Assimilation

The picture shows some Aboriginal men sitting at school desks in the foreground, with a crowded group of mainly Aboriginal people at the back of the room. The political dignitaries are not visible.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Articles reflect the attitudes and policies of the time.

This speech discusses the Aboriginal reaction to the Federal government's 'White Paper', released in June 1969. Chretien stresses that Canadian society "must break down the barriers of misunderstanding and discrimination" for Aboriginal people to be accepted in Canadian society.

Reflects attitudes and policies of the time.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record. Articles reflect the attitudes and polices of the time.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record. Articles reflect the attitudes and polices of the time.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record. Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada". Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record. Articles reflect the attitudes and polices of the time.

"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record . Articles reflect the attitudes and policies of the time.

"National publication for the Indians of Canada." Focus on Indigenous issues, events at residential schools and legal decisions. Previously published as Indian Missionary Record . Articles reflect the attitudes and policies of the time.

Comments on the belief of Euro-Americans that they "were bringing an advanced and superior way of life to" Aboriginal people.

Looks at suits filed by residential school survivors against the Canadian government for loss of culture, spirituality and physical and sexual abuse. Duration: 7:13.

Contains two lesson plans as well as worksheet/discussion aids. Meant for use with grade 10 students.

Argues that the state-sponsored alternative dispute resolution (ADR) process reflects a misuse of ADR because it represents the government’s attempt to pacify residential school survivors through social control.

Presentation by the Chair of the Truth and Reconciliation Commission of Canada on the history of residential schools, treaty promises, abuse in the schools and more. Duration: 44:59.

Brief discussion of harms inflicted by residential schools, events leading to establishment of the Commission and explanation of its mandate.

International/Intercultural Education Thesis (M.Ed.)--University of Alberta, 1991.

Presents timeline beginning at 1755 leading up to the inception of the residential school system and ending at 2014 with the Truth and Reconciliation Commission hearings wrap up.

Variables examined: institutions (physical conditions, methods of discipline, program, administration), adaptation (to dominant culture), and adjustment (student attitudes and aspirations).

Three components: setting the stage for inquiry, relationship of 150 years, and research projects. Unit developed in response to the Truth and Reconciliation Commission's call for development of age-appropriate educational materials. Access Book Two.

Four components: purpose of schools, assaults and their legacy, resistance and change, and action of reconciliation. Unit developed in response to the Truth and Reconciliation Commission's call for development of age-appropriate educational materials.

Developed in response to the Truth and Reconciliation Commission's call for development of age-appropriate educational materials.

Discussion on the Indian Rights Association and its goal of the assimilation of American Indigenous nations, in particular through the allotment policies in Oklahoma during early twentieth century.

File contains 2 negatives of a Grade Eight class from an unidentified school, presumably the All Saints Residential/Prince Albert Student Residence in Prince Albert, Saskatchewan, June 9, 1969.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. On cover: A Magazine Printed by Indians. Articles reflect the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time. Document cannot be downloaded, but can be viewed. .

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. On cover: The Navajo: His Reservation and Shall We Have Normal School for Indian Teachers?. Articles reflects the attitudes and policies of the time.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Industrial and Agricultural School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time. Document cannot be downloaded, but can be viewed.

Monthly magazine was produced by the U.S. Indian Service and published at the United States Indian Training School, Chilocco, Oklahoma. Articles reflect the attitudes and policies of the time. Entire document cannot be downloaded, must be viewed page by page, using "jump to" feature, or through table of contents.

Scanned negative shows female students in uniform with an instructor on Visiting Day held on March 8, 1961 at the Prince Albert Indian School (presumably All Saints Residential School).

American Indian Studies (M.A.)--University of Arizona, 1992.

Author examines the neocolonial practice of cultural appropriation as “theft of cultural property” and notes its connection to the erasure of history and language performed by colonial states.

Investigates the lived experiences of First Nation scholars in mainstream society and the politcal realities they deal with.

Discusses the use of print media to promote educational reforms, substitution of community day schools for boarding schools, replacement of curriculum to promote Aboriginal culture, and the use of vocational programs to benefit Aboriginal communities.

Presenters discuss issues of intellectual or cognitive imperialism; summarize the Eurocentric knowledge systems, religions, and doctrines on which historical and current education are built and the means of enforcement by which those frameworks are held in place. Stress the need for Universities to implement Indigenous ways of knowing and thinking in all colleges and disciplines in order to affect change. Duration: 1:18:01

Discusses the injustices of colonialism and contemporary society and need to preserve tribal cultural identities.

Looks at how Indigenous students are ostracised, alienated and marginalised at law school.

Profiles past boarding school policies world-wide, discusses children's experiences, evaluates schools' success, and discusses current practises and ideologies.

Row of indigenous men in western dress (4 sitting, 1 standing) posing for the photo. Family in western dress, wagons and teepees in background.

Comments on the five priorities laid out by Prime Minister Justin Trudeau on December 8, 2015.

Reports pastoralists view education as a social disruption, interfering with livelihood, culture, land and natural resources. To access this article, scroll to page 35.

Concludes that traditional Indigenous knowledge has a positive impact on meaningful cultural narratives.

Discusses some contrasting educational policies and contexts across the Canada–USA border and shows some strategies Coast Salish people have used for resisting assimilation and returning to their own understandings of place and identity.