scholarly journals Making Meaningful Connections and Relationships in Cataloguing Practices: The Decolonizing Description Project at University of Alberta Libraries

2018 ◽  
Vol 13 (4) ◽  
pp. 2-6 ◽  
Author(s):  
Sheila Laroque
Keyword(s):  
Working Group ◽  
Truth And Reconciliation Commission ◽  
Reconciliation Commission ◽  
University Of Alberta ◽  
Truth And Reconciliation ◽  
Meaningful Connections ◽  
The University ◽  
Insight Into

Overview This paper seeks to examine some of the history behind the work that led to the Decolonizing Description Working Group (DDWG) and the efforts that have come from the further Decolonizing Description Project at the University of Alberta Libraries (UAL). Within universities and a variety of memory institutions, there has been a shift since the Calls to Action of the Truth and Reconciliation Commission (TRC) report (2015). This paper seeks to give those who are interested in this type of work some insight into the processes that have been underway at the UAL, and into ways that this could be replicated within their own institutions.

scholarly journals Rethinking Representation: Indigenous Peoples and Contexts at the University of Alberta Libraries

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Sharon Farnel ◽  
Denise Koufogiannakis ◽  
Sheila Laroque ◽  
Ian Bigelow ◽  
Anne Carr-Wiggin ◽  
...  
Keyword(s):  
Indigenous Peoples ◽  
Information Science ◽  
Indigenous Communities ◽  
Truth And Reconciliation Commission ◽  
Library And Information Science ◽  
Library Of Congress ◽  
Reconciliation Commission ◽  
University Of Alberta ◽  
Truth And Reconciliation ◽  
The University

Appropriate subject access and descriptive practices within library and information science are social justice issues. Standards that are well established and commonly used in academic libraries in Canada and elsewhere, including Library of Congress Subject Headings (LCSH) and Library of Congress Classification (LCC), continue to perpetuate colonial biases toward Indigenous peoples. In the fall of 2016, the University of Alberta Libraries (UAL) established a Decolonizing Description Working Group (DDWG) to investigate, define, and propose a plan of action for how descriptive metadata practices could more accurately, appropriately, and respectfully represent Indigenous peoples and contexts. The DDWG is currently beginning the implementation of recommendations approved by UAL’s strategic leadership team. In this paper we describe the genesis of the DDWG within the broader context of the libraries’ and the university’s responses to the Truth and Reconciliation Commission of Canada’s Calls to Action; outline the group’s activities and recommendations; and describe initial steps toward the implementation of those recommendations, with a focus on engaging local Indigenous communities. We reflect on the potential impact of revised descriptive practices in removing many of the barriers that Indigenous communities and individuals face in finding and accessing library materials relevant to their cultures and histories.

scholarly journals The knowledge and perceptions of history students of South Africa’s Truth and Reconciliation Commission (TRC)

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
M Oelofse ◽  
A Oosthuysen
Keyword(s):  
South Africa ◽  
South African ◽  
Research Method ◽  
Truth And Reconciliation Commission ◽  
Mixed Method Research ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Group Interviews ◽  
The University

Using the Truth and Reconciliation Commission of South Africa (TRC) and the concept of reconciliation as a case study, the article attempts to assess the knowledge and understanding of the registered undergraduate history students at the University of the Free State’s main campus about the TRC and the concept and process of reconciliation in the country at large. The research will firstly assess whether the younger generation of students, specifically students taking history as a subject, have any knowledge of such a significant and contemporary event in South African historiography as the TRC process. Secondly, in relation to the aims and recommendations of the TRC and against the background of reconciliation efforts in the country, to perceive the views and thoughts of undergraduate history students on the progress in reconciliation endeavours in South Africa. As a result, a sample of 128 undergraduate history students was randomly selected to complete a quantitative questionnaire. The questionnaire consisted of both closed and open-ended questions. Group interviews, as a qualitative research method, were added and used to conduct interviews with 16 undergraduate history students selected randomly and answers were recorded. Accordingly, an explanatory mixed- method research method approach was employed by implementing both the qualitative and quantitative method.

Reconciling Relations: Shifting Counselling Psychology to Address Truth and Reconciliation

2020 ◽  
Vol 54 (4) ◽  
pp. 638-660
Author(s):  
Karlee D. Fellner ◽  
Jeffrey Ansloos ◽  
Nevada L. Ouellette ◽  
Gwendolyn D. Villebrun
Keyword(s):  
Indigenous People ◽  
Working Group ◽  
Truth And Reconciliation Commission ◽  
Current Paper ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
The Future ◽  
Counselling Psychology

In 2018, the Canadian Counselling Psychology Conference (CCPC) convened a working group to address how the field of counselling psychology ought to respond to the Truth and Reconciliation Commission of Canada. Attendees were asked to share their perspectives on reconciliation, current efforts toward reconciliation in counselling psychology, and recommendations for the future of counselling psychology in relation to reconciliation. The current paper documents the findings and implications of the working group, offering concrete suggestions for how researchers, educators, clinicians, and trainees in the field can support reconciliation in a good way, shifting counselling psychology to serve Indigenous people and communities better.

scholarly journals USE OF AN INDIGENOUS LEARNING BUNDLE IN AN ENGINEERING PROJECT COURSE

2020 ◽  
Author(s):  
Alan L Steele ◽  
Cheryl Schramm ◽  
Kahente Horn-Miller
Keyword(s):  
Indigenous Knowledge ◽  
Truth And Reconciliation Commission ◽  
Class Discussion ◽  
First Year ◽  
Engineering Project ◽  
Reconciliation Commission ◽  
Indigenous Learning ◽  
Truth And Reconciliation ◽  
First Peoples ◽  
The University

In response to the Calls to Action of the Truth and Reconciliation Commission of Canada a range of Collaborative Indigenous Learning Bundles have been introduced at a Canadian university to provide ways for Indigenous knowledge to be incorporated into courses across the university. One of the first courses in the engineering faculty to use the Indigenous Environment Relations Bundle was a third year project course for the BEng Electrical Engineering program. The use of the bundle, through the learning management system, was part of the lecture series and was used in a class discussion with an optional reflection. The objective was to provide complementary Indigenous knowledge to the discussion of the environmental impact of engineering. A first year introductory engineering course used the First Peoples: A Brief Overview. The response of the students in both courses was respectful and produced thoughtful discussions. Those that undertook the optional reflection produced insightful and often personal thoughts on a particular place.  The use of the bundles shows that Indigenous matters and information from knowledge keepers can be integrated into engineering courses. 

scholarly journals You Hold Me Up by M. Gray Smith

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Sandy Campbell
Keyword(s):  
Public Libraries ◽  
Truth And Reconciliation Commission ◽  
Common Humanity ◽  
Prolific Author ◽  
University Of Alberta ◽  
Mixed Heritage ◽  
Truth And Reconciliation ◽  
Grade 3 ◽  
The University ◽  
The Impact

Gray Smith, Monique. You Hold Me Up. Illustrated by Danielle Daniel. Orca Book Publishers, 2017. Monique Gray Smith is not a prolific author, but her works have impact. She writes from her knowledge of the impact of the Indian Residential Schools on Canadian Indigenous people. Gray Smith is a mixed-heritage woman (Cree, Lakota and Scottish) who wrote this book “to remind us of our common humanity and the importance of holding each other up with respect and dignity.” “With this book,” she says, “we are embarking on a journey of reconciliation and healing.”  Gray Smith uses simple terms and sentences, appropriate to a Kindergarten to Grade 3 audience, to describe the things that individuals can do in their relationships to move forward in reconciliation. Danielle Daniel’s brightly coloured, stylized illustrations reflect these concepts. The concepts include being kind to each other, sharing, learning, playing, laughing and singing together, and comforting, respecting and listening to each other.  The Truth and Reconciliation Commission calls all Canadians to move forward together in reconciliation, a task that can appear to be daunting and overwhelming. Gray Smith provides a simple blueprint for small steps forward, the most basic being that we can “hold each other up.” This book is highly recommended for elementary school libraries and public libraries. Highly recommended: 4 out of 4 starsReviewer: Sandy Campbell Sandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give. 

Obituary: In Memorium: John Daniel

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Roger Southall
Keyword(s):  
South Africa ◽  
Political Science ◽  
Truth And Reconciliation Commission ◽  
Important Research ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
The University

John Daniel, former professor of Political Science at the University of Durban-Westville (UDW), died at his home on 25 July 2014 after a brave struggle with cancer. He will be remembered for the major contribution to political science in South Africa, his activism in the struggle against apartheid, for his inspirational teaching, his work as a progressive editor, and for his important research for the Truth and Reconciliation Commission (TRC).

Using African Truth and Reconciliation Commission documentation for truth telling and reconciliation

2020 ◽  
pp. 1-5
Author(s):  
Proscovia Svärd
Keyword(s):  
Human Rights ◽  
Truth And Reconciliation Commission ◽  
International Humanitarian Law ◽  
Humanitarian Law ◽  
Truth Telling ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Post Conflict ◽  
Truth And Reconciliation Commissions ◽  
Reconciliation Process

Truth and Reconciliation Commissions (TRCs) are established to document violations of human rights and international humanitarian law in post-conflict societies. The intent is to excavate the truth to avoid political speculations and create an understanding of the nature of the conflict. The documentation hence results in a common narrative which aims to facilitate reconciliation to avoid regression to conflict. TRCs therefore do a tremendous job and create compound documentation that includes written statements, interviews, live public testimonies of witnesses and they also publish final reports based on the accumulated materials. At the end of their mission, TRCs recommend the optimal use of their documentation since it is of paramount importance to the reconciliation process. Despite this ambition, the TRCs’ documentation is often politicized and out of reach for the victims and the post-conflict societies at large. The TRCs’ documentation is instead poorly diffused into the post conflict societies and their findings are not effectively disseminated and used.

The Triumph of Olemaun: Survivance, Empathic Unsettlement, and Restorying the History of Canadian Residential Schools

2018 ◽  
Vol 11 (2) ◽  
pp. 132-146
Author(s):  
Anah-Jayne Markland
Keyword(s):  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Aboriginal Peoples ◽  
Close Reading ◽  
Reconciliation Commission ◽  
Mandatory Education ◽  
Truth And Reconciliation ◽  
Young Readers ◽  
History Of ◽  
Age Appropriate

The ignorance of many Canadians regarding residential schools and their traumatic legacy is emphasised in the reports of the Truth and Reconciliation Commission (TRC) as a foundational obstacle to achieving reconciliation. Many of the TRC's calls to action involve education that dispels and corrects this ignorance, and the commission demands ‘age-appropriate curriculum on residential schools, Treaties, and Aboriginal peoples' historical and contemporary contributions to Canada’ to be made ‘a mandatory education requirement for Kindergarten to Grade Twelve students’ (Calls to Action 62.i). How to incorporate the history of residential schools in kindergarten and early elementary curricula has been much discussed, and one tool gaining traction is Indigenous-authored picturebooks about Canadian residential schools. This article conducts a close reading of Margaret Pokiak-Fenton and Christy Jordan-Fenton's picturebook When I Was Eight (2013). The picturebook gathers Indigenous and settler children together to contest master settler narratives regarding the history of residential schools. Using Gerald Vizenor's concept of ‘survivance’ and Dominick LaCapra's notion of ‘empathic unsettlement’, the article argues that picturebooks work to unsettle young readers empathetically as part of restorying settler myths about residential schools and implicating young readers in the work of reconciliation.

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