Search Results: Returned 10 Results, Displaying Titles 1 - 10
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-- Augie Merasty2015., Adult, University of Regina Press Call No: IND 371.82 M552e Availability:1 of 1 At Your Library Summary Note: "Now a retired fisherman and trapper, Merasty was one of an estimated 150,000 First Nations, Inuit, and Metis children who were taken from their families and sent to government-funded, church-run schools, where they were subjected to a policy of 'aggressive assimiliation.' As Merasty recounts, these schools did more than attempt to mold children in the ways of white society. They were taught to be ashamed of their native heritage and, as he experienced, often suffered physical and sexual abuse. Even as he looks back on this painful part of his childhood, Merasty's generous and authentic voice shines through."--From publisher.
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2008., Aboriginal Healing Foundation Call No: IND 371.9 C348f Availability:1 of 1 At Your Library Series Title: Aboriginal Healing Foundation research series
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-- Summary of the final report of the Truth and Reconciliation Commission of Canada.2015., General, James Lorimer & Company Ltd., Publishers Call No: IND 971.004 T874h Availability:2 of 2 At Your Library Summary Note: 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.
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1989., University of Oklahoma Press Call No: IND Bio J72i Edition: 1st printing, University of Oklahoma Press ed. Availability:1 of 1 At Your Library Summary Note: Autobiography of Basil Johnston, a native Ojibway, who was taken from his family at age 10 and placed in a residential school in northern Ontario.
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2014., General, Nimbus Publishing Call No: IND 371.8 B468i Availability:1 of 1 At Your Library Summary Note: "Journalist Chris Benjamin tackles the controversial and tragic history of the Shubenacadie Indian Residential School, its predecessors, and its lasting effects, giving voice to multiple perspectives for the first time. Benjamin integrates research, interviews, and testimonies to guide readers through the varied experiences of students, principals, and teachers over the school's nearly forty years of operation (1930<U+2013>1967) and beyond. Exposing the raw wounds of Truth and Reconciliation as well as the struggle for an inclusive Mi'kmaw education system, Indian School Road is a comprehensive and compassionate narrative history of the school that uneducated hundreds of Aboriginal children"--Provided by publisher.
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2015., General, Fernwood Publishing Call No: IND 371.829 K72o Edition: 4th ed. Availability:1 of 1 At Your Library Summary Note: "In the 1880s, through an amendment to the Indian Act of 1876, the government of Canada began to require all Aboriginal children to attend schools administered by churches. Separating these children from their families, removing them from their communities and destroying Aboriginal culture by denying them the right to speak Indigenous languages and perform native spiritual ceremonies, these residential schools were explicitly developed to assimilate Aboriginal peoples into Canadian culture and erase their existence as a people. Daring to break the code of silence imposed on Aboriginal students, residential school survivor Isabelle Knockwood offers the firsthand experiences of forty-two survivors of the Shubenacadie Indian Residential School. In their own words, these former students remember their first day of residential schooling, when they were outwardly transformed through hair cuts and striped uniforms marked with numbers. Then followed years of inner transformation from a strict and regimented life of education and manual training, as well as harsh punishments for speaking their own language or engaging in Indigenous customs. The survivors also speak of being released from their school -- and having to decide between living in a racist and unwelcoming dominant society or returning to reserves where the Aboriginal culture had evolved. In this newly updated fourth edition, Knockwood speaks to twenty-one survivors of the Shubenacadie Indian Residential School about their reaction to the apology by the Canadian government in 2008. Is it now possible to move forward?"--Provided by publisher.
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-- Reflections on reconciliation & residential school.2012., Aboriginal Healing Foundation Call No: IND 371.8 R729s Edition: Scholastic edition. Availability:1 of 1 At Your Library Summary Note: "Following the success of an earlier Book Club edition, this volume has been revised and re-edited for scholastic and academic purposes. These essays, which shed light on the lived and living experiences and legacies of Residential Schools, are offered in the sincere hop that your reading and discussion of them will become part of a much needed dialogue on reconciliation in Canada."--Page 4 of cover.
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-- Number One :2013., Adult, Talonbooks Call No: IND Bio S467t Availability:1 of 1 At Your Library Summary Note: "Xat'sull Chief Bev Sellars spent her childhood in a church-run residential school whose aim it was to "civilize" Native children through Christian teachings, forced separation from family and culture, and discipline. In addition, beginning at the age of Five, Sellars was isolated for two years at Coqualeetza Indian Turberculosis Hospital in Sardis, British Columbia, nearly six hours' drive from home. The trauma of these experiences has reverberated throughout her life. The First full-length memoir to be published out of St. Joseph's Mission at Williams Lake, BC, Sellars tells of three generations of women who attended the school, interweaving the personal histories of her grandmother and her mother with her own. She tells of hunger, forced labour, and physical beatings, often with a leather strap, and also of the demand for conformity in a culturally alien institution where children were confined and denigrated for failure to be White and Roman Catholic. St. Joseph's mission is the site of the controversial and well-publicized sex-related offences of Bishop Hubert O'Connor, which took place during Sellars's student days, between 1962 and 1967, when O'Connor was the school principal. In this frank and poignant memoir, Sellars breaks her silence about the institution's lasting effects, and eloquently articulates her own path to healing. Bev Sellars is chief of the Xat'sull (Soda Creek) First Nation in Williams Lake, British Columbia"--Provided by publisher.
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2017., McGill-Queen's University Press Call No: IND 371.82 M824s Availability:1 of 1 At Your Library Series Title: McGill-Queen's native and northern series Volume: 89Summary Note: "The story chronicles the collaborative efforts of Wildcat First Nation community members and North Queens School staff as we collaborate and learn initially through a salmon project based in the community and then through the implementation of a native studies course in the school. Both initiatives reflect our efforts to centre and legitimate Mi'kmaw knowledge in the school." Written in the form of a trickster tale, the book explores the challenges of incorporating Indigenous ways of knowing, doing, and being in education. The research uses Indigenous research methodology to examine, through storytelling, the work of a group of educators and members of a Mi'kmaq community in Nova Scotia whose collaborative projects addressed this challenge. Crow, a central trickster character in the story, embodies the wisdom of Indigenous Elders. The juxtapositioning of Crow and the academic writer, who understands the world through Western epistemology, highlights the convergence of these two worldviews in teaching and learning. Their dialogue demonstrates the need for educators to critically examine their assumptions about the world and to decolonize their thinking in order to participate in Aboriginal education. The narrative is an interweaving of voices from Elders, educators, Mi'kmaq community members and trickster figures that speak to the interconnectivity of all life. A salmon project reinforces the teachings of respect, reciprocity, and responsibility and, in so doing, emphasizes the need for repairing and strengthening relationships with other people and all other life on the land as fundamentally important to the efforts of decolonizing our minds."--.
