West Coast Line #74, vol. 46, no. 2, Reconcile This!, Summer, 2012, pp. 12-21
Description
Portion of transcript from artists' discussion on truth, reconciliation and healing, followed by interview.
Entire issue on one pdf. To access article scroll down to appropriate page.
Hastings Race & Poverty Law Journal, vol. 4, no. 1, 2006-2007, pp. 45-129
Description
Brief overview of government policies aimed at eradicating Native Americans, discussion of how schools fit into achieving these goals, and possibilities for achieving redress through litigation.
Journal of Progressive Human Services, vol. 23, no. 2, 2012, pp. 127-158
Description
Looks at institutional practices, such a physical restraints, behaviour modification and life-skills training, and questions if they serve the purpose to which they are designed.
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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Presents part I of interview with the Honourable Justice Murray Sinclair, Commissioner for the Truth and Reconciliation Commission of Canada, regarding the direction towards reconciliation for Aboriginal and non-Aboriginal Canadians.
Duration: 19:46.
Presentation of Part II of an interview with the Honourable Justice Murray Sinclair, Commissioner for the Truth and Reconciliation Commission of Canada, regarding the direction towards reconciliation for Aboriginal and non-Aboriginal Canadians.
Duration: 17:22.
Discusses the Indian Helper, a newspaper published at the school, and the information it conveys in terms of the "civilizing campaign" and the children's responses.
Excerpt from: Boarding School Blues: Revisiting American Indian Education Experiences edited by Clifford Trafzer, Jean A. Keller and Lorene Sisquoc.
International Indigenous Policy Journal, vol. 3, no. 1, 2012, pp. 1-17
Description
Focus group discussions indicate level of trust is key in accepting social support in order to achieve better educational outcomes and Aboriginal well-being.