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Author: J.R. Miller
Publisher: University of Toronto Press
ISBN: 1442690739
Category : History
Languages : en
Pages : 602
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Book Description
With the growing strength of minority voices in recent decades has come much impassioned discussion of residential schools, the institutions where attendance by Native children was compulsory as recently as the 1960s. Former students have come forward in increasing numbers to describe the psychological and physical abuse they suffered in these schools, and many view the system as an experiment in cultural genocide. In this first comprehensive history of these institutions, J.R. Miller explores the motives of all three agents in the story. He looks at the separate experiences and agendas of the government officials who authorized the schools, the missionaries who taught in them, and the students who attended them. Starting with the foundations of residential schooling in seventeenth-century New France, Miller traces the modern version of the institution that was created in the 1880s, and, finally, describes the phasing-out of the schools in the 1960s. He looks at instruction, work and recreation, care and abuse, and the growing resistance to the system on the part of students and their families. Based on extensive interviews as well as archival research, Miller's history is particularly rich in Native accounts of the school system. This book is an absolute first in its comprehensive treatment of this subject. J.R. Miller has written a new chapter in the history of relations between indigenous and immigrant peoples in Canada. Co-winner of the 1996 Saskatchewan Book Award for nonfiction. Winner of the 1996 John Wesley Dafoe Foundation competition for Distinguished Writing by Canadians Named an 'Outstanding Book on the subject of human rights in North America' by the Gustavus Myer Center for the Study of Human Rights in North America.
Author: J.R. Miller
Publisher: University of Toronto Press
ISBN: 1442690739
Category : History
Languages : en
Pages : 602
Get Book Here
Book Description
With the growing strength of minority voices in recent decades has come much impassioned discussion of residential schools, the institutions where attendance by Native children was compulsory as recently as the 1960s. Former students have come forward in increasing numbers to describe the psychological and physical abuse they suffered in these schools, and many view the system as an experiment in cultural genocide. In this first comprehensive history of these institutions, J.R. Miller explores the motives of all three agents in the story. He looks at the separate experiences and agendas of the government officials who authorized the schools, the missionaries who taught in them, and the students who attended them. Starting with the foundations of residential schooling in seventeenth-century New France, Miller traces the modern version of the institution that was created in the 1880s, and, finally, describes the phasing-out of the schools in the 1960s. He looks at instruction, work and recreation, care and abuse, and the growing resistance to the system on the part of students and their families. Based on extensive interviews as well as archival research, Miller's history is particularly rich in Native accounts of the school system. This book is an absolute first in its comprehensive treatment of this subject. J.R. Miller has written a new chapter in the history of relations between indigenous and immigrant peoples in Canada. Co-winner of the 1996 Saskatchewan Book Award for nonfiction. Winner of the 1996 John Wesley Dafoe Foundation competition for Distinguished Writing by Canadians Named an 'Outstanding Book on the subject of human rights in North America' by the Gustavus Myer Center for the Study of Human Rights in North America.
Author: Emma Anderson
Publisher: Harvard University Press
ISBN: 9780674026087
Category : Biography & Autobiography
Languages : en
Pages : 326
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Book Description
Anderson uses one man’s compelling story to explore the collision of Christianity with Native religion in colonial North America. Pastedechouan’s story illuminates struggles to retain and impose religious identity on both sides of the 17th-century Atlantic, even as it has relevance to the contemporary encounter between native and nonnative peoples.
Author: Andrew John Woolford
Publisher: U of Nebraska Press
ISBN: 0803284411
Category : Education
Languages : en
Pages : 544
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Book Description
A Choice Outstanding Academic Title, 2017 At the end of the nineteenth century, Indigenous boarding schools were touted as the means for solving the "Indian problem" in both the United States and Canada. With the goal of permanently transforming Indigenous young people into Europeanized colonial subjects, the schools were ultimately a means for eliminating Indigenous communities as obstacles to land acquisition, resource extraction, and nation-building. Andrew Woolford analyzes the formulation of the "Indian problem" as a policy concern in the United States and Canada and examines how the "solution" of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space. The genocidal project inherent in these boarding schools, however, did not unfold in either nation without diversion, resistance, and unintended consequences. Inspired by the signing of the 2007 Indian Residential School Settlement Agreement in Canada, which provided a truth and reconciliation commission and compensation for survivors of residential schools, This Benevolent Experiment offers a multilayered, comparative analysis of Indigenous boarding schools in the United States and Canada. Because of differing historical, political, and structural influences, the two countries have arrived at two very different responses to the harm caused by assimilative education.
Author: J.R. Miller
Publisher: University of Toronto Press
ISBN: 1487514840
Category : History
Languages : en
Pages : 363
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Book Description
Since the 1980s, successive Canadian institutions and federal governments as well as Christian churches have attempted to grapple with the malignant legacy of residential schooling through official apologies, the Royal Commission on Aboriginal Peoples, the Indian Residential Schools Settlement Agreement, and the Truth and Reconciliation Commission (TRC). In Residential Schools and Reconciliation, award-winning author J.R. Miller tackles and explains these institutional responses to Canada’s residential school legacy. Analysing archival material and interviews with former students, politicians, bureaucrats, church officials, and the Chief Commissioner of the TRC, Miller reveals a major obstacle to achieving reconciliation – the inability of Canadians at large to overcome their flawed, overly positive understanding of their country’s history. This unique, timely, and provocative work asks Canadians to accept that the root of the problem was Canadians like them in the past who acquiesced to aggressively assimilative policies.
Author: Helen Raptis
Publisher: UBC Press
ISBN: 0774830220
Category : Social Science
Languages : en
Pages : 225
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Book Description
Stories of Indigenous children forced to attend residential schools have haunted Canadians in recent years. Yet most Indigenous children in Canada attended “Indian day schools,” and later public schools, near their home communities. Although church and government officials often kept detailed administrative records, we know little about the actual experiences of the students themselves. In What We Learned, two generations of Tsimshian students – a group of elders born in the 1930s and 1940s and a group of middle-aged adults born in the 1950s and 1960s – reflect on their traditional Tsimshian education and the formal schooling they received in northwestern British Columbia. Their stories offer a starting point for understanding the legacy of day schools on Indigenous lives and communities. Their recollections also invite readers to consider a broader notion of education – one that includes traditional Indigenous views that conceive of learning as a lifelong experience that takes place across multiple contexts.
Author: James Rodger Miller
Publisher: University of Toronto Press
ISBN: 9780802086693
Category : Social Science
Languages : en
Pages : 320
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Book Description
The twelve essays that make up Reflections on Native-Newcomer Relations illustrate the development in thought by one of Canada's leading scholars in the field of Native history - J.R. Miller. The collection, comprising pieces that were written over a period spanning nearly two decades, deals with the evolution of historical writing on First Nations and M?tis, methodological issues in the writing of Native-newcomer history, policy matters including residential schools, and linkages between the study of Native-newcomer relations and academic governance and curricular matters. Half of the essays appear here in print for the first time, and all use archival, published, and oral history evidence to throw light on Native-Newcomer relations. Miller argues that the nature of the relationship between Native peoples and newcomers in Canada has varied over time, based on the reasons the two parties have had for interacting. The relationship deteriorates into attempts to control and coerce Natives during periods in which newcomers do not perceive them as directly useful, and it improves when the two parties have positive reasons for cooperation. Reflections on Native-Newcomer Relations opens up for discussion a series of issues in Native-newcomer history. It addresses all the trends in the discipline of the past two decades and never shies from showing their contradictions, as well as those in the author's own thinking as he matured as a scholar.
Author: Hanna Teichler
Publisher: Berghahn Books
ISBN: 1805399268
Category : Social Science
Languages : en
Pages : 305
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Book Description
Transitional justice and national inquiries may be the most established means for coming to terms with traumatic legacies, but it is in the more subtle social and cultural processes of “memory work” that the pitfalls and promises of reconciliation are laid bare. This book analyzes, within the realms of literature and film, recent Australian and Canadian attempts to reconcile with Indigenous populations in the wake of forced child removal. As Hanna Teichler demonstrates, their systematic emphasis on the subjectivity of the victim is problematic, reproducing simplistic narratives and identities defined by victimization. Such fictions of reconciliation venture beyond simplistic narratives and identities defined by victimization, offering new opportunities for confronting painful histories.
Author: Allyson Stevenson
Publisher: University of Toronto Press
ISBN: 1487511523
Category : History
Languages : en
Pages : 348
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Book Description
Privileging Indigenous voices and experiences, Intimate Integration documents the rise and fall of North American transracial adoption projects, including the Adopt Indian and Métis Project and the Indian Adoption Project. Allyson D. Stevenson argues that the integration of adopted Indian and Métis children mirrored the new direction in post-war Indian policy and welfare services. She illustrates how the removal of Indigenous children from their families and communities took on increasing political and social urgency, contributing to what we now call the "Sixties Scoop." Making profound contributions to the history of settler colonialism in Canada, Intimate Integration sheds light on the complex reasons behind persistent social inequalities in child welfare.
Author: Mary-Ellen Kelm
Publisher: UBC Press
ISBN: 0774841761
Category : Social Science
Languages : en
Pages : 274
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Book Description
Using postmodern and postcolonial conceptions of the body and the power relations of colonization, Kelm shows how a pluralistic medical system evolved among Canada's most populous Aboriginal population. She explores the effect which Canada's Indian policy has had on Aboriginal bodies and considers how humanitarianism and colonial medicine were used to pathologize Aboriginal bodies and institute a regime of doctors, hospitals, and field matrons, all working to encourage assimilation. In this detailed but highly readable ethnohistory, Kelm reveals how Aboriginal people were able to resist and alter these forces in order to preserve their own cultural understanding of their bodies, disease, and medicine.
Author: Cynthia Comacchio
Publisher: McGill-Queen's Press - MQUP
ISBN: 077357767X
Category : Medical
Languages : en
Pages : 573
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Book Description
Essays range from historical overviews and historiographic surveys of children's health in various regions of the world, to disability and affliction narratives - from polio in North American to AIDS orphans in post-Apartheid South Africa - to interpretations of artistic renderings of sick children that tell us much about medicine, family, and society at specific times in history.
