scholarly journals Jordan’s Principle: Reconciliation and the First Nations Child

2019 ◽  
Vol 27 (1) ◽  
pp. 3-12
Author(s):  
Colleen Sheppard
Keyword(s):  
Child Welfare ◽  
First Nations ◽  
Indigenous Peoples ◽  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Child Welfare Services ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Nations Child ◽  
The Individual

The Truth and Reconciliation Commission of Canada (TRC) was mandated to “document the individual and collective harms” of residential schools and to “guide and inspire a process of truth and healing, leading toward reconciliation.”  The stories of survivors revealed the intergenerational and egregious harms of taking children from their families and communities. In seeking to redress the legacy of the residential schools era, the TRC Calls to Action include greater recognition of self-governance of Indigenous Peoples, as well as numerous recommendations for equitable funding of health, educational, and child welfare services.

scholarly journals Locating a Theoretical Framework for the Canadian Truth and Reconciliation Commission: Charles Taylor or Nancy Fraser?

2012 ◽  
Vol 3 (2) ◽  
Author(s):  
Konstantin S. Petoukhov
Keyword(s):  
Indigenous Peoples ◽  
Charles Taylor ◽  
Theoretical Framework ◽  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Reconciliation Commission ◽  
Theory Of Justice ◽  
Truth And Reconciliation ◽  
Indian Residential Schools ◽  
Nancy Fraser

The Truth and Reconciliation Commission (TRC) of Canada was established to uncover and acknowledge the injustices that took place in Indian residential schools and, in doing so, to pave the way to reconciliation. However, the TRC does not define reconciliation or how we would know it when (and if) we get there, thus stirring a debate about what it could mean. This article examines two theories that may potentially be relevant to the TRC’s work: Charles Taylor’s theory of recognition and Nancy Fraser’s tripartite theory of justice. The goal is to discover what each theory contributes to our understanding of the harms that Indigenous peoples suffered in residential schools, as well as in the broader colonial project, and how to address these harms appropriately.

Doing Public History in Canada’s Truth and Reconciliation Commission

2013 ◽  
Vol 35 (4) ◽  
pp. 10-19 ◽  
Author(s):  
John Milloy
Keyword(s):  
First Nations ◽  
Public History ◽  
Public Funding ◽  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Reconciliation Commission ◽  
The Public ◽  
Truth And Reconciliation ◽  
Governmental Support ◽  
History Of

The author discusses his experience with Canada’s Truth and Reconciliation Commission, charged with writing a history of the residential school system for First Nations students in Canada and with producing an archive accessible to both scholarly researchers and the public. Funding and limited governmental support for the project limited its scope and effectiveness, but the TRC has helped educate the Canadian public about residential schools, and has made progress towards reconciliation.

The Truth and Reconciliation Commission of Canada: Genesis and Design1

2014 ◽  
Vol 29 (02) ◽  
pp. 199-217 ◽  
Author(s):  
Rosemary Nagy
Keyword(s):  
First Nations ◽  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Truth Commission ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Indian Residential Schools ◽  
Public Inquiry ◽  
Public Record ◽  
Settlement Negotiations

Abstract How and why did Canada end up with a Truth and Reconciliation Commission (TRC) rather than a judicially based public inquiry in response to Indian Residential Schools? Using a constructivist-interpretivist approach with interview research with twenty-three key actors, this article traces the path toward the Indian Residential Schools Settlement Agreement. It examines in particular the shift from calls for public inquiry to truth and reconciliation. In sourcing the idea of a TRC, it gauges the balance between transnational influences and home-grown elements and suggests that two different approaches to a truth commission were merged during the settlement negotiations. One approach, associated with the Assembly of First Nations, focuses on accountability and public record, and the other, associated with survivor and Protestant organizations, is more grassroots and community-focused. This article looks at hybridity and gaps in the TRC’s design, suggesting that the two visions of a truth commission continue to exist in tension.

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.

scholarly journals Our Shared Future: Windows into Canada’s Reconciliation Journey — A Review

2020 ◽  
Vol 5 (4) ◽  
pp. 178-182
Author(s):  
Peter D Shipley
Keyword(s):  
First Nations ◽  
Indigenous People ◽  
Panel Discussion ◽  
Recovery Process ◽  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Road Map ◽  
To Come ◽  
New Recruits

The challenges and complexity of the reconciliation process are still not well understood by a large number of non-Indigenous people in Canada. As a nation, we are attempting to grasp the intricacy of how to unravel and atone for the damage that has been done in establishing and managing the more than 130 residential schools in Canada. This not only impacted more than 150,000 First Nations, Métis, and Inuit children but destroyed generations of families that are still and will continue to be impacted for years to come. The official apology from Prime Minister Stephen Harper on June 11, 2008, to all Indigenous people in Canada for the atrocities of the Indian Residential Schools was the start of a very long and painful continuous journey. The 94 calls to action released in 2015 by the Truth and Reconciliation Commission provide a road map to a complex recovery process for Indigenous people across the country. In January 2018, Health Canada held a national panel discussion with Indigenous leaders and experts on the question “Reconciliation—What Does it Mean?” One of the main themes of reconciliation revolves around education, and, in order to stay focused, we must continue to educate Canadians, including police leaders and new recruits, as we move through the meandering path of econciliation. The book Our Shared Future provides an outstanding in-depth look through the windows into a number of individual perspectives on the reconciliation journey.

scholarly journals Reconciliation and Conflict: A Review of Practice

2011 ◽  
Vol 48 (4) ◽  
pp. 831
Author(s):  
Emily Snyder
Keyword(s):  
Race Relations ◽  
Learning Experience ◽  
Residential Schools ◽  
Truth And Reconciliation Commission ◽  
Residential School ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Indian Residential Schools ◽  
Ongoing Dialogue ◽  
Concurrent Events

In this article I provide a review of two connected events.  The first is the conference "Prairie Perspectives on Indian Residential Schools, Truth and Reconciliation," which was held in June 2010 in Winnipeg, Manitoba.  This conference was just one of many concurrent events taking place at the Truth and Reconciliation Commission of Canada's first national event.  Specific themes and aspects of the conference are covered here.  Secondly, I parallel my discussion of the conference to my experiences with the national event - experiences can be complex and do not happen in isolation from the broader context around them. Overall, I argue that while the conference and the national event made some meaningful contributions to ongoing dialogue about reconciliation in Canada, it is clear that understanding how to deal with and discuss the conflict that arises from discussions of residential school, "race relations," and reconciliation more broadly is an ongoing learning experience.  I offer some recommendations concerning how conflict could be better dealt with at future conferences and national events.  Reconciliation processes can be more effective if there is not only space for dissent but, most importantly, that mechanisms are in place for encouraging productive discussions about the conflict that arises and that will continue to arise.

scholarly journals The Inuit presence at the first Canadian Truth and Reconciliation Commission national event

2011 ◽  
Vol 34 (2) ◽  
pp. 167-184 ◽  
Author(s):  
Marie-Pierre Gadoua
Keyword(s):  
First Nations ◽  
Sense Of Community ◽  
School System ◽  
Truth And Reconciliation Commission ◽  
Residential School ◽  
Cultural Group ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
The Creation ◽  
Residential Schooling

This paper addresses various forms of healing and reconciliation among Canadian Inuit and First Nations, in regards to the Indian residential school system and the Truth and Reconciliation Commission (TRC). Stemming from fieldwork at the TRC’s first national event in Winnipeg (June 2010), I present observations that are supplemented by previous studies on Aboriginal healing methods in Canada. Although Inuit and First Nations healing and reconciliation strategies are based on common themes—tradition and community—in practice they diverge notably, both in their principles and in their applications. First Nations seek healing by activating a sense of community that often transcends their specific cultural group or nation, using pan-Indian spiritual traditions and ceremonies. In contrast, the Inuit most commonly seek to preserve and promote specific Inuit traditions and identity as tools in their healing practices. This divergence could be seen in Inuit and First Nations’ participation in the TRC. The creation of the Inuit sub-commission within the TRC in March 2010, resulting from intense lobbying by Inuit leaders, was a first sign of the group’s distinctive approach to healing. But the unfolding of the TRC’s first national event in Winnipeg showed again how these differences materialise in practice and contribute to a better understanding of Inuit responses to the repercussions of their colonial past and strategies for healing from the legacy of residential schooling.

The Truth and Reconciliation Commission and the Law of Prior Consultation: Obstacles and Opportunities for Democratization and Political Participation in Peru

2019 ◽  
Vol 46 (5) ◽  
pp. 111-127 ◽  
Author(s):  
Juan Pablo Sarmiento Barletti ◽  
Lexy Seedhouse
Keyword(s):  
Political Participation ◽  
Indigenous Peoples ◽  
The State ◽  
Truth And Reconciliation Commission ◽  
The Political ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
The Law

A study informed by long-term fieldwork with Amazonian and Andean indigenous peoples examines their experiences of Peru’s Truth and Reconciliation Commission and Law of Prior Consultation. It engages with these efforts, which sought to address injustice by creating a new pact between the state and its indigenous citizens, their various failures, and the unintended opportunities that they have created for the political participation of indigenous peoples and their representatives.Un estudio basado en el trabajo de campo a largo plazo con los pueblos indígenas amazónicas y andinos examine sus experiencias de la Comisión de Verdad y Reconciliación y la Ley de Consulta Previa de Perú, que buscaba abordar la injusticia creando un nuevo pacto entre el estado y sus ciudadanos indígenas. Aborda sus diversos fracasos y las oportunidades no previstas que han creado para la participación políticas de los pueblos indígenas y sus representantes.

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