‘Brown Tom’s Schooldays’ was first self-published decades ago, and shows how one First Nations boy came of age and grappled with the assimilation agenda of Indian Residential Schools.
L’expertise universitaire, l’exigence journalistique
Articles sur Residential schools
Affichage de 1 à 20 de 48 articles
Although there is now a wide body of public information about residential schools, many people continue to have limited knowledge about them. That provides fertile ground for misinformation.
In this bonus episode, you’ll meet some of the producers who help make this podcast to revisit some of our favourite episodes from past seasons.
The election of Wab Kinew’s NDP in 2023 represents a powerful rejection of the racial politics of recent Conservative governments led by Heather Stefanson and her predecessor, Brian Pallister.
Some have claimed the proposed new Indigenous names for Winnipeg streets are too difficult to pronounce. But what does it mean when we say a word is hard to pronounce?
A recurrent theme in the testimonies of Residential School survivors is how their cultural and linguistic identities were adversely affected.
The Pope’s apology could mark a new way forward if the Catholic Church makes genuine reparations for the evils it perpetrated.
It is reasonable to expect that any apology from the Pope will be met with mixed responses.
Pope Francis and the Catholic Church must make a plan with Indigenous Peoples, not for us, in order to walk the path of reconciliation. Some initial suggestions of what a plan might include.
People must learn more about the history and legacies of residential schools and day schools and understand their relationship to Canada’s colonial project.
Indigenous stories of survival in fictional post-apocalyptic landscapes draw from actual events and experiences. These stories preserve histories and the possibility of hope.
A better understanding of what most genocide scholars believe can help people understand how Canada’s Indian Residential School system fits with the definition of genocide.
Was participating in ceremony despite pandemic restrictions an act of Indigenous resistance and resurgence and did it reflect reassertion of nationhood and self-determination?
Here’s what the education system needs to do to help teachers address, repair and heal education towards and beyond reconciliation.
Indigenous people and communities are not monolithic. How they react to and deal with tragedy will be different. Acknowledging that will help us all heal.
Ernest Knocks Off was 18 when he arrived at the Carlisle boarding school in 1879. He was one of many young Native people who fought – in his case, to the death – to retain their language and culture.
How can settler-Canadians cheer for their country at the Tokyo Olympics after the recent discoveries of hundreds of unmarked graves of children who attended Indian Residential Schools?
Secret burials are the stuff of gothic fiction, but these gothic events actually happened to Indigenous children.
Considering our relationships to stories about the past and looking at learning as a process of encounter can help Canadians to become better treaty partners.
Canadians who wish to pay tribute to the children who died at Indian Residential Schools should demand the government stop fighting First Nations children in court.
Les contributeurs les plus fréquents
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Assistant Professor, Departments of History and Indigenous Studies, University of Manitoba
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Assistant Professor (Teaching Stream, Theology) and Special Advisor on Indigenous Initiatives, Victoria University, University of Toronto
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Associate Professor, Sociology, Athabasca University
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PhD Candidate in Education, University of New Brunswick
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Distinguished Professor, Department of Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto
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Adjunct Professor, Faculty of Health and Environmental Sciences, Auckland University of Technology, and Professor of Political Science, Charles Sturt University
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Cherokee Nation citizen, Professor of Critical Indigenous Studies and English, University of British Columbia
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Associate Professor, Sociology, Bishop's University
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Assistant professor, Faculty of Law, L’Université d’Ottawa/University of Ottawa
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Professor, Social Studies and History Education, Queen's University, Ontario
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Director, Centre for Human Rights Research and Distinguished Professor, History and Women's and Gender Studies, University of Manitoba
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Elder in Residence, Queen's University, Ontario
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Assistant Professor/Associate Director, Waakebiness-Bryce Institute for Indigenous Health, University of Toronto
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Instructor in communication studies at Carleton University and the University of Ottawa, Carleton University
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Assistant Professor, University of Alberta
