The Canadian Geographer, vol. 51, no. 3, Fall, 2007, pp. 339-359
Description
Looks at residential schools and the people involved, as part of the policies of assimilation, enculturation or annihilation of Aboriginals. The author categorizes schools as 'intimate sites nested within Canadian colonial and nation-building agendas'.
Canadian Journal of Law and Society, vol. 27, no. 1, 2012, pp. 67-73
Description
Brief introduction to the articles in section of volume which discuss the experiences of residential school survivors, the challenges of the Truth and Reconciliation Commissions and the politics of reconciliation.
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Journal of Canadian Studies, vol. 46, no. 1, Winter, 2012, pp. 53-74
Description
Suggests residential school survivor stories should be model for understanding the living legacy of schools rather than government's attitude of putting past experiences behind us.
Canadian Historical Review, vol. 90, no. 3, September 2009, pp. 427-461
Description
Looks at the governments attempt to create a one-size-fits-all category of societal Canadian citizenship, and reveals the extent to which First Nations peoples and immigrants were expected to conform to Canadian values and standards.
Journal of the Early Republic, vol. 30, no. 4, Winter, 2010, pp. 505-532
Description
Looks at the linguistic precursor to biological essentialism, evidence of white philologists’ reliance on Native tutors and discusses why the federal government began moving toward assimilation.
American Indian Quarterly, vol. 31, no. 2, Spring, 2007, pp. 283-309
Description
Argues that contrary to accepted wisdom, there was a movement to resist the process of assimilation advocated by Harry J. W. Belvin and that this resistance began with the Choctaw youth movement.
Histories of Anthropology Annual, vol. 6, 2010, pp. 129-170
Description
Looks at how Sol Tax incorporated action anthropology, through conventional tactics, into his goals of challenging the United States government policies and also challenged assimilationist ideals found in both science and politics.
History of Education Quarterly, vol. 45, no. 4, Winter, 2005, pp. 636-642
Description
Essay reviews: Battlefield and Classroom: An Autobiography by Richard Henry Pratt, edited by Robert M. Utley, and Assimilation's Agent: My Life as a Superintendent in the Indian Boarding School System by Edwin L. Chalcraft.
Native Studies Review, vol. 20, no. 2, 2011, pp. 31-49
Description
Uses example of the schools in Aklavik, Northwest Territories to illustrate the methods used and the impacts of the acculturation agenda of education in the North.
Journal of College Student Retention, vol. 6, no. 1, 2004-2005, pp. 111-127
Description
Examines the student experience and perspective and recommends that institutions provide opportunities to develop and sustain student's Indigenous identity.
American Indian Culture and Research Journal, vol. 31, no. 2, 2007, pp. 113-166
Description
Book reviews of:
Boarding School Blues: Revisiting American Indian Educational Experiences edited and with an introduction by Clifford E. Trafzer, Jean A. Keller, and Lorene Sisquoc.
Captive Histories: English, French, and Native Narratives of the 1704 Deerfield Raid by Evan Haefeli and Kevin Sweeney.
A Conquering Spirit: Fort Mims and the Redstick War of 1813–1814 by Gregory A. Waselkov.
Crazy Horse: A Lakota Life by Kingsley M. Bray.
Cross-Cultural Collaboration: Native Peoples and Archaeology in the Northeastern United States edited by Jordan E.
History of Education, vol. 25, no. 1, 1996, pp. 1-18
Description
Argues that neither actor completely controlled the relationship. Schools depended on student attendance, manual labour and acceptance of white culture to sustain themselves, while Native Americans eventually recognized that education could be used to their advantage.
History of Education Quarterly, vol. 47, no. 2, May 2007, pp. 173-202
Description
Looks at how Native American education became a model for the educational system in the Philippines based on the belief that the United States could maintain control by altering lifestyles to more closely resemble that of Americans.
Film about the Canadian government's residential school system as experienced by two children, their stories and the lasting after-effects.
WARNING: Contains disturbing content.
Duration: 83:05.
Accompanying Facilitators Guide.
To accompany We Were Children, a film about the damage caused by the residential school system in Canada.
Designed to support delivery of a four-hour workshop and Power Point presentation.
Index on Censorship , vol. 28, no. 4, 1999, pp. 54-64
Description
Discusses how the Canadian government inflicted damage on First Nations cultures by the suppression of language and learning, and the enforcement of schooling in "civilized" culture.