Tourism development and the third sector : a case study on Dawson City, Yukon

Tourism has become a popular way of boosting the economies within rural areas but it may also be accompanied by a variety of far-reaching impacts which affect several (non-economic) aspects of residents' quality of life. Local involvement is considered to be a key ingredient for rural community development and it is also recommended for achieving a successful form of tourism that provides communities with a degree of control over tourism's benefits and outcomes. The case of Dawson City, Yukon shows that community members have become involved in creating tourism events and attractions, developing local facilities, and delivering a range of valuable programs and services by participating in the third sector's activities, organizations and groups. This study argues that Dawson's success is linked to the existence of a strong third sector, which has not only acted as a vehicle for tourism development but has also been essential for enhancing the community's quality of life

Educational change and self-governing agreements: a Yukon first nation case study

More recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous People's cultural knowledge systems and practices. In contrast to other provincial jurisdictions across Canada, treaties were historically never negotiated in the Yukon. Over the past three decades the Governments of both Canada and the Yukon have moved towards actualizing policy developments with YFNs (Yukon First Nations), called Self-Government Agreements (SGAs). The SGAs have come to finalization within the last decade and set out the powers of the First Nation government to govern itself, its citizens and its land. Self-government agreements provide self-governing First Nations (SGFNs) with law-making authority in specific areas of First Nation jurisdiction, including education. With the establishment of SGFNs, each FN, with the required co-operation of Yukon Education (YE), faces the challenge of reversing assimilation and regaining a sense of identity especially within the processes that influence the education of their children, especially at the school and, more specifically, classroom level. Although this reversal draws into question the need for changes in the content or what of classrooms, it moves beyond this to reconsider the how and why of classrooms. This paper draws from a variety of data including the accounts of key stakeholders (First Nation Chief, Elders, parents, students and Education Manager; Local Teachers and Principal; Government Leader and Curriculum Director) in describing the processes contributing to this change and the tensions that remain, ultimately at the classroom level

Our stories about teaching and learning: a pedagogy of consequences for Yukon First Nation settings

In this study, First Nation community members in Canada’s Yukon Territory share their stories about teaching and learning, both in informal and formal settings, in an effort to identify practices that might serve teachers to be more responsive to their First Nation students. In all, 52 community members between the ages of 15 and 82 shared their stories and assisted in identifying eight categories of practice and thought associated with effective teaching practices for this First Nation. Based upon these categories of thought and practice, we present a pedagogical framework for teachers and, finally, illustrate how this profile and the stories about teaching and learning are being used for adjusting and improving teaching practice in this First Nation

CULTURALLY RESPONSIVE TEACHING IN YUKON FIRST NATION SETTINGS: WHAT DOES IT LOOK LIKE AND WHAT IS ITS INFLUENCE?

This study presents a pedagogical framework to inform culturally responsive teaching in a Yukon First Nations community. The paper describes the community-based processes used to develop the framework, and presents accounts from teachers who have used the framework to inform their teaching. Preliminary indications of the adjusted teaching practices’ influence on student learning are presented, using qualitative data describing the changed teaching practices, and quantitative data specific to the changed practices’ impact on student learning. Finally, the paper outlines the ongoing community-based research work in the Yukon context, with reference to the work’s potential significance to the wider education community.

“The students swarm to these peaceful shores in droves”: An Historical Overview of the Postwar Spring Break Phenomenon

AbstractDespite the cultural and economic influence of Spring Break, and the fact that it has become asignificant area of study in other fields of research such as psychology, sociology, college health,and business and marketing, historians have largely overlooked the phenomenon. This articleprovides an overview of Spring Break’s postwar history by focusing primarily upon developmentsin the American Southeast, especially Fort Lauderdale, Daytona Beach and Atlanta. Inbridging the histories of higher education and tourism we focus on three key developments:tensions between visiting students and host communities, commercialization and corporatization,and the racial dynamics of Spring Break. In our conclusion we briefly examine the phenomenonof “alternative” Spring Breaks and offer reflections on Spring Break’s overall historicalsignificance.RésuméMalgré l’influence culturelle et économique de la semaine de relâche universitaire, le « SpringBreak » et le fait que de nombreux chercheurs en psychologie, sociologie, santé des étudiantsuniversitaires, commerce et publicité s’y soient intéressés, les historiens ont négligé ce phénomène.Cet article fournit une vue d’ensemble de l’histoire de la semaine de relâche dans lapériode d’après-guerre, centrée sur le déroulement des activités dans le sud-est des États-Uniset, en particulier, Fort Lauderdale, Daytona Beach et Atlanta. Nous effectuons un rapprochemententre l’histoire de l’enseignement supérieur et celle du tourisme et nous mettonsl’accent sur trois aspects clés de l’événement : les tensions entre les étudiants en vacances et lescommunautés hôtes, la commercialisation et le corporatisme et enfin la dynamique raciale dela semaine de relâche. Dans notre conclusion, nous considérons le phénomène des semaines derelâche « alternatives » et nous réfléchissons sur l’importance historique du « Spring Break »

Expedition 392 summary

During International Ocean Discovery Program Expedition 392, three sites were drilled on the Agulhas Plateau and one site was drilled in the Transkei Basin in the Southwest Indian Ocean. This region was positioned at paleolatitudes of ~53°–61°S during the Late Cretaceous (van Hinsbergen et al., 2015) (100–66 Ma) and within the new and evolving gateway between the South Atlantic, Southern Ocean, and southern Indian Ocean basins. Recovery of basement rocks and sedimentary sequences from the Agulhas Plateau sites and a thick sedimentary sequence in the Transkei Basin provides a wealth of new data to (1) determine the nature, origin, and bathymetric evolution of the Agulhas Plateau; (2) significantly advance the understanding of how Cretaceous temperatures, ocean circulation, and sedimentation patterns evolved as CO2 levels rose and fell and the breakup of Gondwana progressed; (3) document long- and short-term paleoceanographic variability through the Late Cretaceous and Paleogene; and (4) investigate geochemical interactions between igneous rocks, sediments, and pore waters through the life cycle of a large igneous province (LIP). Importantly, postcruise analysis of Expedition 392 drill cores will allow testing of competing hypotheses concerning Agulhas Plateau LIP formation and the role of deep ocean circulation changes through southern gateways in influencing Late Cretaceous–early Paleogene climate evolution

Curriculum change and self-governing agreements: a Yukon First Nation case study

Recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples' cultural knowledge systems and practices. In this study, through the use of case study methodology, an account of the changes that have occurred in one First Nation are presented. Further, the study seeks to identify the processes influencing the development. Finally, tensions at the classroom, school, and community levels arising from these changes and anticipated changes are described

Educational change and self-governing agreements: a Yukon first nation case study

More recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples' cultural knowledge systems and practices. In this study through the use of case study methodology an account of the changes that have occurred in one First Nation are presented. Further, the study seeks to identify the processes influencing the change and the influences of these changes on teachers’ teaching and students’ learning. Finally, tensions at the classroom, school and community level arising from these changes and anticipated changes are described

Educational change and self-governing agreements: a Yukon first nation case study

More recent developments in Canada's Yukon Territory draw attention to how political changes have potential for accelerating practices in education that are responsive to Indigenous Peoples' cultural knowledge systems and practices. In this study through the use of case study methodology an account of the changes that have occurred in one First Nation are presented. Further, the study seeks to identify the processes influencing the change and the influences of these changes on teachers’ teaching and students’ learning. Finally, tensions at the classroom, school and community level arising from these changes and anticipated changes are described