Land Use Map

This map shows the entire campus master plan and details what each area of land would be used for.

Learning and healing: a wellness pedagogy for Aboriginal teacher education /

During the last 30 years Aboriginal peoples in Canada have made steady progress in reclaiming the responsibility for the education of their young people, especially in primary and secondary school. In comparison the education and or training of adult populations has not kept pace and many socioeconomic and sociocultural indicators demonstrate a ' , continued confinement of those populations to the margins of the dominant society of Canada. It is the adults, the mothers and the fathers, the grandmothers and grandfathers, the aunties and uncles that are the first teachers of the next generation and the nature of these relationships replicates the culture of unwellness in each subsequent generation through those teachers. There are few examples in the Aboriginal adult education literatures that give voice to the educational experience of the Learner. This study addresses that gap by exploring the perspectives embedded in the stories of a Circle of Learners who are, or were enrolled in the Bachelor of Education in Aboriginal Adult Education program at Brock University. That Circle of 1 participants included 9 women and 1 man, 6 of whom were from various i Anishinabek nations while 4 represented the Hotinonshd:ni nations in southern Ontario. They are an eclectic group, representing many professions, age groups, spiritual traditions, and backgrounds. This then is their story, the story of the heaming and Healing pedagogy and an expanded vision of Aboriginal education and research at Brock University.

Stolen past: Shattered futures, aboriginal justice in Canada

It is acknowledged that Canada's criminal justice system has some major flaws, particularly with respect to its application to various ethnic subgroups. Aboriginal Canadians are one subgroup particularly sensitive to the problems in the system as is reflected by their disproportionately high rates of criminality and incarceration. Over the past 50 years many programs have been developed and recommendations have been made to alleviate the tensions Aboriginals find within the system. However, the situation today is essentially the same. Aboriginals are still overrepresented within the system and solutions that have been brought forward have had little success in stemming their flow into the system. Blame for Aboriginal mistreatment in the system has been placed at all levels from line police officers to high-level officials and politicians and attempts to resolve problems continue as an on going process. However, many of the recommendations and reforms have revolved around culture conflict. Although this thesis recognizes the importance of culture conflict in the overrepresentation of Aboriginals within the Canadian criminal justice system, it has also recognized that culture conflict alone is not responsible for all the flaws within the system as it pertains to Aboriginals. This thesis is of the opinion that in order for reforms to the criminal justice system to be successful, the context in which the system is operating must also be considered. Variables such as geographic isolation, economic disparity and social/political stability are viewed as operating in conjunction with culture, ultimately influencing Aboriginal treatment within the system. The conclusions drawn from this study confirm that when these factors operate together, the overrepresentation of Aboriginals within the Canadian criminal justice system is inevitable. Thus all three variables, culture conflict (social/political stability being part), geographic isolation and economic disparity must be address within the system if any significant changes in the crime rates or incarceration rates of Aboriginals is to be expected. In addition, primary research indicated the influence of cooperation as a factor in moderating the effects of criminality; not just cooperation among Aboriginals and non-Aboriginals, but also cooperation among differing Aboriginal communities. It was argued that when all these issues are addressed, Aboriginal peoples in Canada will have the strength to repair their shattered futures.

The journey towards comprehensive school health within an aboriginal community

The purpose of this research is to describe the journey towards Comprehensive School Health at two Aboriginal elementary schools. An advocate and a healthy schools committee were identified at both schools and were responsible for developing initiatives to create a healthy school community. A case study was used to gather an in-depth understanding of Comprehensive School Health for the two schools involved. As a researcher, I functioned within the role of a participantobserver, as I was actively involved in the programs and initiatives completed in both schools. The research process included: the pilot study, ethics clearance and distribution of letters of invitation and consent forms. Data collection included 16 semi-structured, guided interviews with principals, teachers, and stupents. Participant observations included sites of the gymnasium, classroom, playgrounds, school environments, bulletin boards as well as artifact analysis of decuments such as school newsletters, physical education schedules and school handbooks. The interviews were transcribed and coded using an inductive approach which involves finding patterns, themes and categories from the data (patton, 2002). Research questions guided the findings as physical activity, physical education, nutrition and transportation were discussed. Themes developed t~rough coding were teacherstudent interactions, cultural traditions, time constraints and professional development and were discussed using a Comprehensive School Health framework.

Eleanor Ostrander Land Grant, 1801

Eleanor Ostrander, daughter of John Clark, and wife of Jacob Ostrander, petitioned for land on March 28, 1797. In her petition she describes herself as the daughter of a loyalist, John Clark, someone who served in “His Majesty’s Service” and that she came into the Province in 1788. Upon this information, Eleanor was granted 200 acres of land in Thorold Township, comprising of lots 115 and 169. Eleanor Clark (b. 1777) and Jacob Ostrander were married 5 October 1794 in St. Mark’s Church, Niagara-on-the-Lake, Ont.

Books on the border land : a Mennonite woman's memoir of reading and remembering the sacred

This arts-based thesis, written from my perspective as a Manitoba Mennonite woman and English Language Arts educator, is a memoir of books and reading. As a voracious reader, I am dismayed by the general perception of literacy in public schools as being a set of measureable tasks, and I have found that reading, in particular, has become divorced from its traditional link to life-giving and sacred things. In this thesis, I used life writing to share some of my reading history to illustrate, in part, the degree to which books may enrich our lives by helping us understand the past, present, and future - but only if we allow them to do so.

Welland Canal Survey of Lands Robert Brown 1827, land description #2

Survey map and description of Robert Brown's land created by The Welland Canal Company. Included is a two page written description of the land along with a drawing of the land. Noteable features include; line between Grantham and Louth townships, bed of the 12 mile creek. Surveyor notes are seen in pencil on the map, including notes about the deed to the land.

Welland Canal Survey of Lands Company Land in Dunnville, 1834

Survey map and description of the land belonging to the Welland Canal Company at Dunnville. Created by The Welland Canal Company. Included is a written description of the land along with a drawing of the land. There are two seperate surveys done for the lands: Survey #1 (Pp. 148-149) noteable features include; the Grand River, the original boundry of the Grand River, marsh overflow, marsh, feeder river, bridge, Broad street, Lock street, Main street, embankment, dam (600 ft.), lines between lots, reserve for the ships yard, reserve for lock and dry dock, lands occupied by the canal and towpath to guard gate. The land totals 9 acres, and 3 roads, including the street. Survey #2 (Pp. 150-151) completed by George Keefer noteable features include; embankment, marsh overflow, original channel of the Grand River, salt spring, bridges, wier, proposed waste wier, Van Riper's home, proposed bridge, sulphur spring, road, Sulphur Creek, division between lots 12-17. The land totals 27 acres, and 2 perches. Surveyors notes can be seen in pencil and red ink on the survey.See also Pp. 148-151

Welland Canal Survey of Lands Welland Canal Company Land in Thorold, 1834

Survey map of the lands of the Welland Canal Company in Thorold. Created by The Welland Canal Company. Noteable features include; Company's land, reservoir, channel of canal, bridge, Pine street, Mullen street, lot divisions. The plan is titled "Plan of Lands belonging to the Welland Canal Company being the West half of lot no. 29 and the East half of lot no.30 in the township of Thorold, adjoining Marlats Reservoir laid out in town lots, November 24th, 1834". Surveyor notes are seen in pencil on the map.

Land Indenture Between Daniel Robins and George Hansil- December 2, 1814

An indenture of land sold from Daniel Robins of Thorold to George Hansil of Pelham for Lot 32 (100 acres) in the 5th Concession of the Township of Wainfleet.

Land Grant for Eleanor Ostrander

This is a land grant for Eleanor Ostrander for 200 acres, Lots 115 and 169, in the Township of Thorold, County of Lincoln, District of Niagara.

Land deed between Daniel Cline and Cornelius Benner, 1839

A land deed for a parcel of land in the district of Niagara purchased by Daniel Cline and his wife Jamima for the sum of two hundred pounds. The land purchased involved lot numbers 5 and 6 in the 2nd concession in the Township of Humberstone, County of Lincoln, District of Niagara. The land was sold by Cornelius Benner and the deed is dated January 17, 1839.

Township of Crowland. Petition and letter regarding a land dispute, 1854, 1855.

Consists of a petition by residents of the Township of Crowland, and a letter addressed to the Hon. Commissioner of Crown Lands. Both items concern a dispute of a land survey. The petition is dated May 26, 1854, and is by inhabitants of the fourth concession in the Township of Crowland. The petition is signed by 9 residents. The names include James Cook (?), Samuel Buchner, James Rock (?), Wm. Vanalstine (?), Seth Skinner, Daniel Holcomb, P. Skinner (?), Henry Buchner, and Cornelius McHay (?). The letter is dated July 20, 1855 and is addressed to the Hon. Commissioner of Crown Lands, Quebec. It is signed by Arthur Johnston, Town Reeve, Bertie.

Aboriginal women in education : Honouring our experiences a vision of access to and success within the university

This thesis explores Aboriginal women's access to and success within universities through an examination of Aboriginal women's educational narratives, along with input from key service providers from both the Aboriginal and non-Aboriginal community. Implemented through the Wildfire Research Method, participants engaged in a consensusbased vision of accessible education that honours the spiritual, emotional, intellectual, and physical elements necessary for the success of Aboriginal women in university. This study positions Aboriginal women as agents of social change by allowing them to define their own needs and offer viable solutions to those needs. Further, it connects service providers from the many disconnected sectors that implicate Aboriginal women's education access. The realities of Aboriginal women are contextualized through historical, sociocultural, and political analyses, revealing the need for a decolonizing educational approach. This fosters a shift away from a deficit model toward a cultural and linguistic assets based approach that emphasizes the need for strong cultural identity formation. Participants revealed academic, cultural, and linguistic barriers and offered clear educational specifications for responsive and culturally relevant programming that will assist Aboriginal women in developing and maintaining strong cultural identities. Findings reveal the need for curriculum that focuses on decolonizing and reclaiming Aboriginal women's identities, and program outcomes that encourage balance between two worldviews-traditional and academic-through the application of cultural traditions to modern contexts, along with programming that responds to the immediate needs of Aboriginal women such as childcare, housing, and funding, and provide an opportunity for universities and educators to engage in responsive and culturally grounded educational approaches.