Claiming Back Their Heritage: Indigenous Empowerment and Community Development through World Heritage (Heritage Studies)

Preface and Acknowledgements
	Bibliography
Contents
Abbreviations
List of Boxes
List of Figures
List of Tables
Chapter 1: Introduction
	1.1 UNESCO World Heritage
	1.2 Indigenous Issues with Heritage
	1.3 The Three Case Studies
	1.4 Methodology and Scope
	1.5 The Structure of the Study
	1.6 On Terminology and Language
	Bibliography
		Interviews and Personal Communication
		Literature
Chapter 2: Ideas, Concepts and Uses of Heritage
	2.1 Discourses of Heritage
		2.1.1 Heritage as Product and Process
		2.1.2 The Rise of Heritage
		2.1.3 Critical Discourse Analysis
		2.1.4 The `Authorized Heritage Discourse´
		2.1.5 Indigenous Heritage Discourses
	2.2 Uses of Heritage as Cultural Concept and Process: Identity, Memory, Place
		2.2.1 Heritage as Representation of the Past, Present and Future
		2.2.2 Heritage and Identity
		2.2.3 Heritage and Memory
		2.2.4 Heritage and Place
	2.3 The Concept of World Heritage: UNESCO and Canada
		2.3.1 UNESCO´s Concept of Heritage
		2.3.2 Creating a World Heritage Site: The Nomination Process
		2.3.3 The Representation of Cultural Diversity
		2.3.4 Heritage in Canada: National, Regional, Local
	2.4 Landscape as Heritage
		2.4.1 Cultural Landscapes as World Heritage Category
		2.4.2 Ideas of Landscape
		2.4.3 The Indigenous Lens of Landscape: Living and Reading the Land
	2.5 Heritage and Museums
		2.5.1 The Roles and Functions of Museums: From Traditional to New Museology
		2.5.2 Exhibiting Cultures and Representing `Otherness´
		2.5.3 The Rise of Indigenous Museology: Self-Representation and Repatriation
	2.6 The Heritage Industry: Tourism and Management
		2.6.1 World Heritage and Tourism: Education, Entertainment and Experience
		2.6.2 The Management of a World Heritage Site
	Bibliography
		Literature
Chapter 3: Indigenous Empowerment and Community Development through Heritage
	3.1 Empowerment, Capacity Building and Community Development
		3.1.1 Empowerment
		3.1.2 Capacity Building
		3.1.3 Community Development
	3.2 Community Participation and Engagement
		3.2.1 Theorizing Engagement and Involvement: Models of Participation
		3.2.2 Participation, Power and Space
		3.2.3 Social Spaces of Clashing Cultures: Contact and Engagement Zones
	3.3 Building Community Capacity: Indigenous Models and Strategies
		3.3.1 Integrated and Bi-cultural Engagement Models
		3.3.2 Sacred Circles: The Medicine Wheel Paradigm
		3.3.3 GONA and the CIRCLE Model
	3.4 Connections and Constellations: Indigenous Knowledge, Worldviews, Heritage
		3.4.1 Indigenous Cosmologies and Worldviews
		3.4.2 The Importance of Traditional Knowledge
		3.4.3 A Sense of Place: Narratives and Naming
	3.5 Indigenous Rights and Interests: Heritage, Language, Culture
		3.5.1 Recognizing Indigenous Rights and Interests
		3.5.2 Community Development and Indigenous Tourism
		3.5.3 Cultural Programs: Language and Youth
	3.6 A Framework for Heritage Use and Community Development
		3.6.1 The Heart of the Map: The Indigenous World Heritage Site
		3.6.2 Framing the Site: Ownership, Control, Tourism and Resources
		3.6.3 Empowerment, Capacity Building and Community Development through Heritage
	Bibliography
		Interviews and Personal Communication
		Literature
Chapter 4: Consultation and Communication: Head-Smashed-In Buffalo Jump
	4.1 The World Heritage Site of Head-Smashed-In Buffalo Jump
		4.1.1 Description and Designation
		4.1.2 Blackfoot Consultation in the Designation and Interpretation Processes
	4.2 The Blackfoot and the Buffalo: History and Culture of a People and a Place
		4.2.1 The Blackfoot: Their Traditional Culture and Way of Life
		4.2.2 Indigenous Buffalo Hunting on the Northern Plains
		4.2.3 Contact and Colonialism
		4.2.4 The Blackfoot Nations Today
	4.3 Operation and Ownership of Head-Smashed-In Buffalo Jump
		4.3.1 Ownership, Management and Funding of HSIBJ
		4.3.2 Indigenous Involvement in the Operation and Management
		4.3.3 Chances and Challenges of Working at HSIBJ
	4.4 The Interpretive Centre
		4.4.1 Design and Structure of the Interpretive Centre
		4.4.2 Artifacts and Replica: A Discussion of Displays
		4.4.3 The Development of the Narrative: Authorized Interpretation and Knowledge
	4.5 ``It´s all Part of the Story´´: Blackfoot Voice in Narratives and Storylines
		4.5.1 The `Core Message´: Whose Story Is It?
		4.5.2 Filling in the Blanks: Blackfoot Recreating the Story
		4.5.3 The Past Versus the Present: The Importance of Telling a Contemporary Story
	4.6 Looking for ``Authentic Indians´´: Visitors´ Expectations and Education
		4.6.1 Visitors´ Expectations and Experiences
		4.6.2 Programs and Experiences for Children and Youth
		4.6.3 The Tipi Camp
	4.7 ``Claiming the Site as Their Own´´: Indigenous Involvement at HSIBJ
		4.7.1 A Place of Blackfoot Culture and Tradition
		4.7.2 Education through Heritage
		4.7.3 Sharing Versus Selling Out: Indigenous Engagement and Management
	4.8 ``The Place is Part of Us´´: Building Community Capacity for the Future
		4.8.1 Blackfoot Empowerment and Community Development through HSIBJ
		4.8.2 Blackfoot Agency and Community Capacity
		4.8.3 Where to Go from Here?
	Bibliography
		Interviews and Personal Communication
		Literature
Chapter 5: Collaboration and Cooperation: SGang Gwaay and Gwaii Haanas
	5.1 The World Heritage Site of SGang Gwaay and Gwaii Haanas
		5.1.1 Description and Significance of SGang Gwaay and Gwaii Haanas
		5.1.2 Protection of SGang Gwaay and Gwaii Haanas
	5.2 The Haida of Haida Gwaii: History and Culture of a People and a Place
		5.2.1 Haida Society and Culture
		5.2.2 Haida History from Times of Contact to the Twentieth Century
		5.2.3 From Colonialism to Reclaiming Their Land: Into the Twenty-First Century
	5.3 Collaboration and Control: A Model for Cooperative Management
		5.3.1 Agreements and Protocols: The Road to Cooperative Management
		5.3.2 ``Everything Depends on Everything Else´´: The Gwaii Haanas Land-Sea-People Plan
		5.3.3 Collaborations for Planning and Management
	5.4 ``Celebrating the Living Culture of the Haida´´: Representation and Repatriation at the Haida Heritage Centre and the Haid...
		5.4.1 The Haida Heritage Centre at ay Llnagaay
		5.4.2 The Haida Gwaii Museum
		5.4.3 Bringing Haida Ancestors and Treasures Home: The Repatriation Process
	5.5 ``They Realize Who We Really Are´´: Tourism and Resource Management
		5.5.1 Tourism and Recreation
		5.5.2 Benefits and Challenges of Tourism for the Haida
		5.5.3 Resource Management
	5.6 Community Commitment and Communication: Programs and Learning
		5.6.1 Learning on the Land: The Haida Gwaii Watchmen Program
		5.6.2 Rediscovering Haida Heritage: Culture Camps and Youth Education
		5.6.3 Education Enhancement: Embracing Haida Culture and Knowledge
	5.7 ``That Which Makes Us Haida´´: The Haida Language
		5.7.1 Language Is at the Heart of a Culture
		5.7.2 Teaching the Haida Language
		5.7.3 Edge of the Knife: Revival of Language through Film
	5.8 ``Equals on All Levels´´: A Way into the Future
		5.8.1 Haida Empowerment and Community Development through World Heritage
		5.8.2 ``Making Things Right´´: Reconciliation and Resolutions for Resources
		5.8.3 ``We Are a Part of It´´: The Future of SGang Gwaay and Gwaii Haanas
	Bibliography
		Interviews and Personal Communication
		Literature
Chapter 6: Indigenous Independence, Resilient Relations: The Tr´ondëk-Klondike
	6.1 The Proposed World Heritage Site of Tr´ondëk-Klondike
		6.1.1 Description of the Proposed Site of Tr´ondëk-Klondike
		6.1.2 The Tr´ondëk-Klondike as a Continuing Cultural Landscape
		6.1.3 Preparing and Withdrawing of the Nomination, 2004-2018
		6.1.4 Discussions and Critical Concerns of the Nomination of 2017
		6.1.5 Indigenous Involvement and Collaboration in the Nomination Process
	6.2 The Tr´ondëk Hwëch´in: A History of a People and a Place
		6.2.1 Life on the Land
		6.2.2 The Klondike Gold Rush and the Relocation of the Tr´ondëk Hwëch´in, 1896-1910
		6.2.3 Silent Years After the Gold Rush, 1910-1950
		6.2.4 The Path to Self-Determination and Self-Government, 1970 to 2000
		6.2.5 Envisioning the Future: Into the Twenty-First Century
	6.3 Management, Ownership and Protection of the Tr´ondëk-Klondike
		6.3.1 Management and Ownership of the Sites Within the Proposed Property
		6.3.2 The Management of Tr´ondëk Hwëch´in Heritage Sites
		6.3.3 The Tr´ondëk Hwëch´in Heritage Act
	6.4 Visitors´ Views and Resource Management: Klondike Tourism and Mining
		6.4.1 Public Perception: The Living Myth of the Klondike Gold Rush
		6.4.2 Looking for the Trip of a Lifetime: Tourism in Dawson City
		6.4.3 The Issue of Mining Within a Developing Landscape
	6.5 Representing and Interpreting the Tr´ondëk-Klondike
		6.5.1 Parks Canada Buildings and Programs
		6.5.2 The Dawson City Museum
		6.5.3 The National Historic Site of Tr´ochëk
	6.6 Custodian of a Living Heritage: The Dänojà Zho Cultural Centre
		6.6.1 Gateway to Tr´ondëk Hwëch´in Heritage
		6.6.2 Expectations and Education of Visitors
		6.6.3 Dänojà Zho as a Community Centre
	6.7 Community Commitment: Education and Healing through Heritage
		6.7.1 Teaching Traditional Knowledge and Heritage
		6.7.2 Culture Camps on the Land: First Hunt and First Fish
		6.7.3 Language Programs
		6.7.4 Reclaiming Songs and Dances: The Moosehide Gathering
	6.8 ``To Tell a Balanced Perspective´´: The Future of Tr´ondëk-Klondike
		6.8.1 Tr´ondëk Hwëch´in Empowerment and Community Development through Heritage
		6.8.2 Heritage and Self-Government of the Tr´ondëk Hwëch´in
		6.8.3 Towards an Inscription of the Tr´ondëk-Klondike as a World Heritage Site
	Bibliography
		Interviews and Personal Communication
		Literature
Chapter 7: Conclusion: Where to from Here?
	7.1 The Three Case Studies: Stages of Participation and Empowerment
	7.2 Indigenizing the World Heritage Program
	7.3 Towards an Indigenous Cultural Landscape Approach
	7.4 Perceptions of Indigenous Heritage and Preservations of the Past
	Bibliography
		Literature
Appendices
	Appendix A: World Heritage Sites in Canada and the United States
	Appendix B: Interview Questions Guide for Site Managers and Staff
	Appendix C: Questionnaire for Visitors at Heritage Sites