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The Assiniboia school is unique within Canada’s Indian Residential School system. It was the first residential high school in Manitoba and one of the only residential schools in Canada to be located in a large urban setting. Operating between 1958 and 1973 in a period when the residential school system was in decline, it produced several future leaders, artists, educators, knowledge keepers, and other notable figures. It was in many ways an experiment within the broader destructive framework of Canadian residential schools. Stitching together memories of arrival at, day-to-day life within, and departure from the school with a socio-historical reconstruction of the school and its position in both Winnipeg and the larger residential school system, Did You See Us? offers a glimpse of Assiniboia that is not available in the archival records. It connects readers with a specific residential school and illustrates that residential schools were often complex spaces where forced assimilation and Indigenous resilience co-existed. These recollections of Assiniboia at times diverge, but together exhibit Survivor resilience and the strength of the relationships that bond them to this day. The volume captures the troubled history of residential schools. At the same time, it invites the reader to join in a reunion of sorts, entered into through memories and images of students, staff, and neighbours. It is a gathering of diverse knowledges juxtaposed to communicate the complexity of the residential school experience.
A Choice Outstanding Academic Title, 2017 At the end of the nineteenth century, Indigenous boarding schools were touted as the means for solving the "Indian problem" in both the United States and Canada. With the goal of permanently transforming Indigenous young people into Europeanized colonial subjects, the schools were ultimately a means for eliminating Indigenous communities as obstacles to land acquisition, resource extraction, and nation-building. Andrew Woolford analyzes the formulation of the "Indian problem" as a policy concern in the United States and Canada and examines how the "solution" of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space. The genocidal project inherent in these boarding schools, however, did not unfold in either nation without diversion, resistance, and unintended consequences. Inspired by the signing of the 2007 Indian Residential School Settlement Agreement in Canada, which provided a truth and reconciliation commission and compensation for survivors of residential schools, This Benevolent Experiment offers a multilayered, comparative analysis of Indigenous boarding schools in the United States and Canada. Because of differing historical, political, and structural influences, the two countries have arrived at two very different responses to the harm caused by assimilative education.
“It can start with a knock on the door one morning. It is the local Indian agent, or the parish priest, or, perhaps, a Mounted Police officer.” So began the school experience of many Indigenous children in Canada for more than a hundred years, and so begins the history of residential schools prepared by the Truth & Reconciliation Commission of Canada (TRC). Between 2008 and 2015, the TRC provided opportunities for individuals, families, and communities to share their experiences of residential schools and released several reports based on 7000 survivor statements and five million documents from government, churches, and schools, as well as a solid grounding in secondary sources. A Knock on the Door, published in collaboration with the National Research Centre for Truth & Reconciliation, gathers material from the several reports the TRC has produced to present the essential history and legacy of residential schools in a concise and accessible package that includes new materials to help inform and contextualize the journey to reconciliation that Canadians are now embarked upon. Survivor and former National Chief of the Assembly First Nations, Phil Fontaine, provides a Foreword, and an Afterword introduces the holdings and opportunities of the National Centre for Truth & Reconciliation, home to the archive of recordings, and documents collected by the TRC. As Aimée Craft writes in the Afterword, knowing the historical backdrop of residential schooling and its legacy is essential to the work of reconciliation. In the past, agents of the Canadian state knocked on the doors of Indigenous families to take the children to school. Now, the Survivors have shared their truths and knocked back. It is time for Canadians to open the door to mutual understanding, respect, and reconciliation.
E. Pauline Johnson, also known as Tekahionwake, is remarkable as one of a very few early North American Indigenous poets and fiction writers. Most Indigenous writers of her time were men educated for the ministry who published religious, anthropological, autobiographical, political, and historical works, rather than poetry and fiction. More extraordinary still, Johnson became both a canonical poet and a literary celebrity, performing on stage for fifteen years across Canada, in the United States, and in London. Johnson is now seen as a central figure in the intellectual history of Canada and the US, and an important historical example of Indigenous feminism. This edition collects a diverse range of Johnson’s writings on what was then called “the Indian question” and on the question of her own complex Indigenous identity. Six thematic sections gather Johnson’s poetry, fiction, and nonfiction, and a rich selection of historical appendices provides context for her public life and her work as a feminist and activist for Indigenous people.
In A Narrow Vision, Brian Titley chronicles Scott's career in the Department of Indian Affairs and evaluates developments in Native health, education, and welfare between 1880 and 1932. He shows how Scott's response to challenges such as the making of treaties in northern Ontario, land claims in British Columbia, and the status of the Six Nations caused persistent difficulties and made Scott's term of office a turbulent one. Scott could never accept that Natives had legitimate grievances and held adamantly to the view that his department knew best.
Indigenous peoples are vastly overrepresented in the Canadian criminal justice system. The Canadian government has framed this disproportionate victimization and criminalization as being an "Indian problem." In The Colonial Problem, Lisa Monchalin challenges the myth of the "Indian problem" and encourages readers to view the crimes and injustices affecting Indigenous peoples from a more culturally aware position. She analyzes the consequences of assimilation policies, dishonoured treaty agreements, manipulative legislation, and systematic racism, arguing that the overrepresentation of Indigenous peoples in the Canadian criminal justice system is not an Indian problem but a colonial one.