already has an unparalleled research and teaching program in the science of the cryosphere, and a vibrant and successful program in Arctic social sciences and policy.
The Canada Fulbright Visiting Chair in Arctic Studies is supported by the UW Office of Global Affairs, the Henry M. Jackson School of International Studies, Social Sciences Division, College of Arts and Sciences, College of the Environment, and the Foundation for Educational Exchange Between Canada and the United States of America, Ottawa. The Canadian Studies Center, Henry M. Jackson School of International Studies, serves as the hosting unit for the Canada Fulbright Chair.
Margaret is gifted with Amerindian Rebirth by editor, Antonia Mills, Chair of First Nations Studies, at University of Northern British Columbia.
“I was delighted to be included in the PNWCSC and Center Field Study Trip to Prince George this past July. What was particularly powerful for me was meeting scholars and others in the context of places about which they were speaking. From learning about the architectural design and planning of ‘Vancouverism’, to having an extremely knowledgeable volunteer who has been working in the area for decades explain local forest management while walking an ancient forest in Northern British Columbia, the experiences of this trip have greatly increased the depth with which I now feel I am engaged with British Columbia. A visit to Barkerville revealed surprising overlap and contrasts to previous ethnohistoric work I have done with immigrant Chinese in Northwest Washington State, reflecting transnational concerns still current in the Pacific Northwest of both Canada and the United States today.
But what was the most powerful for me was the time to engage with the other participants on the trip and some of the colleagues in Prince George and other places. I am not sure how else I could have learned so much about not only Canada, but a Canada set in an international context relating to fisheries policy, treaties and concerns of indigenous peoples, sustainability of small and rural communities, and potential effects of climate change – to name but a few. The knowledge I have gained from this engagement will actually shift aspects of focus in the current research I am conducting in Iceland and assist me in placing it in the larger Northern context.
A fantastic and worthwhile connection which I hope you will be able to continue!”
Margaret Willson’s current research interests focus on issues relating to Arctic and Northern concerns, including fisheries, gender and small-scale communities. Specific ethnographic research includes work with Icelandic fisher women, a critique of practices and policy related to resilience in coastal communities, complexities of indigeneity in a Northern context, and a comparative analysis of the roles and concerns of rural and coastal communities of the North, particularly in Canada and Iceland.
The Pacific Northwest Canadian Studies Consortium (PNWCSC) was organized in late 1986 and early 1987 with the mission to facilitate the development of Canadian Studies at institutions of higher education in the Pacific Northwest, and to enhance cooperation, joint programming, and information sharing among Canadian Studies programs and faculty in the Pacific region. The Canadian Studies Center serves as secretariat for the Consortium.
Ross Coen with 2013 Community College Master Teacher Institute participants.
Canadian Studies Center, October 2013 Report
Task Force Alum Interns at State Department in the Office of Ocean and Polar Affairs
by Jeung Hwa (Victoria) Choe, Thomas R. Pickering Graduate Fellow; intern, U.S. Department of State, Bureau of Oceans and International Environmental and Scientific Affairs, Office of Ocean and Polar Affairs
Victoria Choe and Julia Gourley, Senior Arctic Official of the United States and U.S. representative to the Arctic Council, pose at a breakfast at the Canadian Embassy, Washington, DC to celebrate Canada Day.
Victoria Choe with colleagues from the Office of Ocean and Polar Affairs in the State Department
In winter of 2011, I participated in Task Force on Arctic Governance. During a week-long research trip to Ottawa, Canada, I learned about a career in the Foreign Service. That same year, I applied for the Thomas R. Pickering Fellowship to pursue a career in the Foreign Service and to acquire Master’s degrees in Public Administration and International Relations at the Maxwell School of Citizenship and Public Affairs at Syracuse University. My task force experience has greatly influenced where I am today! Currently, I am interning at the U.S. Department of State in the Office of Ocean and Polar Affairs. I am working with Julia Gourley, Senior Arctic Official of the United States, who was the evaluator for the 2011 Task Force on Arctic Governance. My main responsibilities in the office are to assist with strategic planning for the U.S. Arctic Council Chairmanship in 2015-2017. It has been very rewarding to see how scholarly work contributes to the policy-making process.
Task Force is the capstone course for the International Studies major. The first Task Force on Arctic Canada was offered in 2009. The Winter 2011 Canada Task Force was entitled, "Melting Boundaries: Rethinking Arctic Governance" co-instructed by Vincent Gallucci, Aquatic and Fishery Sciences and Nadine Fabbi, Canadian Studies Center. Victoria served as Coordinator. In Winter Quarter 2013, the Arctic Canada Task Force, "Arctic Securities," will focus on Québec’s role in the Arctic.
Tim poses with students in the Arctic.
In June, Timothy Pasch, UW FLAS Fellow in Inuktitut (2005-08) and now Assistant Professor of Communication at the University of North Dakota, presented at the Arviat Research Support Center, Nunavut Arctic College, in Arviat, Nunavut.
From an article published by University of North Dakota
Professor Tim Pasch spent his summer in the Canadian arctic researching and recording voices of the Inuit
by Kate Menzies
Timothy Pasch, UND Communication program professor, did not spend his summer like most.
He packed his bags and took to the Arctic ice to help preserve the language and culture of the Inuit.
He brought with him his digital media tools and expertise in the areas of still image and video, audio, social media, web- and mobile app design to preserve and broadcast the voices of the Inuit.
With citizenship in two countries ― Canada and the United States ― Pasch understands the role communication plays within a culture.
"I came to realize that the ability to speak different languages is a great treasure of life, and that culture is inextricably linked to language," said Pasch, who speaks French and Japanese fluently.
While working on his Ph.D. at the University of Washington, Pasch had the opportunity from a FLAS grant to study the Inuit language of Inuktitut near the Arctic Circle of Canada ― the first person to receive this type of grant to study a First Nations language. "First Nations" is the Canadian equivalent term for Native Americans.
Pasch lived with an Inuit family in the Nunavik community of Inukjuak, a part of Arctic Quebec, to research the effects of social networking on the Inuktitut language.
Pasch discovered that communities across the Canadian Artic were experiencing dramatic changes: languages and cultural identities were vanishing. Pasch researched the history of the Canadian Arctic, only to find a recent past filled with social upheavals.
Pasch theorizes that teaching digital communication technologies in the Arctic may help prevent certain human rights concerns from reoccurring there.
"Having seen how quickly language can be lost, and how challenging it can be to teach language, I became focused on adapting technologies for endangered language learning; through recording and broadcasting cultural knowledge and awareness," said Pasch.
For Pasch, communication is an important facet of cultural preservation. The loss of a language can result in loss of knowledge and wisdom accumulated over generations.
In June, Pasch recorded two Inuit Elders with several high definition recording devices as they described their advice for young Inuit preparing for an extended hunt on the land. Around that time, two young Inuit passed away on a snowmobile trek because they had not adequately prepared for their journey. A young girl fell through cracks in the ice on the Hudson Bay while Pasch was in Arviat.
"These elders have great concern for future generations of Inuit," said Pasch. "However as Inuktitut has principally been an oral language until recently, it has not always been preserved in writing."
Pasch created a model for Arctic New Media Convergence in the Digital Humanities to train and encourage young Inuit to use the technologies of still image and video, audio, social media, web- and mobile app design to preserve and broadcast the voices of the Inuit Elders, while sharing their own.
"Seeing these students become so excited and animated while using technology to create new media forms in their own language was immensely rewarding on both scholarly and spiritual levels," said Pasch.
Pasch has shared his research in the Kivalliq News, CBC (Canadian Broadcasting Corp.) North and Twitter feeds across the Circumpolar Arctic.
"I am exceedingly grateful for these connections and the ability to broadcast my thought that the fact that the Northwest Passage is becoming navigable makes the Inuit voice more important and valuable than ever," said Pasch.
His work with our northern neighbors doesn't stop there.
Pasch was recently appointed to the Board of Directors for the Association for Canadian Studies in the United States (ACSUS), as representative for Communication and Arctic Affairs. He also co-authored a book with Kyle Conway, also a UND Communication professor, titled Beyond the Border; which focuses on the border between the U.S. and Canada and was published this summer by McGill-Queens University Press.
Now, Pasch is working on an Arctic initiative to take place at UND later this fall. This will be a joint venture between UND, the Consulate General of Canada in Minneapolis, the Nunavut Arctic College and other Arctic-focused partners, that will celebrate the centennial anniversary of the Canadian Arctic Expedition (CAE) of 1913 that was led by UND alum Vilhjalmur Stefansson.
Pasch will bring his Arctic experiences to the classroom by discussing his research findings. He hopes that he will be able to inspire students to learn about different cultures by studying a foreign language or having international involvements through study abroad or research opportunities.
"For me as faculty, there was a true sense of coming full circle in this visit, in that many of my theories and speculations regarding technologies for cultural preservation came to life this summer on the upper northwest coast of the Hudson Bay," said Pasch.
Poster for Summer Presentation: here
From left to right: Sarah Robert, Jenny Miller, and Charu Jaiswal in Nome, Alaska.
After returning from Western University in London, Ontario this past winter, I came back to Seattle inspired by the individuals I had the pleasure to meet while in Canada. Moreover, my interests in Indigenous ways of knowing the world increased. I also had the chance to become friends with two wonderful students through the Fulbright Foundation's Killam Fellowship program. At the Killam Fellowship Fall Orientation in Ottawa I met Biology student, Charu Jaiswal from York University, and Film and Media student, Sarah Robert from Queen's University. What began as a simple conversation about my interest in Indigenous Food Sovereignty has now transformed into a documentary and collaboration between Charu, Sarah, and I, sponsored by National Geographic and the Fulbright Foundation, Canada. Additionally, Native Voices and Communication at the University of Washington have graciously provided us with camera gear to make this project possible.
Our documentary will focus on the transferring of traditional knowledge from one generation to the next in my home state of Alaska and the importance of that knowledge today. We also want to understand what hunting, fishing, and gathering means to Indigenous individual's identities. I believe that our traditional foods connect us to our ancestors and it is imperative that we (Alaska Natives) continue to manage our foods sources. We will be interviewing Indigenous youth, activists, and elders within the different communities we visit. I want our film and blog to inspire Indigenous youth to proudly continue their cultural traditions.
In August Charu and Sarah departed Toronto and met up with Jenny in the SeaTac Airport to continue onto Nome, Sitka and Anchorage where they will be filming. In addition, Charu, Sarah, and Jenny received additional funding other than National Geographic for our film from Fulbright Canada (The Killam Community Action Initiative grant) http://www.killamfellowships.com/programs/enrichment-opportunities/KCAI.html. Please check out their blog at http://newswatch.nationalgeographic.com/2013/08/16/young-people-look-to-old-ways-of-hunting-and-gathering/ or follow them on Twitter (@alaskanfood) and Instagram (alaskanfood).
Jenny I. Miller (Wiaganmiu) was a Canadian Studies Killam Fellow in 2012-13. She just graduated with a BFA in Photomedia and BA in American Indian Studies at the UW. In 2013 she was awarded a grant from the National Geographic Society Young Explorer program to produce the above film.
The Killam Fellowships Program provides an opportunity for exceptional undergraduate students from universities in the United States to spend either one semester or a full academic year as an exchange student in Canada. Killam provides a cash award of $5,000 U.S. per semester ($10,000 for a full academic year), an all expense paid three day orientation in Ottawa, and a three day all expense paid seminar in Washington. The Canadian Studies Center is a partner institution with the Killam Foundation enabling up to two full academic year fellowships annually for U.W. students. For more information on the Killam Fellowship contact the Center at firstname.lastname@example.org.
Twenty-three educators participated in Archives on the Arctic in Denver, Colorado.
Twenty-three educators participated in Archives on the Arctic in Denver, Colorado.
In June 2013, twenty-three educators gathered at Metropolitan State University of Colorado, to learn about the role of the Inuit in Canada and globally thanks to a collaborative program partnership between the Pacific Northwest National Resource on Canada and Library of Congress.
The Arctic is emerging as one of the most important regions in our global world. Students need an understanding of this region, including its people, to help them understand about current discussions. – participant
For students to be citizens of the world, they must understand how events in one place affect people in other places. Understanding the issues of the Arctic and their impacts will help achieve this since this region is one they can relate to. - participant
On Day One of the program began with two lectures by Nadine Fabbi – “History of the Inuit in Canada and the Circumpolar North” and “Climate Change as a Human Rights Issue in the Arctic.”
The lectures were followed by a session by Michelle Pearson, Teacher Associate, Library of Congress Teaching with Primary Sources, and educator/historic preservation specialist for History Colorado. Michelle engaged the educators in an active exercise to illustrate how primary sources can be used to spur student interest in a topic. Most appropriately, the photo utilized was of a group of Inuit from Nunatsiavut in eastern Canada who travelled to Seattle in 1909 to participate in the Alaska-Yukon-Pacific Exposition (World Fair).
Michelle gave a thorough overview of how to search for materials on the Library of Congress website noting the significant developments on the site over the last few years including tremendous new resources on Canada.
On Day Two, Nadine provided a third lecture entitled, “International Relations and Indigenous Diplomacies in the Arctic,” focused on how Inuit remapping and renaming of the Arctic region is facilitating a more effective Inuit voice in global affairs. The lecture introduced the Inuit concept of territory – nunangat – or territory as land, sea and ice.
Peggy O’Neill-Jones, professor at Metropolitan State University of Denver and director of the Library of Congress Teaching with Primary Sources program at the University as well as the Western Region program, followed with a presentation on curriculum design.
Tina wrapped up the workshop with “best practices” for lesson plans and other sources for resources including the K-12 STUDY CANADA resource site http://www.k12studycanada.org/resources_teacher_resources.html. The creation of a lesson plan, or presentation at an educator conference, is required of all participants.
The participants represented 10 states – Alaska, Arizona, California, Idaho, Colorado, Nevada, Oregon, Texas, Utah, Washington – and ranged from social studies to science educators, heads of state geographical organizations to editors of educational journals. During time dedicated to exploring topics for lesson plans, a number of wide-ranging topics emerged. How do we understand Inuit concepts of sea ice and its potential influence on international law? How does the Arctic environment shape Inuit culture? Who owns the Arctic? How do we define the Arctic as a region? How is the Arctic serving as a barometer for global warming?
Educators noted that Arctic is nowhere in the U.S. curriculum yet, the region will be the most impacted by our activities than any other region now and in the future. They will go on to produce lesson plans to incorporate into their classrooms, to share with other educators, and to present at conferences.
Archives on the Arctic wiki website: https://archivesonthearctic2013.pbworks.com/w/page/66923556/TPS%20Level%20I
The program was generously funded by a grant from the Library of Congress, Western Region Program. Tina Storer, Education and Curriculum Specialist, Center for Canadian-American Studies, was the Principle Investigator of the $20,000 grant. The purpose of the Teaching with Primary Resource grants is for the activities of the grants to continue into the future. The grants are for in-service professional development and educational programs for teachers and available on a rolling basis.
Diana T. Mackiewicz poses with U.S. Ambassador to Canada, David Jacobson at a trip to the U.S. Embassy in Ottawa during the 2012 STUDY CANADA Summer Institute.
In a letter to the NRC, Diana wrote, “This summer I worked on a National Endowment for Humanities (NEH) Grant about Native Americans at the University of Massachusetts and completed an eight page website as my final assignment. I included many resources from Canada and also focused one page on the Inuit at http://researchdtmack.com/inuit.html. While completing this project I thought much about what I had learned during the 2012 STUDY CANADA Summer Institute in Ottawa and Montréal.
During the process of making the project at the NEH workshop, we were asked to compose an essential question to guide students in their research. It concerns ethics involved in understanding and attaining information from Native Americans.
Finally, because of all the STUDY CANADA training and the research that I have conducted since then, I will be offering a class called, "Indigenous Peoples of North America" at my high school. It is a hopeful attempt to bring attention to teaching about indigenous peoples at the high school level. This too was an idea inspired from my time at STUDY CANADA.
The website I created is http://researchdtmack.com and there are links to other websites I have completed in the past several years. The Native American site has a turtle image since my site created for the NEH is called Indigenous Peoples of Turtle Island.
Thank you for the all of the presentations and inspiration at the Institute.”
The National Resource Center on Canada appreciates the feedback from past program participants and the recognition given by NEH to their professional endeavors that follow.
The Canadian Studies Center forms the Pacific Northwest National Resource Center (NRC) on Canada with the Center for Canadian-American Studies, Western Washington University (WWU).Tina Storer, at WWU, serves as Education and Curriculum Specialist for the NRC. STUDY CANADA is the NRC's annual professional development workshop, offered by the Center for Canadian-American Studies at Western Washington University for the last 34 years serving educators from almost every state in the nation. The Institute is funded, in part, by a Title VI grant from International and Foreign Language Education, Office of Postsecondary Education, U.S. Department of Education.
Educators engaged in curriculum design at the Archives in the Arctic program in Denver. (6/13)
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