Focuses on literature relating to driving forces and motivations of governments, education and scholarship providers, and students and families for this education option when students reside in remote locations.
Findings suggest that attendance at a residential school improved economic and educational outcomes but also reflected a decrease in participation in traditional activities and Aboriginal language use.
Argues that while the role of official apologies is controversial, it nevertheless plays a part in the broader reconciliation process. Uses Canadian and the Australian experience as case studies.
Argues that three common elements run through the debates: taking responsibility for past actions, importance of a common purpose, and vagueness about future actions. Compares style and rhetoric employed by politicians in each country.