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Moral Reasoning In A Pluralistic World

by Patricia Marino

33,79€ + 10% CARD

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 Bringing abstract moral theory to bear on the diversity of cultures and outlooks fundamental to todayâ€™s world.
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From Rogue To Everyman - A Foundling'S Journey To The Bastille

by Laurence L. Bongie

135,19€ + 10% CARD

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 Chronicles the career of a rogue, foundling, army deserter, pimp, police officer, underground journalist, poet, and prisoner in Bastille.
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Hunters On The Track - William Penny And The Search For Franklin

by W. Gillies Ross

50,02€ + 10% CARD

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 A detailed account of the controversial Scottish whaling master â€" authorized by Lady Franklin, yet dismissed by the Admiralty â€" who led the first of the Franklin searches.
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Canada'S Residential Schools: Reconciliation - The Final Report Of The Truth And Reconciliation Commission Of Canada, Volume 6

by Commission De Verite Et Reconciliation Du Canada

29,14€ + 10% CARD

 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to "civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools' former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission's final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada's Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC's national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples' struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Metis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC's calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.
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Canada'S Residential Schools: The Legacy - The Final Report Of The Truth And Reconciliation Commission Of Canada, Volume 5

by Commission De Verite Et Reconciliation Du Canada

34,44€ + 10% CARD

 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to "civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Legacy describes what Canada must do to overcome the schools’ tragic legacy and move towards reconciliation with the country’s first peoples. For over 125 years Aboriginal children suffered abuse and neglect in residential schools run by the Canadian government and by churches. They were taken from their families and communities and confined in large, frightening institutions where they were cut off from their culture and punished for speaking their own language. Infectious diseases claimed the lives of many students and those who survived lived in harsh and alienating conditions. There was little compassion and little education in most of Canada’s residential schools. Although Canada has formally apologized for the residential school system and has compensated its Survivors, the damaging legacy of the schools continues to this day. This volume examines the long shadow that the residential schools have cast over the lives of Aboriginal Canadians who are more likely to live in poverty, more likely to be in ill health and die sooner, more likely to have their children taken from them, and more likely to be imprisoned than other Canadians. The disappearance of many Indigenous languages and the erosion of cultural traditions and languages also have their roots in residential schools.
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Canada'S Residential Schools: Missing Children And Unmarked Burials - The Final Report Of The Truth And Reconciliation Commission Of Canada, Volume 4

by Commission De Verite Et Reconciliation Du Canada

31,79€ + 10% CARD

 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to "civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Missing Children and Unmarked Burials is the first systematic effort to record and analyze deaths at the schools, and the presence and condition of student cemeteries, within the regulatory context in which the schools were intended to operate. As part of its work the Truth and Reconciliation Commission of Canada established a National Residential School Student Death Register. Due to gaps in the available data, the register is far from complete. Although the actual number of deaths is believed to be far higher, 3,200 residential school victims have been identified. The analysis also demonstrates that residential school death rates were significantly higher than those for the general Canadian school-aged population. The failure to establish and enforce adequate standards of care, coupled with the failure to adequately fund the schools, resulted in unnecessarily high death rates at residential schools. Senior government and church officials were well aware of the schools’ ongoing failure to provide adequate levels of custodial care. Children who died at the schools were rarely sent back to their home community. They were usually buried in school or nearby mission cemeteries. As the schools and missions closed, these cemeteries were abandoned. While in a number of instances Aboriginal communities, churches, and former staff have taken steps to rehabilitate cemeteries and commemorate the individuals buried there, most of these cemeteries are now disused and vulnerable to accidental disturbance. In the face of this abandonment, the TRC is proposing the development of a national strategy for the documentation, maintenance, commemoration, and protection of residential school cemeteries.
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Canada'S Residential Schools: The Metis Experience - The Final Report Of The Truth And Reconciliation Commission Of Canada, Volume 3

by Commission De Verite Et Reconciliation Du Canada

9,92€ + 10% CARD

 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to "civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Métis Experience focuses on an often-overlooked element of Canada’s residential school history. Canada’s residential school system was a partnership between the federal government and the churches. Since the churches wished to convert as many Aboriginal children as possible, they had no objection to admitting Métis children. At Saint-Paul-des-Métis in Alberta, Roman Catholic missionaries established a residential school specifically for Métis children in the early twentieth century, while the Anglicans opened hostels for Métis children in the Yukon in the 1920s and the 1950s. The federal government policy on providing schooling to Métis children was subject to constant change. It viewed the Métis as members of the ‘dangerous classes,’ whom the residential schools were intended to civilize and assimilate. This view led to the adoption of policies that allowed for the admission of Métis children at various times. However, from a jurisdictional perspective, the federal government believed that the responsibility for educating and assimilating Métis people lay with provincial and territorial governments. When this view dominated, Indian agents were often instructed to remove Métis children from residential schools. Because provincial and territorial governments were reluctant to provide services to Métis people, many Métis parents who wished to see their children educated in schools had no option but to try to have them accepted into a residential school. As provincial governments slowly began to provide increased educational services to Métis students after the Second World War, Métis children lived in residences and residential schools that were either run or funded by provincial governments. As this volume demonstrates the Métis experience of residential schooling in Canada is long and complex, involving not only the federal government and the churches, but provincial and territorial governments. Much remains to be done to identify and redress the impact that these schools had on Métis children, their families, and their community.
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Canada'S Residential Schools: The Inuit And Northern Experience - The Final Report Of The Truth And Reconciliation Commission Of Canada, Volume 2

by Commission De Verite Et Reconciliation Du Canada

31,79€ + 10% CARD

 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to "civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Inuit and Northern Experience demonstrates that residential schooling followed a unique trajectory in the North. As late as 1950 there were only six residential schools and one hostel north of the sixtieth parallel. Prior to the 1950s, the federal government left northern residential schools in the hands of the missionary societies that operated largely in the Mackenzie Valley and the Yukon. It was only in the 1950s that Inuit children began attending residential schools in large numbers. The tremendous distances that Inuit children had to travel to school meant that, in some cases, they were separated from their parents for years. The establishment of day schools and what were termed small hostels in over a dozen communities in the eastern Arctic led many Inuit parents to settle in those communities on a year-round basis so as not to be separated from their children, contributing to a dramatic transformation of the Inuit economy and way of life. Not all the northern institutions are remembered similarly. The staff at Grandin College in Fort Smith and the Churchill Vocational Centre in northern Manitoba were often cited for the positive roles that they played in developing and encouraging a new generation of Aboriginal leadership. The legacy of other schools, particularly Grollier Hall in Inuvik and Turquetil Hall in Igluligaarjuk (Chesterfield Inlet), is far darker. These schools were marked by prolonged regimes of sexual abuse and harsh discipline that scarred more than one generation of children for life. Since Aboriginal people make up a large proportion of the population in Canada’s northern territories, the impact of the schools has been felt intensely through the region. And because the history of these schools is so recent, the intergenerational impacts and the legacy of the schools are strongly felt in the North.
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Canada'S Residential Schools: The History, Part 2, 1939 To 2000 - The Final Report Of The Truth And Reconciliation Commission Of Canada, Volume I

by Commission De Verite Et Reconciliation Du Canada

43,73€ + 10% CARD

 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to "civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools' former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission's final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada's Residential Schools: The History, Part 2, 1939 to 2000 carries the story of the residential school system from the end of the Great Depression to the closing of the last remaining schools in the late 1990s. It demonstrates that the underfunding and unsafe living conditions that characterized the early history of the schools continued into an era of unprecedented growth and prosperity for most Canadians. A miserly funding formula meant that into the late 1950s school meals fell short of the Canada Food Rules. Overcrowding, poor sanitation, and a failure to adhere to fire safety rules were common problems throughout this period. While government officials had come to view the schools as costly and inefficient, the churches were reluctant to countenance their closure. It was not until the late 1960s that the federal government finally wrested control of the system away from the churches. Government plans to turn First Nations education over to the provinces met with opposition from Aboriginal organizations that were seeking "Indian Control of Indian Education." Following parent-led occupation of a school in Alberta, many of the remaining schools came under Aboriginal administration. The closing of the schools coincided with a growing number of convictions of former staff members on charges of sexually abusing students. These trials revealed the degree to which sexual abuse at the schools had been covered up in the past. Former students, who came to refer to themselves as Survivors, established regional and national organizations and provided much of the leadership for the campaign that led to the federal government issuing in 2008 an apology to the former students and their families.
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Canada'S Residential Schools: The History, Part 1, Origins To 1939 - The Final Report Of The Truth And Reconciliation Commission Of Canada, Volume I

by Commission De Verite Et Reconciliation Du Canada

49,03€ + 10% CARD

 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to "civilize and Christianize" Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The History, Part 1, Origins to 1939 places Canada’s residential school system in the historical context of European campaigns to colonize and convert Indigenous people throughout the world. In post-Confederation Canada, the government adopted what amounted to a policy of cultural genocide: suppressing spiritual practices, disrupting traditional economies, and imposing new forms of government. Residential schooling quickly became a central element in this policy. The destructive intent of the schools was compounded by chronic underfunding and ongoing conflict between the federal government and the church missionary societies that had been given responsibility for their day-to-day operation. A failure of leadership and resources meant that the schools failed to control the tuberculosis crisis that gripped the schools for much of this period. Alarmed by high death rates, Aboriginal parents often refused to send their children to the schools, leading the government adopt ever more coercive attendance regulations. While parents became subject to ever more punitive regulations, the government did little to regulate discipline, diet, fire safety, or sanitation at the schools. By the period’s end the government was presiding over a nation-wide series of firetraps that had no clear educational goals and were economically dependent on the unpaid labour of underfed and often sickly children.
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Together We Survive - Ethnographic Intuitions, Friendships, And Conversations

by Jennifer S.H. Brown e John S. Long

35,76€ + 10% CARD

 Honouring anthropologist Richard J. Preston and his outstanding career with the Crees in northern Quebec, Together We Survive presents new research by Preston's colleagues, former students, and family members who - like him - have established long-term, respectful research partnerships and friendships with Aboriginal communities. Demonstrating the influential nature of Preston's collaborative approach on anthropologists in Canada and beyond, the essays in Together We Survive explore development and urbanization, material culture, and conflict. Scholars who conducted research in the 1960s with Crees farther to the south broaden the scope of Preston's Cree Narrative (2002). A Cree colleague and friend expands on his study of traditional Cree songs. Other essays widen the geographical, historical, and cultural foci of the book beyond the Quebec Crees, examining the significance of a beaded hood at Red River in 1844, scrutinizing symbols of Anishinaabe identity, and describing the struggle for indigenous human rights at the United Nations. Building on Preston's pioneering work in cultural anthropology, Together We Survive recounts the ways in which the eastern James Bay Cree and other aboriginal peoples, faced with massive incursions on their lands and lives, have collaborated and formed respectful partnerships as they seek to survive and thrive in peace. Contributors include Regna Darnell (Western), Harvey A. Feit (McMaster), John S. Long (Nipissing), Stan L. Louttit, Richard T. McCutcheon (Algoma), the late Cath Oberholtzer (Trent), Laura Peers (Oxford), Jennifer Preston, Susan Preston, Adrian Tanner (Memorial) and Cory Willmott (Southern Illinois).
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Keeping Promises - The Royal Proclamation Of 1763, Aboriginal Rights, And Treaties In Canada

by Jim Aldridge e Terry Fenge

37,09€ + 10% CARD

 In 1763 King George III of Great Britain, victorious in the Seven Years War with France, issued a proclamation to organize the governance of territory newly acquired by the Crown in North America and the Caribbean. The proclamation reserved land west of the Appalachian Mountains for Indians, and required the Crown to purchase Indian land through treaties, negotiated without coercion and in public, before issuing rights to newcomers to use and settle on the land. Marking its 250th anniversary Keeping Promises shows how central the application of the Proclamation is to the many treaties that followed it and the settlement and development of Canada. Promises have been made to Aboriginal peoples in historic treaties from the late eighteenth to the early twentieth centuries in Ontario, the Prairies, and the Mackenzie Valley, and in modern treaties from the 1970s onward, primarily in the North. In this collection, essays by historians, lawyers, treaty negotiators, and Aboriginal leaders explore how and how well these treaties are executed. Addresses by the governor general of Canada and the federal minister of Aboriginal Affairs and Northern Development are also included. In 2003 Aboriginal leaders formed the Land Claims Agreements Coalition to make sure that treaties - building blocks of Canada - are fully implemented. Unique in breadth and scope, Keeping Promises is a testament to the research, advocacy, solidarity, and accomplishments of this coalition and those holding the Crown to its commitments.
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Earth Into Property - Colonization, Decolonization, And Capitalism

by Anthony Hall

125,86€ + 10% CARD

 Earth into Property: The Bowl with One Spoon, Part Two explores the relationship between the dispossession of Indigenous peoples and the making of global capitalism. Beginning with Christopher Columbus's inception of a New World Order in 1492, Anthony Hall draws on a massive body of original research to produce a narrative that is audacious, encyclopedic, and transformative in the new light it sheds on the complex historical processes that converged in the financial debacle of 2008 and 2009.
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Becoming Inummarik - Men'S Lives In An Inuit Community

by Peter Collings

34,44€ + 10% CARD

 What does it mean to become a man in the Arctic today? Becoming Inummarik focuses on the lives of the first generation of men born and raised primarily in permanent settlements. Forced to balance the difficulties of schooling, jobs, and money that are a part of village life with the conflicting demands of older generations and subsistence hunting, these men struggle to chart their life course and become inummariit - genuine people. Peter Collings presents an accessible, intelligent, humorous, and sensitive account of Inuit men who are no longer youths, but not yet elders. Based on over twenty years of research conducted in Ulukhaktok, Northwest Territories, Becoming Inummarik is a profound and nuanced look at contemporary Inuit life that shows not just what Inuit men do, but who they are. Collings recounts experiences from his immersion in the daily lives of Ulukhaktok's men - from hunting and sharing meals to playing cards and grocery shopping - to demonstrate how seemingly mundane activities provide revelations about complex issues such as social relationships, status, and maturity. He also reflects on the ethics of immersive anthropological research, the difficulties of balancing professional and personal relationships with informants, and the nature of knowledge in Inuit culture. Becoming Inummarik shows that while Inuit born into a modern society see themselves as different from their parents' generation, their adherence to traditional ideas about life ensures that they remain fully Inuit even as their community has witnessed drastic upheaval.
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Reclaiming Indigenous Planning

by David Natcher, Ryan Walker e Ted Jojola

39,74€ + 10% CARD

 How Indigenous peoples are reclaiming community planning practices and ideologies.
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Setting All The Captives Free - Capture, Adjustment, And Recollection In Allegheny Country

by Ian K. Steele

35,76€ + 10% CARD

 A new interpretation of the nature of the eighteenth century's Anglo-French wars, focusing on those taken captive.
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Aboriginal Music In Contemporary Canada - Echoes And Exchanges

by Anna Hoefnagels e Beverley Diamond

54,33€ + 10% CARD

 Contemporary Aboriginal music from powwow to hip hop, the people that make it, and the issues that shape it.
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In Twilight And In Dawn - A Biography Of Diamond Jenness

by Barnett Richling

73,05€ + 10% CARD

 When New Zealand-born and Oxford-educated anthropologist Diamond Jenness set aside hopes of building a career in the South Pacific to join Vilhjalmur Stefansson's Canadian Arctic Expedition, he had little idea of what lay ahead. But Jenness thrived under the duress of that transformational experience: the groundbreaking ethnographic work he accomplished, recounted in People of the Twilight and in Dawn in Arctic Alaska, proved to be a lasting contribution to twentieth-century anthropology, and the foundation of a career he would devote to researching Canada's first peoples. Barnett Richling draws upon a wealth of documentary sources to shed light on Jenness's tenure with the Anthropological Division of the National Museum of Canada - a forerunner of the Canadian Museum of Civilization - during which his investigations took him beyond the Arctic to seven First Nations communities from Georgian Bay to British Columbia's interior. Jenness was renowned as a pre-eminent scholar of Inuit culture, but he also stood out for the contributions his field work made to linguistics, ethnology, material culture, and Northern archaeology. His story is also an institutional one: Jenness worked as a public servant at a time when the federal government spearheaded anthropological research, although his abiding commitment to the first peoples of his adopted homeland placed him at odds with Ottawa's approach to aboriginal affairs. In Twilight and in Dawn is an exploration of one man's life in anthropology, and of the conditions - at the museum, on the reserves, in society's mainstream, and in the world at large - that inspired and shaped Jenness's contributions to science, to his profession, and to public life. An informative study of the evolution of a discipline focused through the life of one of its leading practitioners, In Twilight and in Dawn is an illuminating look at anthropological thought and practice in Canada during the first half of the twentieth century.
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Telling It To The Judge - Taking Native History To Court

by Arthur J. Ray

35,76€ + 10% CARD

 An expert witness's account of using Native history to make Native law.
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Aleut Identities - Tradition And Modernity In An Indigenous Fishery

by Katherine L. Reedy-Maschner

96,71€ + 10% CARD

 A contemporary portrait of an Indigenous commercial fishing society in the Arctic.
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Otter Skins, Boston Ships, And China Goods - The Maritime Fur Trade Of The Northwest Coast, 1785-1841

by James R. Gibson

96,71€ + 10% CARD

 The first comprehensive account of the maritime fur trade on the Northwest Coast of North America
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Language Of The Inuit - Syntax, Semantics, And Society In The Arctic

by Louis-Jacques Dorais

41,08€ + 10% CARD

 A historical and anthropological overview of Inuit peoples through the study of language.
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Return Of Caribou To Ungava

by A. T. Bergerud, Lodewijk Camps e Stuart N. Luttich

55,64€ + 10% CARD

 How a caribou population went from the brink of extinction in the 1950s to the largest herd in the world in the late 1980s - and whether it can survive today's environmental changes.
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Rediscovered Self - Indigenous Identity And Cultural Justice

by Ronald Niezen

25,16€ + 10% CARD

 Discusses the ways various rights standards and networks of activist collaboration facilitate indigenous claims about culture, adding coherence to their histories, institutions, and group qualities. This title illustrates the ways indigenous peoples worldwide identify and act upon various opportunities to further their rights and identities.
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