Looks at the colonization and assimilation of Aboriginal peoples in the education system; and discusses the problems, prospects, and future direction of Aboriginal learning in Canada.
Ministry of Advanced Education's 3rd Annual Post Secondary Education Forum
Articles » Scholarly, peer reviewed
Author/Creator
Frank Deer
in education exploring our connective educational landscape, vol. 17, no. 3, Autumn, 2011, p. [?]
Description
Discusses the hegemonic value system imposed on Aboriginal peoples, the impact on cultural identity, and the connection to citizenship in the realm of education.
Contains links to: Key Issues and Challenges, A School's 1912 Daily Schedule, Excerpts from Zitkala-Sa's Nineteenth Century Account, About the Carlisle Indian Industrial School, About the Phoenix Indian School, Assimilation through Education, An Indian Boarding School Photo Gallery.
Author states that incorporation of American Indian culture into the curriculum provides students with the resources to increase retention rates.
Psychology Capstone Experience Manuscript--Commonwealth Honors College, 2011.
Studies in Art Education, vol. 52, no. 3, Spring, 2011, pp. 225-242
Description
Compares the educational philosophies and methods of Richard Pratt, founder of the Carlisle Indian Industrial School, and Estelle Reel, the Superintendent of Indian Schools between 1898-1910.
Expands on a previously published research brief.
Outlines three areas in which the interests and goals of government and Aboriginals may differ: scope of injustices, government's attempt to draw a line through the past and legitimate current policies, and government's use of the process as an attempt to assert authority.
E Law: Murdoch University Electronic Journal of Law, vol. 16, no. 2, 2009, pp. 38-71
Description
Discusses the historic compensation package agreed to by the Canadian federal government and the lack of any similar actions by the governments of the other two countries.
Wicazo Sa Review, vol. 26, no. 2, Fall, 2011, p. 13
Description
Presents a students perspective on how Richard Henry Pratt, founder and superintendent of Carlisle residential school, planned to assimilate students, and discusses how students found ways of interpreting and mastering their environments through storytelling.
Nineteenth-Century Contexts, vol. 33, no. 3, July 2011, pp. 267-287
Description
Discusses how the founder of Carlisle Indian Industrial School manipulated coverage of the Ghost Dance and Wounded Knee to further his own agenda of eliminating the competition in the Catholic contract schools.
Anglican Journal, vol. 135, no. 2, February 2009, p. 1,3
Description
Overview of a creative discussion guide, prepared by writers from Anglican, United and Presbyterian churches, that can be used to explore the issue of forced assimilation of First Nations through residential schools.
Six brief videos by daughters of women who are residential school survivors. Done in conjunction with the kiskinohamâtôtâpânâsk: Inter-generational Effects on Professional First Nations Women Whose Mothers are Residential School Survivors project.
Rural Social Work & Community Practice, vol. 14, no. 2, December 2009, pp. 6-11
Description
Author equates the loss of language through assimilation with loss of a "moral compass" because it disrupts the ability to transmit teachings to children.
Records in the Margaret Baker fonds collection tell the story of the development of the Wahpeton reserve and Lucy Baker's activities as a missionary teacher. Reflects stereotypical views of the time.
Writing Postcolonial Histories of Intercultural Education
E-Books » Chapters
Author/Creator
Jonas Jakobsen
Description
Comments on the struggle for equal and special rights for the Sami people in the Norwegian education system.
Chapter from Writing Postcolonial Histories of Intercultural Education edited by H. Niedrig and C. Ydesen.
Teacher's resource for the documentary The Experimental Eskimos directed by Barry Greenwald. Tells the stories of Peter Ittinuar, Zebedee Nungak, and Eric Tagoona, three Inuit men who were sent to Ottawa as 12-year-olds for a "white" education. The men eventually became leaders in the Inuit community and helped to advance the interests of their people.
History of Education Quarterly, vol. 51, no. 4, November 2011, pp. 519-543
Description
Looks at the workings of Port Essington Indian Day School in British Columbia and discusses the governments impact regarding the integration of children into the public school system.
Healing Traditions: The Mental Health of Aboriginal Peoples in Canada
E-Books » Chapters
Author/Creator
Georges Henry Erasmus
Description
Introduces the subject of the book.
Foreword from Healing Traditions: The Mental Health of Aboriginal Peoples in Canada edited by Laurence J. Kirmayer, Gail Guthrie Valaskakis.
To locate article, scroll to page xi.
Discusses whether the forcible transfer of children should be classified genocide, or alternate terminology used, and what the legal, social, political consequences could be in either instance.
Children's Geographies, vol. 7, no. 2, May 2009, pp. 123-140
Description
Focuses on the centrality of Indigenous children and related concepts of childhood to colonial projects in Canada and, more specifically, in the province of British Columbia.
INALCO 2009, Proceedings of the 15th Inuit Studies Conference, Orality (Paris, 2006)
Orality in the 21st Century: Inuit Discourse and Practices. Proceedings of the 15th Inuit Studies Conference
Documents & Presentations
Author/Creator
Jack Anawak
Description
Describes life as a student at a residential school starting in 1959 and a reunion of students twenty-five years later.
Paper from Orality in the 21st Century: Inuit Discourse and Practices. Proceedings of the 15th Inuit Studies Conference edited by B. Collingnon and M. Therrien.