Author: Yukon ArchivesPublisher:
ISBN: 9781553625230
Category : Indians of North America
Languages : en
Pages : 78
Book Description
Yukon Residential Schools Bibliography
Author: Yukon ArchivesPublisher:
ISBN: 9781553625230
Category : Indians of North America
Languages : en
Pages : 78
Book Description
Yukon Residential Schools Bibliography
Author: Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 78
Book Description
A Bibliography of British Columbia
Author: Margaret H. EdwardsPublisher: Social Sciences Research Centre University of Victoria
ISBN:
Category : Reference
Languages : en
Pages : 464
Book Description
Canada's Residential Schools: The Métis Experience
Author: Commission de vérité et réconciliation du CanadaPublisher: McGill-Queen's Press - MQUP
ISBN: 0773598243
Category : Social Science
Languages : en
Pages : 105
Book Description
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Métis Experience focuses on an often-overlooked element of Canada’s residential school history. Canada’s residential school system was a partnership between the federal government and the churches. Since the churches wished to convert as many Aboriginal children as possible, they had no objection to admitting Métis children. At Saint-Paul-des-Métis in Alberta, Roman Catholic missionaries established a residential school specifically for Métis children in the early twentieth century, while the Anglicans opened hostels for Métis children in the Yukon in the 1920s and the 1950s. The federal government policy on providing schooling to Métis children was subject to constant change. It viewed the Métis as members of the ‘dangerous classes,’ whom the residential schools were intended to civilize and assimilate. This view led to the adoption of policies that allowed for the admission of Métis children at various times. However, from a jurisdictional perspective, the federal government believed that the responsibility for educating and assimilating Métis people lay with provincial and territorial governments. When this view dominated, Indian agents were often instructed to remove Métis children from residential schools. Because provincial and territorial governments were reluctant to provide services to Métis people, many Métis parents who wished to see their children educated in schools had no option but to try to have them accepted into a residential school. As provincial governments slowly began to provide increased educational services to Métis students after the Second World War, Métis children lived in residences and residential schools that were either run or funded by provincial governments. As this volume demonstrates the Métis experience of residential schooling in Canada is long and complex, involving not only the federal government and the churches, but provincial and territorial governments. Much remains to be done to identify and redress the impact that these schools had on Métis children, their families, and their community.
Dictionary Catalog of the Department Library
Author: United States. Department of the Interior. LibraryPublisher:
ISBN:
Category : Library catalogs
Languages : en
Pages : 734
Book Description
Canada's Residential Schools: The Inuit and Northern Experience
Author: Commission de vérité et réconciliation du CanadaPublisher: McGill-Queen's Press - MQUP
ISBN: 0773598227
Category : Social Science
Languages : en
Pages : 305
Book Description
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Inuit and Northern Experience demonstrates that residential schooling followed a unique trajectory in the North. As late as 1950 there were only six residential schools and one hostel north of the sixtieth parallel. Prior to the 1950s, the federal government left northern residential schools in the hands of the missionary societies that operated largely in the Mackenzie Valley and the Yukon. It was only in the 1950s that Inuit children began attending residential schools in large numbers. The tremendous distances that Inuit children had to travel to school meant that, in some cases, they were separated from their parents for years. The establishment of day schools and what were termed small hostels in over a dozen communities in the eastern Arctic led many Inuit parents to settle in those communities on a year-round basis so as not to be separated from their children, contributing to a dramatic transformation of the Inuit economy and way of life. Not all the northern institutions are remembered similarly. The staff at Grandin College in Fort Smith and the Churchill Vocational Centre in northern Manitoba were often cited for the positive roles that they played in developing and encouraging a new generation of Aboriginal leadership. The legacy of other schools, particularly Grollier Hall in Inuvik and Turquetil Hall in Igluligaarjuk (Chesterfield Inlet), is far darker. These schools were marked by prolonged regimes of sexual abuse and harsh discipline that scarred more than one generation of children for life. Since Aboriginal people make up a large proportion of the population in Canada’s northern territories, the impact of the schools has been felt intensely through the region. And because the history of these schools is so recent, the intergenerational impacts and the legacy of the schools are strongly felt in the North.
Yukon Residential Schools Bibliography
Author: Yukon ArchivesPublisher:
ISBN: 9781553625230
Category : Indians of North America
Languages : en
Pages : 78
Book Description
Arctic Bibliography
Author: Arctic Institute of North AmericaPublisher:
ISBN:
Category : Arctic regions
Languages : en
Pages : 1634
Book Description
Canada's Residential Schools: The History, Part 1, Origins to 1939
Author: Commission de vérité et réconciliation du CanadaPublisher: McGill-Queen's Press - MQUP
ISBN: 0773598189
Category : Social Science
Languages : en
Pages : 1076
Book Description
Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The History, Part 1, Origins to 1939 places Canada’s residential school system in the historical context of European campaigns to colonize and convert Indigenous people throughout the world. In post-Confederation Canada, the government adopted what amounted to a policy of cultural genocide: suppressing spiritual practices, disrupting traditional economies, and imposing new forms of government. Residential schooling quickly became a central element in this policy. The destructive intent of the schools was compounded by chronic underfunding and ongoing conflict between the federal government and the church missionary societies that had been given responsibility for their day-to-day operation. A failure of leadership and resources meant that the schools failed to control the tuberculosis crisis that gripped the schools for much of this period. Alarmed by high death rates, Aboriginal parents often refused to send their children to the schools, leading the government adopt ever more coercive attendance regulations. While parents became subject to ever more punitive regulations, the government did little to regulate discipline, diet, fire safety, or sanitation at the schools. By the period’s end the government was presiding over a nation-wide series of firetraps that had no clear educational goals and were economically dependent on the unpaid labour of underfed and often sickly children.
Land of the Midnight Sun
Author: Ken CoatesPublisher: McGill-Queen's Press - MQUP
ISBN: 0773572155
Category : History
Languages : en
Pages : 377
Book Description
While the Klondike Gold Rush is one of the most widely known events in Canadian history, particularly outside Canada, the rest of the Yukon's long and diverse history attracts little attention. Important developments such as Herschel Island whaling, pre-1900 fur trading, the post-World War II resource boom, a lengthy struggle for responsible government, and the emergence of Aboriginal political protest remain poorly understood. Placing well-known historical episodes within the broader sweep of the past, Land of the Midnight Sun gives particular emphasis to the role of First Nations people and the lengthy struggle of Yukoners to find their place within Confederation. This broader story incorporates the introduction of mammoth dredges that scoured the Klondike creeks, the impressive Elsa-Keno Hill silver mines, the impact of residential schools on Aboriginal children, the devastation caused by the sinking of the Princess Sophia, the Yukon's remarkable contributions to the national World War I effort, and the sweeping transformations associated with the American occupation during World War II. Completely revised with a new epilogue, the bestselling Land of the Midnight Sun was first published in 1988 and became the standard source for understanding the history of the Yukon. Ken Coates and William Morrison have published ten books together, including Strange Things Done: A History of Murder in the Yukon and the forthcoming Trailmarkers: A History of Landmark Aboriginal Rights Cases in Canada. Land of the Midnight Sun was their first collaboration.