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?
Academic rigor, journalistic flair
Articles on Residential schools
Displaying 1 - 20 of 32 articles
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.
People often decry words and call for action after tragic events. But words are action and they’re fundamental to Canadian democracy.
Acts of genocide were strategically implemented by church and the Canadian government to remove Indigenous people from their land and, in turn, their culture.
Ending the Canadian genocide of Indigenous peoples is a legal obligation, requiring honest, active decolonization. The lawyer who wrote the MMIWG’s inquiry’s legal analysis of genocide explains.
An Indigenous lawyer makes the case that what happened to Indigenous children who went to residential schools is genocide and the case should be tried by the International Criminal Court.
A commitment to eliminating racism must be reflected in accountability mechanisms that focus on the impacts of coordinated and consistent anti-racist action.
Canadians need to understand the basic harms and violences that continue to be experienced by Indigenous people across the land we call Canada.
Ground-penetrating radar located the remains of 215 First Nations children in a mass unmarked grave, revealing a macabre part of Canada’s hidden history.
The destruction of IAP residential school records and media reports that continually emphasize compensation will ensure that if remembered, the process will be remembered through a colonial gaze.
Canada’s new governor general will have to fuse the British, French, American and Indigenous elements of Canada that together are the core of the country.
Let’s not ignore how the racist philosophy behind residential schools shaped mainstream education. Ryerson foresaw Canada’s continuing evolution into a “civilized,” white, culturally British nation.
A study in one Alberta school board found racism contributes to poor attendance of on-reserve Indigenous students in public schools, despite educators not recognizing this as a barrier.
Land Defenders from Six Nations occupied a disputed land to highlight the fact that Canadians have a long way to go when it comes to learning what land acknowledgements are supposed to teach us.
Moving classes outside deserves serious consideration not only for better ventilation, but also to introduce more education devoted to learning on, from and with the land.
Instead of building new jails, we must focus our efforts on reshaping a post-pandemic society free of the challenges that led to an Indigenous man’s recent death.
Children in an Oji-Cree northern First Nation are learning traditional teachings about ‘Namebin’ (suckers) and working on literacy skills at the same time through a community literacy project.
To understand the colonial past is to open the door to understanding the colonial present and future. This understanding is a crucial part of the pathway to real change.
Top contributors
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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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PhD Candidate in Education, University of New Brunswick
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Professor of Education, University of New Brunswick
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Assistant Professor of Sociology, MacEwan University
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Associate Professor, Sociology, Athabasca University
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Professor and Canada Research Chair in Indigenous Literature and Expressive Culture, University of British Columbia
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Assistant Professor, Teaching Stream, Social and Behavioural Health Science, Dalla Lana School of Public Health, University of Toronto
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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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Research associate, Centre for Refugee Studies, York University, Canada
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Professor, Social Studies and History Education, Queen's University, Ontario
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Associate Professor, Sociology, Bishop's University
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Assistant Professor, University of Alberta
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Assistant Professor, Institute of Indigenous Research and Studies, L’Université d’Ottawa/University of Ottawa
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Professor and Canada Research Chair in the History of Medicine, University of Saskatchewan
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Professor of Secondary Education, Faculty of Education, University of Alberta
