Education is at the heart of the struggle of Aboriginal peoples toregain control over their lives as communities and nations. The promiseof education is that it will instruct the people in ways to live longand well, respecting the wisdom of their ancestors and fulfilling theirresponsibilities in the circle of life. Aboriginal Educationdocuments the significant gains in recent years in fulfilling thispromise. It also analyzes the institutional inertia and governmentpolicies that continue to get in the way. The contributors to this book emphasize Aboriginal philosophies andpriorities in teaching methods, program design, and institutionaldevelopment. An introductory chapter on policy discourse since 1966provides a context for considering important achievements andconstraints in transforming Aboriginal education into an instrument ofself-determination. A number of the chapters are drawn from reports andpapers prepared for the Royal Commission on Aboriginal Peoples asbackground to its 1996 report. They cover a broad range of subjects:educational practice from elementary to post-secondary levels;initiatives in language conservation and communications media; thedevelopment of Aboriginal institutions; and policy discourse amongAboriginal, federal, provincial, and territorial bodies. As the authors make clear, Aboriginal education continues to bepractised on an intensely political terrain. While governments fundparticular Aboriginal initiatives, the homogenizing pressures of aglobalizing society are relentless. Political gains in negotiatingself-government thus establish the context in which the distinctivenessof Aboriginal education and cultures is sustained. This book is a valuable resource for administrators, educators andstudents with an interest in Aboriginal issues and educationalreform.
"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. Survivor and former National Chief of the Assembly First Nations, Phil Fontaine, provides a Foreword, and an Afterword by Aim#65533;e Craft introduces the holdings and opportunities of the National Centre for Truth & Reconciliation, home to the archive of recordings, and documents collected by the TRC.
The fallen feather provides an in-depth critical analysis of the driving forces behind the creation of Canadian Indian Residential Schools. Using historical source documents, survivors' personal testimonies and detailed analysis from community leaders, the film explores in detail, the Federal Government's primary motivation in the creation of these schools. While examining the influences of Indian wars, Sir John A. MacDonald's National Policy, Land Claims issues, the film details how all of these events and visions contributed to the development of these schools. The film argues that the lasting effects that First Nations in Canada suffer today, can be traced back directly to their experiences within these schools. Finally, we as Canadians are all challenged to re-examine our shared history.
Intense interest in past injustice lies at the centre of contemporary world politics. Most scholarly and public attention has focused on truth commissions, trials, lustration, and other related decisions, following political transitions. This book examines the political uses of official apologies in Australia, Canada, New Zealand, and the United States. It explores why minority groups demand such apologies and why governments do or do not offer them. Nobles argues that apologies can help to alter the terms and meanings of national membership. Minority groups demand apologies in order to focus attention on historical injustices. Similarly, state actors support apologies for ideological and moral reasons, driven by their support of group rights, responsiveness to group demands, and belief that acknowledgment is due. Apologies, as employed by political actors, play an important, if underappreciated, role in bringing certain views about history and moral obligation to bear in public life.