Canadian Journal of Native Studies

Around the Kitchen Table: Métis Aunties’ Scholarship

2025-12-04T10:27:30-06:00

Bead Talk: Indigenous Knowledge and Aesthetics from the Flatlands

2025-08-25T14:40:13-05:00

Earth Diplomacy: Indigenous American Art, Ecological Crisis, and the Cold War

2025-08-25T13:41:15-05:00

Book Review: Cold War Workers: Labour, Family, and Community in a Nuclear State

2025-10-25T08:52:38-05:00

JOB SKILLS TRAINING AMONG INDIGENOUS PEOPLE: ITS CORRELATES, EFFECTS, AND UNMET NEEDS

2025-12-04T11:27:08-06:00

This study examined Indigenous workers’ participation in skills training, unmet needs for training, and their socio-demographic and labour market correlates. Specifically, it examines the prevalence, number, and types of skills training by Indigenous workers aged 15 years or older in the year prior to being interviewed in the 2017 Aboriginal Peoples Survey (APS). Participation rates in skills training were higher among Indigenous women than men; among workers with higher education, income, and skill levels; and among those with certain labour market conditions such as full-time positions, longer job tenure, white-collar occupations, employed (as opposed to self-employed) positions than other workers. Female Indigenous workers, especially those with post-secondary education, were more likely than their male counterparts to report unmet needs for skills training. Indigenous workers who reported job satisfaction, and positive overall and mental health were more likely than other workers to participate in skills training and less likely to report unmet needs of training.

Keywords: Indigenous, skills training, Aboriginal Peoples Survey, job satisfaction

PRIVILEGING INDIGENOUS PLACE AND SUBVERTING THE ARCHAEOLOGICAL SITE

2025-12-04T13:38:54-06:00

The almost total absence of Indigenous voices in debates surrounding the theoretical legitimacy of the concept of the archaeological site has, for decades, enabled its deployment as a colonialist tool that facilitates the erasing of Indigenous place. Despite surprisingly little agreement about the validity of the concept within archaeology—including critiques that it hampers rather than helps archaeological analyses—the concept remains an enduring disciplinary feature. By intentionally privileging Indigenous place, though, the concept of the archaeological site can be subverted in a way that counters colonialist narratives that obscure Indigenous histories while simultaneously enhancing archaeological analyses.

The Torus Chronotope

2025-11-11T09:21:59-06:00

Torus spatiality offers a unique form of geographic resistance to the asymmetrical power dynamics of settler colonialism that remains sensitive to the infinite complexity of spacio-temporal relationships in fiction and in reality. In this essay I argue for the torus as a literary artistic chronotope that disrupts the domination/resistance binary in which resistance must parallel that which it disrupts, denaturalizes space’s subordination to time under capitalism, and enables the polyvocal ensemble cast of Louise Erdrich's The Night Watchman.

Hayter Reed and the Nascency of Compulsory School Attendance for First Nations Children in Canada, 1891–1897

2025-10-14T15:24:23-05:00

The 1894 Compulsory Attendance Regulation under the Indian Act established a process for First Nations children in Canada to be separated from their parents and entered into a residential school, and the responsibility for this belongs to the then-deputy superintendent general of the “Indian Department” [the deputy minister], Hayter Reed. This instrument was not the true “compulsory attendance” that school operators had previously sought, but was strategically applied by Indian agents throughout Canada until being added to the Indian Act in 1920 and becoming applicable to each First Nations child in Canada. This regulation was intended to satisfy the legal requirements to bear pressure on parents to send or return their children to the existing First Nations schools in the 1890s, but typically focused on those parents that, for different reasons, were opposed to residential schools, such as band Chiefs or local leaders. This paper reveals how various parents, Indian agents, school principals, and Canadian law-enforcement officials treated the regulation during the years after compulsory attendance was first activated.

Etuaptmumk: Cultural Foundations of Two-Eyed Seeing for Conducting L’nu Research in Mi'kma'ki

2025-07-15T17:51:18-05:00

Abstract

Etuaptmumk is the L'nuwey (Mi'kmaw) term for Two-Eyed Seeing, often described as integrating the strengths of Indigenous knowledge and Western perspectives for co-learning or inquiry. The paper frames Etuaptmumk/Two-Eyed Seeing (E/TES) as the Indigenous eye or its source of strength for knowledge development. It explores the sources of L'nuwey knowledge and how it is acquired within a L'nuwey worldview, forming a foundation of knowledge as Etuaptmumk. It enables knowledge systems to collaborate by converging their perspectives through empirical inquiry. Literature indicates that E/TES is understood as a framework, approach, or concept that combines the strengths of Indigenous and Western viewpoints. Etuaptmumk functions as both a theoretical framework and a methodology, which should be employed as a whole in conducting Indigenous research. This paper analyses the source of L'nuwey knowledge concerning Two-Spirit research, which, according to our L'nuwey worldview, interconnects with our way of being, living, and knowing—concepts that are not necessarily categorized within Western philosophical foundations. Etuaptmumk serves as the foundation for researching Two-Spirit identity, gender, sexuality, and sex, ultimately contributing to the decolonization of sexuality and gender and supporting the preservation and revitalisation of L’nui’suti (our language).