scholarly journals Modern Day Slavery and Assimilation in Canada: An Exploration of the Analogous Nature of the Prison System and the Residential School System

INvoke ◽  
2020 ◽  
Vol 5 ◽  
Author(s):  
Aruoriwo Egor
Keyword(s):  
Indigenous People ◽  
School System ◽  
New Economy ◽  
Prison System ◽  
Capitalist Society ◽  
Residential School ◽  
The Past ◽  
Indian Act ◽  
Modern Context ◽  
Modern Day Slavery

While the idea of slavery seems to be a dreadful story from the past, the effects of colonization in Canada has resulted in a restriction of freedom and rights for Indigenous people to this day. Several colonizing principles and institutions were put in place in order to control and erase an already established people and culture. One of those colonizing institutions is the residential school system established as part of the Indian Act in the 1800s. In a modern context, the same idea of the residential school system seems to be perpetuated in today's capitalist society, by the Canadian prison system. This paper explores this seeming realationship by portraying the actions of the Canadian government to claim the land and create a new economy and government. This paper also explores this relationship by portraying how colonialism, capitalism and patriarchy are "three sides of the same coin".

scholarly journals Listening for More (Hi)Stories from the Arctic’s Dispersed and Diverse Educational Past

2015 ◽  
Author(s):  
Heather E. McGregor
Keyword(s):  
School System ◽  
Student Experience ◽  
Educational Policies ◽  
School Systems ◽  
Residential School ◽  
Regional Variability ◽  
The Past ◽  
Canadian North ◽  
The North ◽  
Educational Histories

RésuméAlors que les marques profondes laissées par le système d’écoles résiduelles du Nord canadien refont surface, il est important de poursuivre l’étude des politiques en matière d’éducation en parallèle avec les expériences vécues par les élèves dans des lieux et des contextes d’instruction variés. Dans le cas des Inuits, cette recherche fut incomplète. L’auteure avance qu’il faut approfondir les études sur l’implication du gouvernement fédéral dans les premiers systèmes d’éducation dans les Territoires. Ces travaux devraient prendre en compte les disparités locales et régionales ainsi que les expériences des élèves. En mettant l’accent sur les contradictions et les différents impacts causés par l’éducation dans ces communautés dans le passé, et notamment sur les enseignants sans expérience de la vie nordique, cela permettrait de trouver des manières pour décoloniser l’éducation de nos jours.   AbstractAs the widespread and deep impressions left on the Canadian North by the residential school system come to light, it is also important to continue examining educational policies alongside the experiences of students throughout a range of schooling sites and forms. Such research on Inuit schooling has been insufficient. I argue that more detailed educational histories of the federal and early territorial school systems should feature local and regional variability in implementation of policy and in student experience. Illuminating the inconsistent and multifaceted ways education affected communities in the past, particularly for teachers new to the North, serves to illustrate the ways education in the present necessitates decolonizing.

scholarly journals "For the Good of the Child": The Colonial Machinations of Child Welfare in Canada

INvoke ◽  
2020 ◽  
Vol 5 ◽  
Author(s):  
Nathan Sunday
Keyword(s):  
Child Welfare ◽  
First Nations ◽  
School System ◽  
Child Welfare System ◽  
Residential Schools ◽  
Welfare System ◽  
Residential School ◽  
School Project ◽  
The Past

Although residential schools no longer exist today, the systems of oppression which allowed them to operate continue. These systems have existed non-linearly throughout time, as the past, present, and future effects of colonialism intersect in the lives of First Nations. The spiritual successor of the residential school project can be viewed in many contemporary structures; specifically, in the institutionalized violence accumulated within the child welfare system. In this paper, I argue that the contemporary child welfare system in Canada, as it relates to both on- and off-reserve First Nations children, is the modern-day successor of the Indian Residential School System. Specifically, the strategies of racialization and subalternation underpinning the colonial machine, and exemplified within the residential school system, have surreptitiously reformed into the child welfare system.

Balancing Reconciliation at the Royal Winnipeg Ballet

2021 ◽  
pp. 298-317
Author(s):  
Bridget Cauthery ◽  
Shawn Newman
Keyword(s):  
Indigenous People ◽  
Indigenous Peoples ◽  
School System ◽  
Settler Colonialism ◽  
Residential School ◽  
Truth And Reconciliation ◽  
Indigenous Representation ◽  
History Of ◽  
Colonial Histories

As part of efforts across Canada to address and reconcile the nation-state’s violent colonial histories, the Royal Winnipeg Ballet (RWB) premiered Mark Godden’s newest work, Going Home Star: Truth and Reconciliation, in 2014. The work narrates one element of settler colonialism in Canada: the Indian Residential School System. With no Indigenous dancers in the company, and few Indigenous people involved in the production overall, the project has received criticism as yet another non-Indigenous endeavor speaking for Indigenous peoples. In this chapter, we approach Going Home Star in ways that question the appropriateness of contemporary ballet as a medium for negotiating contemporaneous reconciliation between Indigenous and settler peoples in Canada and its checkered history of Indigenous representation.

scholarly journals Walking on This Earth, Finding Belonging: Ruminations of an Unsettled Settler

2021 ◽  
Vol 18 (2) ◽  
pp. 212-237
Author(s):  
Stephanie Bartlett
Keyword(s):  
Indigenous People ◽  
School System ◽  
Ways Of Knowing ◽  
Residential School ◽  
Poetic Inquiry ◽  
Truth And Reconciliation ◽  
Personal Experiences ◽  
Life Journey ◽  
Indigenous Educators

In this paper, I contemplate my positionality as a non-Indigenous settler of Scottish, English and German descent. I (re)visit places that have shaped my life-journey and engages in a thoughtful participation between language, land and my positionality as an emerging researcher within an Indigenist paradigm. I consider Regan’s (2010) concept of the unsettled settler, defined as non-Indigenous people learning to embrace the struggle to face truths of colonialism and the consequences of the Indian Residential School system. Through photovoice and poetic inquiry, I reflect on my own encounters with the land and more-than-human relatives as a way to disrupt colonial assumptions. Ruminations, pictures and a collection of poems invite an exploration of the curricular implications of land-based teachings and reconciling ways of knowing with the land. By delving into and sharing my own personal experiences on the land, I hope to invite non-Indigenous educators to consider their own positionality and relationship with the land as part of their response to the Truth and Reconciliation (2015) calls to action.

Manic Reparation

2010 ◽  
Vol 39 (1) ◽  
pp. 7-12
Author(s):  
Barbara Greenberg
Keyword(s):  
First Nations ◽  
School System ◽  
Prime Minister ◽  
United Church Of Canada ◽  
Residential School ◽  
Manic Reparation ◽  
Past Injustices

The Canadian public has heard many apologies from various governments and church institutions over the last 20 years. In June 2008 Prime Minister Stephen Harper apologized to First Nations for the federal government’s role in the residential school system. First Nations have also received apologies from the United Church of Canada (UCC) for its participation in these schools. Much of the work being done on the process of apology assesses the apology in order to judge if it is convincing and worthwhile.My work asks the question: are apologies effective in their attempt to make amends for past injustices, or are they examples of what Klein calls “manic reparation”?

scholarly journals Truth and reconciliation cinema: an ethico-political study of residential school imagery in contemporary Indigenous film

2021 ◽  
pp. 117718012110124
Author(s):  
Tyson Stewart
Keyword(s):  
New Media ◽  
School System ◽  
Residential School ◽  
Unanswered Question ◽  
New Wave ◽  
Truth And Reconciliation ◽  
Historical Archive ◽  
The Way

This article explores an important facet of the New Wave of Indigenous filmmaking in Canada: residential school system history and imagery, its place in the historical archive, and the way it is being retold and reclaimed in films like Rhymes for Young Ghouls (2013), Savage (2009), Sisters & Brothers (2015), Indian Horse (2017), and The Grizzlies (2018). While researching this topic, one unanswered question has left me feeling sometimes frustrated and often troubled: Is there a risk of producing pan-Indigenous readings, or worse, repeating the original propagandistic intentions of the original residential school photographs when they are used in new media?

Revisiting Trauma: Wounds Seen and Unseen in Canadian and Indian Prison Narratives

2021 ◽  
Vol 2 (3) ◽  
pp. 16-30
Author(s):  
Lavanya Dalal
Keyword(s):  
Psychological Trauma ◽  
Prison System ◽  
Psychological Effects ◽  
Trauma Studies ◽  
Prison Narratives ◽  
The Past ◽  
A Site

Trauma Studies and Prison Narratives have emerged over the past few decades as the most significant fields in the humanities. There has been a significant discussion regarding the psychological effects of incarceration; however, literature examining prison as a site of trauma is unusual. Focusing on Iftikhar Gilani's My Days in Prison (2005) and Yvonne Johnson and Rudy Wiebe's Stolen Life: The Journey of a Cree Woman (1998), the article analyzes how prison narratives represent prison as a violent space that inflicts trauma in its characters. These prison narratives represent Yvonne Johnson, the prisoner in Stolen Life, and Gilani as victims of acute psychological trauma faced due to the sheer viciousness of the prison system. The article also concentrates on how the prison experience is both similar and different in Canada and India.    

Critical Security Studies

2018 ◽  
pp. 59-70
Author(s):  
Chris Hendershot ◽  
David Mutimer
Keyword(s):  
Indigenous People ◽  
Security Studies ◽  
Collaborative Effort ◽  
Critical Security Studies ◽  
The Past ◽  
Indigenous Sovereignty

This chapter intends to provoke the present in order to motivate an unsettling and un-settled future for Critical Security Studies (CSS). To be unsettling CSS must (continue to) commit to unconventional inquisitiveness through refusing discipline and embracing reflexive accountability. To be un-settled, CSS must do the serious work of decolonizing. The need to decolonize as an effort to support indigenous sovereignty may create the unsettling possibility that CSS does not have a future. To imagine that CSS has no future is to take reflexive account of the colonial complicities of Anglo-European scholarship, while becoming open to fostering more meaningful collaborations with Indigenous people. Being unsettled and becoming un-settled must be a collaborative effort among all knowledge producers in order to critically confront the past, present, and future problems of doing and thinking (through) security.

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