explores the diverse histories, cultures, traditions, and stories of the diverse Indigenous Peoples in what is now known as Labrador, who have occupied the lands, waters, and sea ice for millennia. Students will be guided by interdisciplinary and Indigenous forms of knowledge and scholarship to strengthen their understanding of the unique histories, cultures, and places of the Innu of Nitassinan and Inuit of Nunatsiavut and NunatuKavut.

provides opportunities to become familiar with traditional and modern forms of Indigenous governance and Peoples. Indigenous and local experts, knowledge keepers, and Elders will contribute to rich learning in areas of importance to Labrador Indigenous Peoples, and place-based learning activities will ensure students experience people, place, and culture in meaningful, culturally relevant ways. Through course materials and dialogue, students will strengthen critical reading and writing skills through engaged writing assignments on local, Indigenous governance.

introduces students to western and Indigenous knowledges related to the long-term history, both environmental and human, of what is now called Labrador. Students will learn about and compare academic and local knowledge on topics related to environmental transformation, archaeological/human history, and human adaptation spanning millennia.

familiarizes students with Arctic and Subarctic lands, waters, peoples, and issues, including Indigenous Peoples whose ancestors inhabited these lands prior to colonization and who continue to live there today – including Inuit, Sami, Cree, Dene, and Innu Peoples. Students will engage with knowledges and scholarship from Indigenous and settler artists, academics, community and political leaders, and local experts from these regions to explore issues including decolonization and reconciliation, climate change, resource exploitation, militarization, and sociopolitical transformation.

introduces participants to the contemporary and traditional cultures, places, and societies of the Circumpolar world through interdisciplinary studies of Indigenous and Western knowledges of the North. Participants will engage with local and academic data that highlights continuity and transformation within the cultures, histories, and societies of the North, including peoples’ adaptation to climate change, industrialization, and self-determination.

engages students with Labrador storytellers in a broad range of narrative formats including oral stories, written stories, plays, film, and songs that reflect the land of Labrador, the life of the land, and the human experiences of place. Students will engage with Labrador storytellers to explore the techniques used in interweaving Arctic and Subarctic lands, waters, ice, and snow into Labrador stories.

provides students with a critical understanding of Indigenous and Circumpolar wellness including social determinants of health and the innovative, strength-based approaches of Indigenous and Northern-led cultural and land-based initiatives that promote well-being. Students will learn from Indigenous Knowledge Holders and cultural leaders, as they explore concepts of well-being, cultural healing practices, and interconnectivity to land through cultural knowledge and land-based skills within and across regions of the Circumpolar North.

explores critical and anti-colonial scholarship to facilitate dialogue and reflection in the study of colonialism in Canada. Students will engage with and explore in-depth the meaning of concepts like colonization while engaging diverse experiences and perspectives from Indigenous community members to enrich their learning.

explores the topic of reconciliation in Canada in both theory and praxis, while engaging in critical reflection and learning to enhance understandings of the diverse experiences and perspectives related to reconciliation in the context of Indigenous-non-Indigenous relations.

explores leading Indigenous scholarship on decolonial practices. Students will enhance critical thinking and analytical skills as they engage with decolonizing theories as a tool to critically examine assimilative power structures in the context of Indigenous community and political resistance efforts. Students will participate in place-based learning activities that enhance their understanding of community led reclamation and strengthen understanding of diverse Indigenous realities.

is a course in which students will engage with Elders and Knowledge Holders in exploring how humans are deeply connected to all aspects of life on the Land, gaining a deeper understanding of the dynamics through which Land regulates, balances, and heals life.

explores the ways in which knowing, doing, and being are directly linked to the Land. The course centers on land as governing life as it teaches people what they need to know to live in an Arctic or Subarctic ecosystem; provides the necessities of life; and informs language and humanities.

critically examines community-based co-management and provides an in-depth perspective of actual co-management scenarios giving learners the opportunity to engage with real content and critically important issues for resource users. The course will use a cultural keystone species to illustrate the concepts of community-based co-management.

provides students with a hands-on learning experience researching a critical species from a particular perspective (federal government, provincial government, Indigenous government, community), and then presenting and negotiating recommendations in a mock consensus-based decision-making exercise. Through this course, students will work with co-management professionals, Indigenous leaders and Knowledge Holders, and provincial and federal government representatives to understand and hone their perspectives and recommendations, and prepare for the mock decision-making process.

engages students in exploring the complex and dynamic network of interconnected life within Northern lands and considering the role of humans within these relationships. During sessions with Elders, Knowledge Holders, and Indigenous scholars, students will explore the theoretical concepts and understandings of relational accountability to one another and to all others.

deepens students’ understanding of how colonialism has impacted human connection to the Land and the significance of the current Landback movement. In this course, students will examine how Land is integral to Indigenous self-determination, the ways in which Land nurtures and sustains culture, and the evidence of reciprocity and responsibility in stewardship.

critically engages students in discussion, research and writing that centres Indigenous concepts of law and justice. This course examines how Indigenous Nations, organizations, and governments are working to revitalize their traditional legal systems and concepts following centuries of colonization and are incorporating legal systems into modern systems of governance and justice.

combines leading Indigenous scholarship and diverse community perspectives to facilitate reflective dialogue and writing that strengthens holistic understandings of sustainable self-determination, while critically engaging Canadian policy and legislation in areas that impact Indigenous rights and self-determination efforts.

provides students with the foundation required to complete Arctic and Subarctic Interdisciplinary research in the 21^st century. This will be accomplished through the study of contemporary research issues in the North, and through completion of a project proposal.

is the course in which participants work with a faculty supervisor to complete a major critical/creative project they proposed in SASS 4300 Applied Research in Arctic and Subarctic Interdisciplinary Studies. The project must be rooted in Northern-focused research and culminate in a critical/creative contribution to a chosen area of study.

is the course in which participants work with a faculty supervisor to complete the Thesis Research project they proposed in SASS 4300 Applied Research in Arctic and Subarctic Interdisciplinary Studies. The research project must be rooted in Northern-focused research and culminate in a thesis, including a presentation and defense.