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Author: Sharon A. Roger Hepburn
Publisher: University of Illinois Press
ISBN: 0252047117
Category : Social Science
Languages : en
Pages : 210
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Book Description
How formerly enslaved people found freedom and built community in Ontario In 1849, the Reverend William King and fifteen once-enslaved people he had inherited founded the Canadian settlement of Buxton on Ontario land set aside for sale to Blacks. Though initially opposed by some neighboring whites, Buxton grew into a 700-person agricultural community that supported three schools, four churches, a hotel, a lumber mill, and a post office. Sharon A. Roger Hepburn tells the story of the settlers from Buxton’s founding of through its first decades of existence. Buxton welcomed Black men, woman, and children from all backgrounds to live in a rural setting that offered benefits of urban life like social contact and collective security. Hepburn’s focus on social history takes readers inside the lives of the people who built Buxton and the hundreds of settlers drawn to the community by the chance to shape new lives in a country that had long represented freedom from enslavement.
Author: Sharon A. Roger Hepburn
Publisher: University of Illinois Press
ISBN: 0252047117
Category : Social Science
Languages : en
Pages : 210
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Book Description
How formerly enslaved people found freedom and built community in Ontario In 1849, the Reverend William King and fifteen once-enslaved people he had inherited founded the Canadian settlement of Buxton on Ontario land set aside for sale to Blacks. Though initially opposed by some neighboring whites, Buxton grew into a 700-person agricultural community that supported three schools, four churches, a hotel, a lumber mill, and a post office. Sharon A. Roger Hepburn tells the story of the settlers from Buxton’s founding of through its first decades of existence. Buxton welcomed Black men, woman, and children from all backgrounds to live in a rural setting that offered benefits of urban life like social contact and collective security. Hepburn’s focus on social history takes readers inside the lives of the people who built Buxton and the hundreds of settlers drawn to the community by the chance to shape new lives in a country that had long represented freedom from enslavement.
Author:
Publisher:
ISBN:
Category : Periodicals
Languages : en
Pages : 1448
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Book Description
A union list of serials commencing publication after Dec. 31, 1949.
Author:
Publisher:
ISBN:
Category : Canada
Languages : en
Pages : 1466
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Author: Public Archives Canada
Publisher:
ISBN:
Category : Archives
Languages : en
Pages : 958
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Author: Association of Canadian Map Libraries
Publisher:
ISBN:
Category : Cartography
Languages : en
Pages : 404
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Author:
Publisher:
ISBN:
Category : Archives
Languages : en
Pages : 496
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Author: Commission de vérité et réconciliation du Canada
Publisher: McGill-Queen's Press - MQUP
ISBN: 077359826X
Category : Social Science
Languages : en
Pages : 293
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Book Description
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.
Author: The Truth and Reconciliation Commission of Canada
Publisher: James Lorimer & Company
ISBN: 145941067X
Category : History
Languages : en
Pages : 545
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Book Description
This is the Final Report of Canada's Truth and Reconciliation Commission and its six-year investigation of the residential school system for Aboriginal youth and the legacy of these schools. This report, the summary volume, includes the history of residential schools, the legacy of that school system, and the full text of the Commission's 94 recommendations for action to address that legacy. This report lays bare a part of Canada's history that until recently was little-known to most non-Aboriginal Canadians. The Commission discusses the logic of the colonization of Canada's territories, and why and how policy and practice developed to end the existence of distinct societies of Aboriginal peoples. Using brief excerpts from the powerful testimony heard from Survivors, this report documents the residential school system which forced children into institutions where they were forbidden to speak their language, required to discard their clothing in favour of institutional wear, given inadequate food, housed in inferior and fire-prone buildings, required to work when they should have been studying, and subjected to emotional, psychological and often physical abuse. In this setting, cruel punishments were all too common, as was sexual abuse. More than 30,000 Survivors have been compensated financially by the Government of Canada for their experiences in residential schools, but the legacy of this experience is ongoing today. This report explains the links to high rates of Aboriginal children being taken from their families, abuse of drugs and alcohol, and high rates of suicide. The report documents the drastic decline in the presence of Aboriginal languages, even as Survivors and others work to maintain their distinctive cultures, traditions, and governance. The report offers 94 calls to action on the part of governments, churches, public institutions and non-Aboriginal Canadians as a path to meaningful reconciliation of Canada today with Aboriginal citizens. Even though the historical experience of residential schools constituted an act of cultural genocide by Canadian government authorities, the United Nation's declaration of the rights of aboriginal peoples and the specific recommendations of the Commission offer a path to move from apology for these events to true reconciliation that can be embraced by all Canadians.
Author: Commission de vérité et réconciliation du Canada
Publisher: McGill-Queen's Press - MQUP
ISBN: 0773598200
Category : Social Science
Languages : en
Pages : 910
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Book Description
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.
Author: Canada. Parliament. House of Commons. Standing Committee on Communications and Culture
Publisher:
ISBN:
Category : Art and state
Languages : en
Pages : 878
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