Assimilation

An aerial photograph of the Roman Catholic residential school in Onion Lake, probably taken in the 1950s.

Looks at American Indigenous urbanization policies of the 1950s and how it effected Indigenous people and their relationship with the US government.

Ross Thatcher and an unidentified aboriginal man sitting in a classroom in an unidentified "Indian" school.

Saskatchewan Premier Ross Thatcher stands at the front of a class of Native children in an unidentified "Indian" school.

File contains a presentation by Francois Trudel, Director, Department of Anthropology of Laval University. Trudel discusses how Canadian society can be decolonized in his view through knowledge of the other (via education) and building respect for the other. Following his presentation the assembled Commissioners offer some comments on it.

File contains an individual presentation by Marlene Buffalo focusing primarily on self-determination - the right of every First Nations to choose its own form of government, to enjoy its spiritual and material patrimony without restriction, to live freely according to tradition and to be exempt from any form of subjection to any powerful nation or people. Buffalo states that self-government has been "effectively prevented by the due process of acculturation and the erosion of Aboriginal self-identification." Following the presentation is a question-and-answer session with the Commissioners.

File contains an individual presentation by Raymond Cutknife that questions how effective the Commission and its findings will be.

File contains Opening Remarks from the sitting of the Royal Commission on Aboriginal Peoples at Davis Inlet, Labrador, on Tuesday, December 1, 1992. Commissioner Georges Erasmus explains the mandate and goals of the Commission, as well as giving a summary of what the first round of hearings accomplished. Commissioner Mary Sillet discusses the Commission and some issues specific to the Innu Nation, as well as Davis Inlet.

File contains a presentation by Bill Hanson that initially recalls his 30 years of experience in the Aboriginal political movement in Canada. The rest of the presentation addresses a wide range of subjects, including education, land claims and self-government, economic development and poor management of band funding. Following the presentation is a question-and-answer session with the Commissioners.

File contains a presentation by Cara Currie focusing on proposed Aboriginal self-government. Currie states that Aboriginal people do not want to be assimilated into society, and that self-government should be defined by Aboriginal people, not the Canadian government. She introduces the next speaker, Violet Soosay.

File contains a brief individual presentation by Danny Whetung relating to the White Paper, described by Whetung as "a systematic description...for the cultural and racial genocide of the First Nations people of this country." He commends the Commissioners for coming to Esquimalt Reserve and knows they "have come with an open heart," and hopes that examination of the White Paper by the Commission may lead to positive changes for Aboriginal people.

File contains a presentation by Denny Grisdale, District No. 70 School Board. Grisdale discusses the trust and relationship between his School District and the Nuu-Chah-Nulth Tribal Council. He relates several anecdotes about the importance of First Nations language instruction, First Nations teaching approachs, and respect for First Nations culture in a more general sense. Grisdale then introduces the next presenter who is also from his school board, Donna Brett.

File contains a presentation by John Joe Sark, Captain of the Micmac Grand Council. Sark discusses the need to tell Aboriginal history, particularly the positive side, in schools in New Brunswick. He also discusses the Micmac's struggle to hold onto their culture through generations of assimilative pressures. Following Sark's presentation is a discussion with the Commissioners.

File contains a presentation by John Zahradnik. Zahradnik discusses Aboriginal and non-Aboriginal worldviews, ranching in the Nicola Valley, and the need to create a cultural synthesis when it comes to land management and use patterns. Following the presentation Commissioners Dussault and Chartrand thank Zahradnik for his thoughts.

File contains a presentation by Reverend Bob Kimmerly, Kootenay Presbytery, United Church of Canada. Kimmerly delivers an address to the Royal Commission on behalf of the United Church in the area with regard to its relationship with Aboriginal peoples, past and present. Following this, Commissioners Dussault and Chartrand thank Kimmerly for his remarks.

File contains a presentation by Sheena Jackson. Jackson discusses racism, particularly in the field of education. Jackson critiques racist portrayals of Aboriginal people in Social Studies curricula, media representations, and related issues.

Outlines duties of various employees, protocols for correspondence, hiring, promotion, etc., care of buildings and grounds, and rules pertaining to pupils. Reflects attitudes and policies of the time.

Outlines rules for: enrolment, physical welfare, industrial training of students. Reflects attitudes and policies of the time.

Presents portions that are available in English.

A biographical look at the life and literacy work of one of the first Indigenous writers Samson Occom.

Looks at one work of nonfiction and one of fiction in a discussion about attempted assimilation through education and language, and what constitutes a truly a "native" education. Entire issue on one pdf. To access article, scroll down to appropriate page.

Includes Saskatoon City Council minutes from a meeting on Monday, June 11, 1984 regarding a request by Bruce Sanderson of the Saskatchewan Association of Friendship Centres that City Council respond to a tentative proposal to integrate Aboriginal people in Urban Communities. The Council moves that the letter be received and referred to the Planning and Development Committee.

Position paper recommends "That the Ministry of Education move forward with curriculum renewal that includes the rich and diverse history of First Nations and Métis Peoples with their experience of the arrival of the European newcomers, and the legacy of the Indian Residential School era".

Explores the problem of neoliberalism and nativist desire, and examines the possible answers to globalized neoliberalism and its reliance on multicultural difference.

Uses example of schools in British Columbia to illustrate that while children's health education was used as a method of assimilation, children were undernourished and conditions were unsanitary encouraging the spread of disease.

Looks at the systemization of identity, based on race, through examination her photographs of students.

Discusses acculturation problems of Hopi children in public and Bureau of Indian Affairs schools.

Education Thesis (M.Ed.)--University of Saskatchewan, 1968.

Monthly newsletter was produced by the Carlisle Industrial School, Carlisle, Pennsylvania. Reflects attitudes and policies of the time. Issues included: June-1880, Sept-Dec 1880, Jan-May 1881, September 1881-January 1882, April 1882, December 1882.

[History] Thesis (Ph.D.)--Arizona State University, 1996.

Outlines a proposed project which will compare students' experiences at the Kamloops Residential School and a school in Sweden for Sami children. Project to examine educational ideas and practice as part of policies for suppressing indigenous people. Paper presented at the European Conference on Educational Research, University of Hamburg, 17-20 September 2003.

Looks at the effects of residential schools and efforts to create culturally supportive American Indian and Alaska Native schools.

Looks at various aspects of Hopi-white relations and the role of education in their interactions.

Looks at how Andrew S. Draper, a public school educator, urged the use of schooling to instill Anglo-American sociocultural values in American Indians to facilitate their assimilation into society.

Comments on the TRC's capacity to advance decolonization and the issues that hamper that progress.

In the video produced in 1992, residential school survivors relate their experiences; includes archival photographs and footage that reflect the attitude of the Anglican Church during that era. Duration: 23:58.

Suggests applying five tests to evaluate the reliability of accounts of childhood experiences which were not recorded until many years later.

Looks at the Bureau of Indian Affairs attempts to promote Indigenous education for public approval through exhibits at the World's Fair. However, the exhibits ended up promoting a romanticized traditional Indigenous culture to the American public.

Argues that although Bureau of Indian Affairs officials viewed events as an opportunity to promote its assimilation program and display the "progress" students had made, their efforts failed because the public was much more interested in the romanticized, stereotypical version of American Indian.

An examination of the promotion and emphasis on Native American identity at Bacone College, an American Baptist school located in Oklahoma.

History Thesis (Ph.D.)--University of California, Riverside, 2007.

Remarks by Joe Clark and Andrew Lee regarding the important role of the Truth and Reconciliation Commission followed by a question and answer period facilitated by the Commissioners. Duration: 1:10:48.

Presents some historical background and a look at forthcoming residential school settlement payments to former students.

History Thesis (M.A.)--Carleton University, 2018. Focuses on Birtle Indian School, Cecilia Jeffrey Indian Residential School, and Sioux Lookout (or Pelican Lake) Indian Residential School.

Shows the role Métis histories play in the larger story of settle colonial genocide.

Discusses the fact that while Innu students experienced equal rates of abuse from authority figures, because the abuse took place in day schools rather than residential it has no been fully acknowledged.

Suggests creating schools that are learning spaces for all regardless of socio-economic differences.