UVicSpace | Institutional Repository
UVicSpace is the University of Victoria’s open access scholarship and learning repository. It preserves and provides access to the digital scholarly works of UVic faculty, students, staff, and partners. Items in UVicSpace are organized into collections, each belonging to a community.
For more information about depositing items, see the Submission Guidelines.
Recent Submissions
The use of the term "culture" by the Supreme Court of Canada : a comparison of Aboriginal and non-Aboriginal cases since 1982
(2003) Vallance, Neil; Stephenson, Peter H.; Asch, Michael
This thesis is intended to provide both a preliminary reconnaissance of the use of the term 'culture' by the Supreme Court of Canada in non-aboriginal rights cases, and a basis for comparison with Aboriginal rights cases. First, the extent of the use of the term by the Court in all Aboriginal and non-aboriginal rights cases over the last twenty-one years was surveyed. Secondly, selected cases were subjected to a more in depth analysis. The survey confirmed that there is no equivalent, in any area of Canadian law, to the "distinctive culture test" in R. v. Van der Peet (1996). In no area of law, other than Aboriginal rights, were cases found where claimants were required to prove anything about their 'culture' as a prerequisite for entitlement to rights. Analysis of the selected cases revealed the Court's use, without any critical awareness, of out-dated concepts of culture.
Understanding the percieved relationship between physical activity and mental health in adolescents: A follow-up to the Adolescents' Daily Lives (ADL) study
(2026) Grant, Charlotte Grace Noelle; Buckler, Jean
Adolescence is a critical stage of human development when lifelong patterns of physical and mental health begin to take shape. Current adolescents’ levels of physical activity and mental health are lower than those of prior generations. Existing research, primarily quantitative in nature, has identified strong associations between physical activity and improved mental health. Though few studies have employed a qualitative design to incorporate adolescents’ perspectives into the robust body of evidence. The primary objective of this study was to explore the barriers and facilitators that influence physical activity engagement among adolescents who report symptoms of anxiety and depression and who do not meet the physical activity recommendations based on the Canadian 24-Hour Movement Guidelines. The sample was recruited through a secondary analysis of data from the Adolescents’ Daily Lives (ADL) study. The ADL study observed adolescents’ daily movement and mental health through wearable devices and baseline and intensive longitudinal survey data. Using a qualitative descriptive design for the current study, semi-structured interviews were conducted with a subset of participants (N= 13) experiencing both elevated mental health symptoms and low physical activity levels. Through reflexive thematic analysis, three themes were generated: (1) intrapersonal barriers, exploring participants’ mental health and daily routines, (2) interpersonal barriers, including coach and team dynamics, and (3) facilitators to physical activity engagement, such as social support and a sense of enjoyment. Participants described their perception of physical activity and mental health as bidirectional, with each one impacting the other in their daily lives. Findings highlight the importance of implementing youth-centred, autonomy-supportive, and socially inclusive physical activity environments to improve adolescent engagement in physical activity.
Inupiuraaqtuat Ilisazaġviŋmi: Inupiaq speakers in school. Inupiaq immersion phrase book for Ilisaurit ‘teachers’
(2026) Aġviaq, Kiminaq; Czaykowska-Higgins, Ewa; Daniels, Belinda
Inupiuraaqtuat Ilisazaġviŋmi is an Inupiaq Immersion Phrase Book for Ilisaurit (teachers). Inupiuraaqtuat Ilisazaġviŋmi means, those who speak Inupiaq in school. This phrase book was written by myself and was started when I was an Inupiaq immersion teacher for four years. While teaching in immersion, I was still learning the language myself and continue to do so today. I created this phrase book to help grow the number of Inupiaq immersion teachers. While teaching I used a small notebook to help me learn the daily phrases to be in immersion with my students. For my graduate project I typed up and organized the Inupiaq phrases based on the flow of the typical kindergarten school day. This resource is intended to inspire those in my community to become Inupiaq teachers: I hope one day I can say there are countless teachers who teach in the Inupiaq language to help dramatically increase the number of Inupiaq speakers.
This project provides Inupiaq teachers with a handbook of phrases to use daily in the classroom. It will allow teachers to be successful Inupiaq immersion teachers. The phrasebook is in the King Island dialect of Inupiaq. King Island is located 90 miles west of Nome, Alaska in the Bering Straits.
Hazǫǫ̀ Tłıchǫ Yatıı̨̀ Hoghàdets’etǫ: A community-based approach to learning Tłıchǫ yatıı̨̀ online
(2026) Benning, Rosie; Czaykowska-Higgins, Ewa; Daniels, Belinda
As Indigenous communities continue to strengthen, revitalize, and promote their languages, there is an urgent need for accessible, culturally grounded learning opportunities. This Indigenous language revitalization project responds to this need through the design of an asynchronous Tłı̨chǫ language online course grounded in community collaboration and Indigenous methodologies. Developed in partnership with Tłı̨chǫ Elders, Knowledge Holders, educators, and learners, the course supports language reclamation and revitalization for diverse learners, including community members within and beyond Tłı̨chǫ communities, as well as non-Indigenous allies. The flexible asynchronous format increases accessibility for teachers, students, government employees, and independent learners, while maintaining structured engagement through a 14-week, 42-hour program facilitated by instructors who provide ongoing feedback and support.
Guided by an Indigenist research paradigm and community-based language research, the course is rooted in Tłı̨chǫ values, relational accountability, and culturally grounded ways of learning. It emphasizes not only language acquisition but also the strengthening of identity, community connection, and intergenerational knowledge transmission. Grounded in land-based and community-centered approaches to learning, this course model also offers a framework that can be adapted by other Indigenous language communities seeking to develop accessible, culturally relevant online language learning programs.
Chekoghàehtǫǫ Dǫǫ̀ Gha: Purpose of a unit and lesson plans
(2026) Camsell, Donna; Czaykowska-Higgins, Ewa; Daniels, Belinda
This project is created to support Indigenous language teachers, especially those across the Northwest Territories. But really, it can be used by anyone. I have created this project from the few resources developed by the Government of Northwest Territories (GNWT), such as: the Our Languages Curriculum, Our Languages: Teacher Guide, and the Dene Kede Curriculum. I decided to create this Unit Plan as a way to demonstrate to other language teachers how they can utilize the resources that we are expected to follow when teaching our Indigenous languages to our students and families. We have access to these amazing resources but do not have detailed lesson plans that we are able to follow. I have been a teacher since 2019 and had not had prior teaching experiences in which I was teaching language. I had to develop my own lesson plans and did not have any guides or plans to follow. This made it difficult to teach and I often felt as though my students were not grasping the language as I hoped they would. Going through this program has allowed me to find valuable resources and discover new methods that I incorporated within my project to help make teaching Indigenous languages easier, fun, and engaging for our students. This project is not only for the school it can be used by anyone, including, families that want to regain language in the home.