Methodology and Indigenous memory: using photographs to anchor critical reflections on Indian residential school experiences

Residential Schools: Creating and Continuing Institutionalization among Aboriginal Peoples in Canada

First Peoples Child & Family Review: An Interdisciplinary Journal Honouring the Voices, Perspectives, and Knowledges of First Peoples ◽

10.7202/1068896ar ◽

2020 ◽

Vol 6 (1) ◽

pp. 56-65

Author(s):

Julia Rand

Keyword(s):

Aboriginal People ◽

School Experiences ◽

Residential Schools ◽

Aboriginal Peoples ◽

Residential School ◽

Cultural Assimilation ◽

Correctional System

Many Aboriginal peoples in Canada have experienced, directly or indirectly, the effects of residential schools. Some Aboriginal people have also experienced the phenomenon known as institutionalization, as a result of residential school experiences, experiences over which they had no control and that were demanded by law. Some Aboriginal people in Canada have moved from the residential school institutions to similar newly developed institutions such as shelters and to established institutions such as the correctional system, or both. Indeed, Aboriginal peoples are overrepresented in all such institutions. In this paper, I seek to demonstrate the association between Aboriginal peoples’ experiences in and of residential schools and subsequent adult institutionalization. Attempts to ‘civilize’ Aboriginal peoples through cultural assimilation may have instead resulted in intergenerational institutionalization among many Aboriginal peoples in Canada.

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The Intergenerational Effects of Residential Schools on Children’s Educational Experiences in Ontario and Canada’s Western Provinces

International Indigenous Policy Journal ◽

10.18584/iipj.2016.7.3.5 ◽

2016 ◽

Vol 7 (3) ◽

Author(s):

Donna L Feir

Keyword(s):

Educational Outcomes ◽

School Attendance ◽

Empirical Work ◽

School Experiences ◽

Residential Schools ◽

Aboriginal Peoples ◽

Residential School ◽

Intergenerational Effects ◽

Number Of Factors ◽

The Relationship

The intergenerational effects of Canada’s Indian Residential Schools have been widely discussed, but limited empirical work exists. I use the confidential wave of the 2001 Aboriginal Peoples Survey of Children and Youth (APSCY) to study the association between mothers’ residential school attendance and their children’s educational outcomes and experiences in Ontario, Manitoba, Saskatchewan, Alberta, and British Columbia. Holding a number of factors constant, I demonstrate that children whose mothers attended residential school are more likely to be suspended or expelled and have worse school experiences on average than children whose mothers did not. Children are also more likely to live off reserve and less likely to speak an Aboriginal language if their mothers attended a residential school. I also examine some contextual factors that may influence the relationship between mothers’ residential school attendance and their children’s educational outcomes. These findings suggest that dealing with the intergenerational legacy of residential schools is necessary for improving the educational outcomes of today’s Aboriginal youth.

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Social Determinants Associated with Physical Activity among Indigenous Adults at the University of Saskatchewan

Applied Physiology Nutrition and Metabolism ◽

10.1139/apnm-2020-0781 ◽

2021 ◽

Author(s):

Avery K Ironside ◽

Leah J Ferguson ◽

Tarun R Katapally ◽

Lila M Hedayat ◽

Shara R. Johnson ◽

...

Keyword(s):

Physical Activity ◽

Social Support ◽

Foster Care ◽

First Nations ◽

Indigenous Peoples ◽

Social Determinants ◽

Community Support ◽

School Experiences ◽

Residential School ◽

Positive Support

Colonization impacts Indigenous Peoples’ way of life, culture, language, community structure and social networks. Links between social determinants of health and physical activity (PA) among Indigenous Peoples in Saskatchewan, with 16% Indigenous residents, are unclear. This cross-sectional study guided by Indigenous Community Advisors, compared moderate-to-vigorous PA (MVPA), traditional Indigenous PA and musculoskeletal PA with social determinants of Indigenous, (n=124), including First Nations (n=80, including 57 Cree/Nehiyawak) and Métis (n=41), adults in Saskatchewan. Participants completed Godin-Shephard Leisure-Time PA, Social Support Index and traditional Indigenous PA participation questionnaires. Regression associated positive perception of social support with MVPA (R=0.306, p=0.02), while residential school experiences (R=0.338, p=0.02) and community support (R=0.412, p=0.01) were associated with traditional Indigenous PA participation. Among Métis, discrimination experiences were associated with traditional Indigenous PA participation (R=0.459, p=0.01). Traditional Indigenous PA participation was associated with community support among First Nations (R=0.263, p=0.04), and also foster care placement (R=0.480, p=0.01) for Cree/Nehiyawak First Nations specifically. Among Cree/Nehiyawak, family support (R=0.354, p=0.04), discrimination experiences (R=0.531, p=0.01) and positive perceptions of support (R=0.610, p=0.003) were associated with musculoskeletal PA. Greater community, family and perceived social support, and experiences of discrimination, residential school and foster care are associated with more PA for Indigenous Peoples. Novelty: • Positive support perceptions predict physical activity among Indigenous Peoples • Family support, discrimination experiences and positive support perceptions predict physical activity for Cree/Nehiyawak First Nations. Traditional physical activity was predicted by residential school experiences and community support (Indigenous Peoples), discrimination experiences (Métis), community support (First Nations), and foster care experiences (Cree/Nehiyawak)

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Residential chemistry camps for school students: Why bother?

New Directions in the Teaching of Physical Sciences ◽

10.29311/ndtps.v0i10.516 ◽

2014 ◽

pp. 44-49

Author(s):

T G Harrison ◽

S J Croker ◽

D E Shallcross

Keyword(s):

School Experiences ◽

The Other ◽

Undergraduate Teaching ◽

Residential School ◽

School Students ◽

Postgraduate Students ◽

The Past ◽

Research Areas ◽

Lecture Demonstration ◽

Admissions Officers

Bristol ChemLabS has been providing several residential school experiences per year for the past eight years. The Chemistry Camps are two days of intensive activity and, wherever possible, involve a stay in a hall of residence. The majority of the time is spent in undergraduate teaching laboratories learning new skills on the first day, which are then used again on the second. The other academic sessions include spectroscopy tours, short lectures from postgraduate students on their research areas, a discussion of university application procedures in general by admissions officers and a lecture demonstration. The non-academic side is also addressed via a stay in a hall of residence and a course dinner. The purpose of this paper is to discuss the organisation and running of such camps and to explore the benefits for both the students and the School of Chemistry.

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The Residential School Experiences in Drew Hayden Taylor’s Motorcycles & Sweetgrass and Tomson Highway’s Kiss of the Fur Queen

Theory and Practice in Language Studies ◽

10.17507/tpls.0812.02 ◽

2018 ◽

Vol 8 (12) ◽

pp. 1575

Author(s):

Chengcheng Song

Keyword(s):

School System ◽

Aboriginal People ◽

School Experiences ◽

Residential School ◽

Long Term Effects ◽

Daunting Task ◽

The Government ◽

And Control ◽

Aboriginal Children

In Canada, the residential school system established in the nineteenth century remains a dark chapter in the nation’s history. The schools operated under that system were one of the major instruments used by the government to assimilate Aboriginal people into mainstream Canadian society. Based on the assumption that children were easier to manipulate and control than adults, the residential school system targeted Aboriginal children. As a common theme in Canadian Aboriginal literature, residential school experiences are represented in Drew Hayden Taylor’s Motorcycles & Sweetgrass and Tomson Highway’s Kiss of the Fur Queen. The present paper focuses on the traumatic residential school experiences depicted in the two novels as well as their long-term effects. Healing the wounds of history remains a daunting task for the Canadian government.

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‘It’s all he’s going to say’: using poetic transcription to explore students’ mainstream and residential school experiences

Disability & Society ◽

10.1080/09687599.2015.1021762 ◽

2015 ◽

Vol 30 (5) ◽

pp. 731-742 ◽

Cited By ~ 5

Author(s):

N.R. Gasson ◽

L.J. Sanderson ◽

G. Burnett ◽

J. van der Meer

Keyword(s):

School Experiences ◽

Residential School ◽

Poetic Transcription

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Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00085 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1327-1336

Author(s):

Tiffany R. Cobb ◽

Derek E. Daniels ◽

James Panico

Keyword(s):

High School ◽

Middle School ◽

Peer Relationships ◽

Speech Therapy ◽

School Setting ◽

Image Data ◽

School Experiences ◽

Adolescent Students ◽

Therapy Decision ◽

Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

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