Assimilation

Reviews the history and conditions of residential schools in Canada and compares them to boarding schools in Britain.

Discusses how historically both countries shared motivations and educational goals for residential schools and looks at contemporary responses. Scroll down to page 9 to read article.

Article contains: brief history of the system, summarized list of abuses, testimonial given by school survivor Dr. Eugene Norman, and a list of the recommendations found in the Assembly of First Nations' publication Breaking the Silence.

Focusing on the history of residential schools in Canada. Asserts the government and churches attempted to eliminate aboriginal culture.

Investigates the role and impacts of residential schools on Aboriginal traditional knowledge.

Transcription of radio program about the United Church. Tape 1 - Apology given by the United Church of Canada in 1986; Tape 2 - Residential Schools: The Past and Present; Tape 3A - WBAI Interview - Economics and Politics (2/15/98); Tape 3B - WBAI Interview: 6/18/98.

Classroom lesson plan to accompany segment on DVD News in Review. September 2010.

[History] Thesis (M.A.)--University of North Dakota, 2012

English Thesis (M.A.)--University of Saskatchewan, 2016.

Argues that the author used her essays to criticize the school's agenda "civilizing" students and to assert that Native Americans should determine their own educational needs.

Elder discuses his experiences in the residential school system, the Truth and Reconciliation Commission, and his role as an advisor to it.

Looks at history of residential schools, Aboriginal claims for compensation from Churches and Government, and the creation of a Truth and Reconciliation Commission and healing fund.

Looks at non-physical forms of genocide such as legal, cultural and ethnical by the destruction of language, culture and enforced poverty. History Honours Paper (B.A.)--Acadia University, 2016.

Focuses on demands by victims for reparations and the government's reactions to those demands.

Recounts assimilative educational campaigns and explores the effect of cross cultural education.

Examines detailed reports on schools and pupils which were sent headquarters in New York. Focuses on four groups: Choctaws, Creeks, Omahas and the Nez Perces.

Argues that programs aimed at recruitment and retention are useless if they are designed simply to increase numbers of Aboriginal students without fundamentally changing the existing attitudes and context of academic institutions.

Examines the student experience and perspective and recommends that institutions provide opportunities to develop and sustain student's Indigenous identity.

Book review of: Rethinking Indigenous Education by Cathryn McConaghy. Review located by scrolling to page 245.

Integrated Studies in Education Thesis (M.A.)--McGill University, 2009.

Discusses lasting effects on Australian Aboriginals who, as children, were taken away from their parents and the present day phenomenon of returning to one's Aboriginal family.

Comments on the students that attended the Institute and the education they received.

Rev. Louis M. Adam, o.m.i.,principal of the school in Beauval, Saskatchewan.

Provides an overview of the development of First Nation control over education with the establishment of Band-controlled schools and argues the schools are simply a means to continue the federal assimilation policy.

Book reviews of: They Called it Prairie Light: The Story of Chilocco Indian School by K. Tsianina Lomawaima To Change Them Forever: Indian Education at the Rainy Mountain Boarding School, 1893-1920 by Clyde Ellis Shingwauk's Vision: A History of Native Residential Schools by J.R. Miller.

Book review of: Boarding School Seasons by Brenda J. Child.

Book review of Tom Porter's And Grandma Said...: Iroquois Teachings as Passed down through the Oral Tradition.

Book reviews of: The View From Officers' Row: Army Perceptions of Western Indians by Sherry L. Smith. Indians of the Northwest Coast by Maximilien Bruggmann and Peter R. Gerber. Oklahoma Seminoles, Medicine, Magic, and Religion by James H. Howard in collaboration with Willie Lena. American Indian Identities: Today's Changing Perspectives edited by Clifford E. Trafzer. Oil Age Eskimos by Joseph G. Jorgensen. The Western Abenakis of Vermont, 1600-1800: War, Migration, and the Survival of an Indian People by Colin G.

Book reviews of: America’s Second Tongue: American Indian Education and the Ownership of English, 1860–1900 by Ruth Spack. Anthropologists and Indians in the New South edited by Rachel A. Bonney and J.

Book reviews of: The American Indian Integration of Baseball by Jeffrey Powers-Beck. The Apache Indians: In Search of the Missing Tribe by Helge Ingstad. Assimilation’s Agent: My Life as a Superintendent in the Indian Boarding School System by Edwin L. Chalcraft. Coming to Shore: Northwest Coast Ethnology, Traditions, and Visions edited by Marie Mauzé, Michael E. Harkin, and Sergei Kan. Every Day Is a Good Day by Wilma Mankiller. Friends and Enemies in Penn’s Woods: Indians, Colonists, and the Racial Construction of Pennsylvania edited by William A.

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.

Book reviews of: All My Sins Are Relatives by William S. Penn. Aniyunwiya/Real Human Beings: An Anthology of Contemporary Cherokee Prose edited by Joseph Bruchac. Becoming and Remaining a People: Native American Religions on the Northern Plains by Howard L.

Book reviews of: Books Without Bias: Through Indian Eyes edited by Beverly Slapin and Doris Seale Teaching the Native American edited by Hap Gilliland, Jon Reyhner, and Rachel Schafer Indian School Days by Basil H. Johnston Ojibway Heritage by Basil H. Johnston Ojibway Ceremonies by Basil H.

In-depth news story on the history of Canada's residential schools; includes interview with a survivor and estimates the number of children who died in residential schools. Duration: 25:00.

History Thesis (Ph.D.)--Yale University, 1967.

Educational Administration Thesis (Ed.Doc.)--Pennsylvania State University, 1998.

Looks at factors which contributed to Pratt's goal of total assimilation of Native Americans into American society, and how he implemented it during his 25-year superintendency of the Carlisle Indian Industrial School.

Podcast of interview with author about his recently released book.

21 images (4 scanned here) of four men in a canoe and one fellow on horseback. Photographs taken on July 3, 1980 to promote upcoming annual Riel Relay Race.

Article examines the role and effects of the Office of Indian Affairs’ (OIA) Field Matron Program; considers the evolution of the program to include Indigenous women as Matrons and examines the assimilation and resistance seen as a result.

Canadian Studies and Indigenous Studies Thesis (M.A.)--Trent University, 2015.

Using a virtual reality residential school to examine the logic of genocide prevention.

Background history about the creation of the Navajo Community College (NCC). The colleges creation represented to people the establishment of a cross-cultural brokerage intended to overcome assimilationist tendencies.

Rod Bishop was raised in Green Lake, Saskatchewan Upon returning to Saskatchewan in the early 1960s, he became involved in the reorganization of the Metis Association of Saskatchewan and was vice president of the amalgamated Metis Society.

Argues that while sports have received more attention as an assimilationist force, the practice of suppressing both traditional music itself and its traditional role in spirituality and replacing it with Western musical styles, was an equally powerful tool and public performances were used as a propaganda tool to prove how successful the school had been in "civilizing" their students.