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| kuper island residential school deaths: Canada's Residential Schools: Missing Children and Unmarked Burials Commission de vérité et réconciliation du Canada, 2016-01-01 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Missing Children and Unmarked Burials is the first systematic effort to record and analyze deaths at the schools, and the presence and condition of student cemeteries, within the regulatory context in which the schools were intended to operate. As part of its work the Truth and Reconciliation Commission of Canada established a National Residential School Student Death Register. Due to gaps in the available data, the register is far from complete. Although the actual number of deaths is believed to be far higher, 3,200 residential school victims have been identified. The analysis also demonstrates that residential school death rates were significantly higher than those for the general Canadian school-aged population. The failure to establish and enforce adequate standards of care, coupled with the failure to adequately fund the schools, resulted in unnecessarily high death rates at residential schools. Senior government and church officials were well aware of the schools’ ongoing failure to provide adequate levels of custodial care. Children who died at the schools were rarely sent back to their home community. They were usually buried in school or nearby mission cemeteries. As the schools and missions closed, these cemeteries were abandoned. While in a number of instances Aboriginal communities, churches, and former staff have taken steps to rehabilitate cemeteries and commemorate the individuals buried there, most of these cemeteries are now disused and vulnerable to accidental disturbance. In the face of this abandonment, the TRC is proposing the development of a national strategy for the documentation, maintenance, commemoration, and protection of residential school cemeteries. |
| kuper island residential school deaths: Final Report of the Truth and Reconciliation Commission of Canada, Volume One: Summary Truth and Reconciliation Commission of Canada, 2015-07-22 This is the Final Report of Canada's Truth and Reconciliation Commission and its six-year investigation of the residential school system for Aboriginal youth and the legacy of these schools. This report, the summary volume, includes the history of residential schools, the legacy of that school system, and the full text of the Commission's 94 recommendations for action to address that legacy. This report lays bare a part of Canada's history that until recently was little-known to most non-Aboriginal Canadians. The Commission discusses the logic of the colonization of Canada's territories, and why and how policy and practice developed to end the existence of distinct societies of Aboriginal peoples. Using brief excerpts from the powerful testimony heard from Survivors, this report documents the residential school system which forced children into institutions where they were forbidden to speak their language, required to discard their clothing in favour of institutional wear, given inadequate food, housed in inferior and fire-prone buildings, required to work when they should have been studying, and subjected to emotional, psychological and often physical abuse. In this setting, cruel punishments were all too common, as was sexual abuse. More than 30,000 Survivors have been compensated financially by the Government of Canada for their experiences in residential schools, but the legacy of this experience is ongoing today. This report explains the links to high rates of Aboriginal children being taken from their families, abuse of drugs and alcohol, and high rates of suicide. The report documents the drastic decline in the presence of Aboriginal languages, even as Survivors and others work to maintain their distinctive cultures, traditions, and governance. The report offers 94 calls to action on the part of governments, churches, public institutions and non-Aboriginal Canadians as a path to meaningful reconciliation of Canada today with Aboriginal citizens. Even though the historical experience of residential schools constituted an act of cultural genocide by Canadian government authorities, the United Nation's declaration of the rights of aboriginal peoples and the specific recommendations of the Commission offer a path to move from apology for these events to true reconciliation that can be embraced by all Canadians. |
| kuper island residential school deaths: Ghosts of the Orphanage Christine Kenneally, 2023-03-21 The shocking secret history of twentieth-century orphanages—which for decades hid violence, abuse, and deaths within their walls For much of the twentieth century, a series of terrible events—abuse, both physical and psychological, and even deaths—took places inside orphanages. The survivors have been trying to tell their astonishing stories for a long time, but disbelief, secrecy, and trauma have kept them from breaking through. For ten years, Christine Kenneally has been on a quest to uncover the harrowing truth. Centering her story on St. Joseph’s, a Catholic orphanage in Vermont, Kenneally has written a stunning account of a series of crimes and abuses. But her work is not confined to one place. Following clues that take her into the darkened corners of several institutions across the globe, she finds a trail of terrifying stories and a courageous group of survivors who are seeking justice. Ghosts of the Orphanage is an incredible true crime story and a reckoning with a past that has stayed buried for too long, with tragic consequences. |
| kuper island residential school deaths: Resistance and Renewal Celia Haig-Brown, 1988 A study of the system of residential schools in Canada, which were created to suppress Native culture. Includes thirteen interviews with former students at the Kamloops Indian Residential School in British Columbia. |
| kuper island residential school deaths: Canada's Residential Schools: The History, Part 1, Origins to 1939 Commission de vérité et réconciliation du Canada, 2016-01-01 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The History, Part 1, Origins to 1939 places Canada’s residential school system in the historical context of European campaigns to colonize and convert Indigenous people throughout the world. In post-Confederation Canada, the government adopted what amounted to a policy of cultural genocide: suppressing spiritual practices, disrupting traditional economies, and imposing new forms of government. Residential schooling quickly became a central element in this policy. The destructive intent of the schools was compounded by chronic underfunding and ongoing conflict between the federal government and the church missionary societies that had been given responsibility for their day-to-day operation. A failure of leadership and resources meant that the schools failed to control the tuberculosis crisis that gripped the schools for much of this period. Alarmed by high death rates, Aboriginal parents often refused to send their children to the schools, leading the government adopt ever more coercive attendance regulations. While parents became subject to ever more punitive regulations, the government did little to regulate discipline, diet, fire safety, or sanitation at the schools. By the period’s end the government was presiding over a nation-wide series of firetraps that had no clear educational goals and were economically dependent on the unpaid labour of underfed and often sickly children. |
| kuper island residential school deaths: Colonizing Bodies Mary-Ellen Kelm, 2011-11-01 Recent debates about the health of First Nations peoples have drawn a flurry of public attention and controversy, and have placed the relationship between Aboriginal well-being and reserve locations and allotments in the spotlight. Aboriginal access to medical care and the transfer of funds and responsibility for health from the federal government to individual bands and tribal councils are also bones of contention. Comprehensive discussion of such issues, however, has often been hampered by a lack of historical analysis. Promising to remedy this is Mary-Ellen Kelm’s Colonizing Bodies, which examines the impact of colonization on Aboriginal health in British Columbia during the first half of the twentieth century. Using postmodern and postcolonial conceptions of the body and the power relations of colonization, Kelm shows how a pluralistic medical system evolved. She begins by exploring the ways in which Aboriginal bodies were materially affected by Canadian Indian policy, which placed restrictions on fishing and hunting, allocated inadequate reserves, forced children into unhealthy residential schools, and criminalized Indigenous healing. She goes on to consider how humanitarianism and colonial medicine were used to pathologize Aboriginal bodies and institute a regime of doctors, hospitals, and field matrons, all working to encourage assimilation. Finally, Kelm reveals how Aboriginal people were able to resist and alter these forces in order to preserve their own cultural understanding of their bodies, disease, and medicine. This detailed but highly readable ethnohistory draws on archival sources, archeological findings, fieldwork, and oral history interviews with First Nations elders from across British Columbia. Kelm’s cross-disciplinary approach results in an important and accessible book that will be of interest not only to academic historians and medical anthropologists but also to those concerned with Aboriginal health and healing today. |
| kuper island residential school deaths: Trading Justice for Peace? Sigríður Guðmarsdóttir, Paulette Regan, Demaine Solomons, 2022-03-01 Conflict in its various manifestations continues to be a defining feature in many places throughout the world. In an attempt to address such conflict, various forms of a Truth and Reconciliation Commission (TRC) have been introduced to facilitate the transition from social conflict to a new dispensation. The introduction and subsequent proceedings of TRCs in South Africa, Canada and Norway are widely regarded as good examples of this approach. Against this background, a number of researchers from VID Specialized University and the University of the Western Cape had an exploratory meeting in Oslo in 2018 where the possibility for a joint research project under the broad theme of ‘discourses on reconciliation’ was first discussed. This led to two further research symposia in Cape Town and Tromsø in 2019. With the inclusion of specialists working on the Canadian Truth and Reconciliation process, these meetings demonstrated common ground and a shared understanding of the issues at stake. Moreover, it pointed to the differences between the South African, Canadian and Norwegian Commissions. In comparing the South African, Canadian and Norwegian experiences, researchers identified that these countries were, in fact, at different stages of their respective truth and reconciliation processes. This has prompted scholars to revisit and problematise these processes in relation to ongoing societal challenges. In all cases, it is quite apparent that reconciliation between individuals and groups remains a significant challenge. |
| kuper island residential school deaths: Canada's Residential Schools: The Legacy Commission de vérité et réconciliation du Canada, 2016-01-01 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Legacy describes what Canada must do to overcome the schools’ tragic legacy and move towards reconciliation with the country’s first peoples. For over 125 years Aboriginal children suffered abuse and neglect in residential schools run by the Canadian government and by churches. They were taken from their families and communities and confined in large, frightening institutions where they were cut off from their culture and punished for speaking their own language. Infectious diseases claimed the lives of many students and those who survived lived in harsh and alienating conditions. There was little compassion and little education in most of Canada’s residential schools. Although Canada has formally apologized for the residential school system and has compensated its Survivors, the damaging legacy of the schools continues to this day. This volume examines the long shadow that the residential schools have cast over the lives of Aboriginal Canadians who are more likely to live in poverty, more likely to be in ill health and die sooner, more likely to have their children taken from them, and more likely to be imprisoned than other Canadians. The disappearance of many Indigenous languages and the erosion of cultural traditions and languages also have their roots in residential schools. |
| kuper island residential school deaths: No Time to Say Goodbye Sylvia Olsen, Rita Morris, Ann Sam, 2001 A fictional account of five children sent to aboriginal boarding school, based on the recollections of a number of Tsartlip First Nations people. |
| kuper island residential school deaths: Suffer the Little Children Tamara Starblanket, 2020-04-28 Originally approved as a master of laws thesis by a respected Canadian university, this book tackles one of the most compelling issues of our time—the crime of genocide—and whether in fact it can be said to have occurred in relation to the many Original Nations on Great Turtle Island now claimed by a state called Canada. It has been hailed as groundbreaking by many Indigenous and other scholars engaged with this issue, impacting not just Canada but states worldwide where entrapped Indigenous nations face absorption by a dominating colonial state. Starblanket unpacks Canada’s role in the removal of cultural genocide from the Genocide Convention, though the disappearance of an Original Nation by forced assimilation was regarded by many states as equally genocidal as destruction by slaughter. Did Canada seek to tailor the definition of genocide to escape its own crimes which were then even ongoing? The crime of genocide, to be held as such under current international law, must address the complicated issue of mens rea (not just the commission of a crime, but the specific intent to do so). This book permits readers to make a judgment on whether or not this was the case. Starblanket examines how genocide was operationalized in Canada, focused primarily on breaking the intergenerational transmission of culture from parents to children. Seeking to absorb the new generations into a different cultural identity—English-speaking, Christian, Anglo-Saxon, termed Canadian—Canada seized children from their parents, and oversaw and enforced the stripping of their cultural beliefs, languages and traditions, replacing them by those still in process of being established by the emerging Canadian state. |
| kuper island residential school deaths: A National Crime John S. Milloy, 2011-08-01 “I am going to tell you how we are treated. I am always hungry.” — Edward B., a student at Onion Lake School (1923) [I]f I were appointed by the Dominion Government for the express purpose of spreading tuberculosis, there is nothing finer in existance that the average Indian residential school.” — N. Walker, Indian Affairs Superintendent (1948) For over 100 years, thousands of Aboriginal children passed through the Canadian residential school system. Begun in the 1870s, it was intended, in the words of government officials, to bring these children into the “circle of civilization,” the results, however, were far different. More often, the schools provided an inferior education in an atmosphere of neglect, disease, and often abuse. Using previously unreleased government documents, historian John S. Milloy provides a full picture of the history and reality of the residential school system. He begins by tracing the ideological roots of the system, and follows the paper trail of internal memoranda, reports from field inspectors, and letters of complaint. In the early decades, the system grew without planning or restraint. Despite numerous critical commissions and reports, it persisted into the 1970s, when it transformed itself into a social welfare system without improving conditions for its thousands of wards. A National Crime shows that the residential system was chronically underfunded and often mismanaged, and documents in detail and how this affected the health, education, and well-being of entire generations of Aboriginal children. |
| kuper island residential school deaths: Children, Teachers and Schools in the History of British Columbia Jean Barman, Mona Gleason, 2003 This new edition explores the myriad ways that education, broadly defined, molds each of us in profound and enduring ways. Laid against the supporting scaffolding of modern critical theory, the chapters offer cutting edge perspectives of going to school in British Columbia. How has education been tailored by race, class, gender? How do representations of schools and schooling change over time and whose interests are served? What echoes of current tensions can we hear in the past? The book offers a glimpse of the deep contradictions inherent in an experience that we all share. |
| kuper island residential school deaths: Medicine Unbundled Gary Geddes, 2017-02-15 We can no longer pretend we don't know about residential schools, murdered and missing Aboriginal women and 'Indian hospitals.' The only outstanding question is how we respond. —Tom Sandborn, Vancouver Sun A shocking exposé of the dark history and legacy of segregated Indigenous health care in Canada. After the publication of his critically acclaimed 2011 book Drink the Bitter Root: A Writer’s Search for Justice and Healing in Africa, author Gary Geddes turned the investigative lens on his own country, embarking on a long and difficult journey across Canada to interview Indigenous elders willing to share their experiences of segregated health care, including their treatment in the Indian hospitals that existed from coast to coast for over half a century. The memories recounted by these survivors—from gratuitous drug and surgical experiments to electroshock treatments intended to destroy the memory of sexual abuse—are truly harrowing, and will surely shatter any lingering illusions about the virtues or good intentions of our colonial past. Yet, this is more than just the painful history of a once-so-called vanishing people (a people who have resisted vanishing despite the best efforts of those in charge); it is a testament to survival, perseverance, and the power of memory to keep history alive and promote the idea of a more open and just future. Released to coincide with the Year of Reconciliation (2017), Medicine Unbundled is an important and timely contribution to our national narrative. |
| kuper island residential school deaths: Canada's Residential Schools: The History, Part 2, 1939 to 2000 Commission de vérité et réconciliation du Canada, 2016-01-01 Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The History, Part 2, 1939 to 2000 carries the story of the residential school system from the end of the Great Depression to the closing of the last remaining schools in the late 1990s. It demonstrates that the underfunding and unsafe living conditions that characterized the early history of the schools continued into an era of unprecedented growth and prosperity for most Canadians. A miserly funding formula meant that into the late 1950s school meals fell short of the Canada Food Rules. Overcrowding, poor sanitation, and a failure to adhere to fire safety rules were common problems throughout this period. While government officials had come to view the schools as costly and inefficient, the churches were reluctant to countenance their closure. It was not until the late 1960s that the federal government finally wrested control of the system away from the churches. Government plans to turn First Nations education over to the provinces met with opposition from Aboriginal organizations that were seeking “Indian Control of Indian Education.” Following parent-led occupation of a school in Alberta, many of the remaining schools came under Aboriginal administration. The closing of the schools coincided with a growing number of convictions of former staff members on charges of sexually abusing students. These trials revealed the degree to which sexual abuse at the schools had been covered up in the past. Former students, who came to refer to themselves as Survivors, established regional and national organizations and provided much of the leadership for the campaign that led to the federal government issuing in 2008 an apology to the former students and their families. |
| kuper island residential school deaths: Righting Canada's Wrongs: Residential Schools Melanie Florence, 2015-12-15 Canada's residential school system for aboriginal young people is now recognized as a grievous historic wrong committed against First Nations, Metis, and Inuit peoples. This book documents this subject in a format that will give all young people access to this painful part of Canadian history. In 1857, the Gradual Civilization Act was passed by the Legislature of the Province of Canada with the aim of assimilating First Nations people. In 1879, Prime Minister Sir John A. Macdonald commissioned the Report on Industrial Schools for Indians and Half-Breeds. This report led to native residential schools across Canada. First Nations and Inuit children aged seven to fifteen years old were taken from their families, sometimes by force, and sent to residential schools where they were made to abandon their culture. They were dressed in uniforms, their hair was cut, they were forbidden to speak their native language, and they were often subjected to physical and psychological abuse. The schools were run by the churches and funded by the federal government. About 150,000 aboriginal children went to 130 residential schools across Canada. The last federally funded residential school closed in 1996 in Saskatchewan. The horrors that many children endured at residential schools did not go away. It took decades for people to speak out, but with the support of the Assembly of First Nations and Inuit organizations, former residential school students took the federal government and the churches to court. Their cases led to the Indian Residential Schools Settlement Agreement, the largest class-action settlement in Canadian history. In 2008, Prime Minister Harper formally apologized to former native residential school students for the atrocities they suffered and the role the government played in setting up the school system. The agreement included the Truth and Reconciliation Commission, which has since worked to document this experience and toward reconciliation. Through historical photographs, documents, and first-person narratives from First Nations, Inuit, and Metis people who survived residential schools, this book offers an account of the injustice of this period in Canadian history. It documents how this official racism was confronted and finally acknowledged. |
| kuper island residential school deaths: Hidden from History The Truth Commission, 2001-07-31 Jasper Joseph is a sixty-four year old native man from Port Hardy, British Columbia.His eyes still fill with tears when he remembers his cousins who were killed with lethal injections by staff at the Nanaimo Indian Hospital, in 1944.Unlike post-war Germans, Canadians have yet to acknowledge, let alone repent from, the genocide that we inflicted on millions of conquered people: the aboriginal men, women and children who were deliberately exterminated by our racially supremacist churches and state. As early as November, 1907, the Canadian press was acknowledging that the death rate within Indian residential schools exceeded 50% (aee Appendix, Key Newspaper Articles). And yet the reality of such a massacre has been wiped clean from public record and consciousness in Canada over the past decades. Small wonder; for that hidden history reveals a system whose aim was to destroy most native people by disease, relocation and outright murder, while assimilating a minority of collaborators who were trained to serve the genocidal system. This history of purposeful genocide implicates every level of government in Canada, the RCMP, every mainline church, large corporations, and local police, doctors, and judges. The web of complicity in this killing machine was, and remains, so vast that its concealment has required an equally elaborate campaign of cover-up that has been engineered at the highest levels of power in our country; a cover-up that is continuing, especially now that eyewitnesses to murders and atrocities at the church-run native residential schools have come forward for the first time. For it was the residential schools that constituted the death camps of the Canadian Holocaust, and within their walls nearly one-half of all aboriginal children sent there by law died, or disappeared, according to the government's own statistics.These 50,000 victims have vanished, as have their corpses, like they never existed, according to one survivor. But they did exist; they were innocent children, and they were killed by beatings and torture, and after being deliberately exposed to tuberculosis and other diseases by paid employees of the churches and government, according to a Final Solution master plan devised by the Department of Indian Affairs and the Catholic and Protestant churches. |
| kuper island residential school deaths: American Indian Review , 1999 |
| kuper island residential school deaths: Speaking Our Truth Monique Gray Smith, 2017-09-19 Holding each other up with respect, dignity and kindness. |
| kuper island residential school deaths: Missing Persons Derek Congram, 2016-08-01 The work of finding and identifying missing persons is complex and requires the expertise of many people, such as historians hunting through archives, biological anthropologists reconstructing skeletons, and psychologists preparing investigators to interview families of the disappeared. Uniting the voices of 22 experts from around the world, Derek Congram’s collection of original papers centres its attention on those who are engaged in the location, identification, and repatriation of missing persons. The contributors to this timely volume represent multiple disciplines and various fields, including academia, government, and civil service, but are connected by a shared conviction that accounting for the missing is vital for a just society. The chapters concentrate on victims of physical or structural violence, including armed conflict, repressive regimes, criminal behaviour, and racist and colonial policies towards Indigenous persons and minority populations. Some contexts are familiar—morgues, mass graves, and battlefields—while others are surprising, such as schoolyards and a museum in Canada. Although the circumstances of the disappearances vary greatly, Missing Persons illustrates the connections between these disparate contexts. Multidisciplinary in scope, this edited collection is a valuable comparative resource for students, academics, and practitioners in forensic anthropology, anthropological/archaeological ethics, forensic psychology, criminal justice, and human rights. |
| kuper island residential school deaths: Native Studies Review , 1996 |
| kuper island residential school deaths: Everyday Violence in the Lives of Youth Helene Berman, Catherine Richardson/Kinewesquao, Kate Elliott, Eugenia Canas, 2020-07-25T00:00:00Z Though interpersonal violence is widely studied, much less has been done to understand structural violence, the often-invisible patterns of inequality that reproduce social relations of exclusion and marginalization through ideologies, policies, stigmas, and discourses attendant to gender, race, class, and other markers of social identity. Structural violence normalizes experiences like poverty, ableism, sexual harassment, racism, and colonialism, and erases their social and political origins. The legal structures that provide impunity for those who exploit youth are also part of structural violence’s machinery. Working with Indigenous, queer, immigrant and homeless youth across Canada, this five-year Youth-based Participatory Action Research project used art to explore the many ways that structural violence harms youth, destroying hope, optimism, a sense of belonging and a connection to civil society. However, recognizing that youth are not merely victims, Everyday Violence in the Lives of Youth also examines the various ways youth respond to and resist this violence to preserve their dignity, well-being and inclusion in society. |
| kuper island residential school deaths: A National Crime John S. Milloy, 1999 Documents the history of the residential school system in Canada from ideology to destructive impact on individuals, families and communities. Topics covered include the management of the system, death and disease, malnutrition, neglect, abuse, assimilation, acculturation, and the cultural impact of the system on Aboriginal peoples. |
| kuper island residential school deaths: Red Mitten Nationalism Estée Fresco, 2022-12-15 When Canada hosted the 1976 Montreal Olympics, few Canadian spectators waved flags in the stands. By 2010, in the run-up to the Vancouver Olympics, thousands of Canadians wore red mittens with white maple leaves on the palms. In doing so, they turned their hands into miniature flags that flew with even a casual wave. Red Mitten Nationalism investigates this shift in Canadians’ displays of patriotism by exploring how common understandings of Canadian history and identity are shaped at the intersection of sport, commercialism, and nationalism. Through case studies of recent Canadian-hosted Olympic and Commonwealth Games, Estée Fresco argues that representations of Indigenous Peoples’ cultures are central to the way everyday Canadians, corporations, and sport organizations remember the past and understand the present. Corporate sponsors and games organizers highlight selective ideas about the nation’s identity, and unacknowledged truths about the history and persistence of Settler colonialism in Canada haunt the commercial and cultural features of these sporting events. Commodities that represent the nation – from disposable trinkets to carefully curated objects of nostalgia – are not uncomplicated symbols of national pride, but rather reminders that Canada is built on Indigenous land and Settlers profit from its natural resources. Red Mitten Nationalism challenges readers to re-evaluate how Canadians use sport and commercial practices to express their patriotism and to understand the impact of this expression on the current state of Indigenous-Settler relations. |
| kuper island residential school deaths: A Country Nourished on Self-doubt Thomas Thorner, Thor Frohn-Nielsen, 2010-01-01 Always illuminating, often infuriating, and as raw and vivid as any collection of primary materials that I've seen assembled for students. I will definitely be using the book in my survey course. - Christopher Pennington, University of Toronto Scarborough |
| kuper island residential school deaths: Words Have a Past Jane Griffith, 2019-04-08 For nearly 100 years, Indian boarding schools in Canada and the US produced newspapers read by white settlers, government officials, and Indigenous parents. These newspapers were used as a settler colonial tool, yet within these tightly controlled narratives there also existed sites of resistance. This book traces colonial narratives of language, time, and place from the nineteenth-century to the present day, post-Truth and Reconciliation Commission. |
| kuper island residential school deaths: Canada's Residential Schools Truth and Reconciliation Commission of Canada, 2015 |
| kuper island residential school deaths: Out of the Depths Isabelle Knockwood, Gillian Thomas, 1992 The Indian Residential School in Shubenacadie, Nova Scotia, was established by the Canadian government in 1929 to provide residential education to orphan, destitute, neglected, and other Mi'kmaw Indian children aged 7-16. Since many Indian parents were poor and unable to provide for their children, they felt the school was a chance for their children to have adequate clothing and food as well as an education. The parents did not understand that when they signed school registration papers, they were transferring guardianship of their children to the school principal. The school's staff of 10 nuns and a priest (principal) provided room and board and education to an annual population of about 200 until the school closed in 1967. The 5-year-old author and her brother and sister were sent to the school in 1936. She was a resident at the school for 11 years. This book relates her memories, and other students' memories, of their life at the school: physical, emotional, and sexual abuse by the nuns and priest; inadequate food and clothing; lack of care when ill or injured; enforced labor in the kitchen, laundry, barn, and fields; and beatings for speaking their native language. Even though some children were allowed to go home for summer vacation and parents were allowed to visit on Sunday, no student was allowed to permanently leave the school. The school's suppression of the children's Indian language, culture, and heritage caused severe social and personal adjustment problems, which are related through quotations from former students. Rumored to have been built on an old Indian burial ground, and haunted, the remnants of the school mysteriously burned down in 1986. Government officials and the Catholic church apologized to Native people for treatment at the school in 1991. Chapters are: Origins (nonformal Native education and child rearing); Everyday Life at the School; Work and Play; Rewards and Punishments; Ghosts and Hauntings; Resistance; The End of the School; The Official Story; and Out of the Depths. Includes photographs. (SAS) -- from ERIC dbase. |
| kuper island residential school deaths: Canadian Colonialism Boris W. Kishchuk, 2021-08-23 For anyone interested in Canadian history and past and present racism in Canada, this is a thoroughly researched exploration of Canada’s history of internal colonialism, starting in the mid-1800s. The author gives thirty examples of Canadian colonialism, including: Residential Schools; the Sixties Scoop; the forced relocation of Québec Inuit, Nunavut Ahiarmiut and Manitoba Sayisi Dene; coercion of unwed mothers to give up their babies for adoption; the Duplessis Orphans; and the internment of labour leaders and Japanese, Ukrainian and Italian Canadians during World Wars I and II. It also documents how internal colonialism was manifested in state neglect, through famine, disease, poor water quality and flooding, and inadequate child care and social services. The Tsilhqot'in War and the North-West Rebellion illustrate instances of direct attack and subjugation of peoples within Canada. The book also documents embedded racism and discrimination in our institutions against such as the police and military. Its intent is educational: to know and understand a part of Canada’s history by drawing together a series of disparate instances of internal colonialism across Canada’s post-colonization history, to show how terribly Canadians really treated each other in the development of Canada as a democratic and fair country. Drawing on personal stories from survivors of Canadian colonialism, the book gives a human face to the suffering that was inflicted on countless people over generations, and sheds some light on their consequences. |
| kuper island residential school deaths: The Bulletin of the British Columbia Board of Health British Columbia. Board of Health, 1939 |
| kuper island residential school deaths: 24 Reasons to Abandon Christianity Charles Bufe, 2022-05-01 Taking up where Christopher Hitchens' God Is Not Great left off, 24 Reasons to Abandon Christianity reveals Christianity's cruelty, dishonesty, fear-mongering, hypocrisy, misogyny, homophobia, dogmatism, and authoritarianism, and all of the misery, destruction, and death caused by these things. 24 Reasons to Abandon Christianity also reveals the roots of these characteristics, and why Christianity leads to all of these evils. While the book treats serious topics, its tone—much like Hitchens' book—is analytical, but also breezy and biting. |
| kuper island residential school deaths: Sessional Papers Canada. Parliament, 1913 Report of the Dominion fishery commission on the fisheries of the province of Ontario, 1893, issued as vol. 26, no. 7, supplement. |
| kuper island residential school deaths: Annual Report of the Department of Indian Affairs Canada. Department of Indian Affairs, 1912 |
| kuper island residential school deaths: American Holocaust David E. Stannard, 1993-11-18 For four hundred years--from the first Spanish assaults against the Arawak people of Hispaniola in the 1490s to the U.S. Army's massacre of Sioux Indians at Wounded Knee in the 1890s--the indigenous inhabitants of North and South America endured an unending firestorm of violence. During that time the native population of the Western Hemisphere declined by as many as 100 million people. Indeed, as historian David E. Stannard argues in this stunning new book, the European and white American destruction of the native peoples of the Americas was the most massive act of genocide in the history of the world. Stannard begins with a portrait of the enormous richness and diversity of life in the Americas prior to Columbus's fateful voyage in 1492. He then follows the path of genocide from the Indies to Mexico and Central and South America, then north to Florida, Virginia, and New England, and finally out across the Great Plains and Southwest to California and the North Pacific Coast. Stannard reveals that wherever Europeans or white Americans went, the native people were caught between imported plagues and barbarous atrocities, typically resulting in the annihilation of 95 percent of their populations. What kind of people, he asks, do such horrendous things to others? His highly provocative answer: Christians. Digging deeply into ancient European and Christian attitudes toward sex, race, and war, he finds the cultural ground well prepared by the end of the Middle Ages for the centuries-long genocide campaign that Europeans and their descendants launched--and in places continue to wage--against the New World's original inhabitants. Advancing a thesis that is sure to create much controversy, Stannard contends that the perpetrators of the American Holocaust drew on the same ideological wellspring as did the later architects of the Nazi Holocaust. It is an ideology that remains dangerously alive today, he adds, and one that in recent years has surfaced in American justifications for large-scale military intervention in Southeast Asia and the Middle East. At once sweeping in scope and meticulously detailed, American Holocaust is a work of impassioned scholarship that is certain to ignite intense historical and moral debate. |
| kuper island residential school deaths: Healing Histories Laurie Meijer Drees, 2013-01-15 First collected oral histories on tuberculosis in Canada’s indigenous communities and the Indian Hospital System. |
| kuper island residential school deaths: The Discovery of Discovery Charles Dewey Tenney, 1991 This anthology on creativity represents a lifetime of reading and study by the late Charles Dewey Tenney, a philosopher who had been a student of Alfred North Whitehead at Harvard. In a series of fourteen essays Tenney considers the various factors that can be identified in creativity, followed by the recorded testimony of philosophers, artists, historians, explorers, scientists and others, both theorists and practitioners. The contributors extend in time from Aristotle and Sophocles to Buckminster Fuller and May Sarton. They include such diverse thinkers as Martin Luther, Karl Marx, Lewis Carroll, Julian Huxley, Albert Einstein, Abraham Lincoln, Gertrude Stein, Henry Nelson Wieman and Alfred North Whitehead. In all, more than 300 of the world's most creative individuals are included. Contents: Discovery, Invention and Creation; Roots of Discovery; Environs of Discovery; Agents of Discovery; Hinderances to Discovery; Observation and Discovery; Reason in Discovery; Reverie Discovery; Imagination in Discovery; Sensibility and Discovery; Method in Discovery; Artistry in Discovery; Diffusion; and Foresight and Discovery. |
| kuper island residential school deaths: Stalin's Agent Boris Volodarsky, 2014-12-11 This is the history of an unprecedented deception operation - the biggest KGB deception of all time. It has never been told in full until now. There are almost certainly people who would like it never to be told. It is the story of General Alexander Orlov. Stalin's most loyal and trusted henchman during the Spanish Civil War, Orlov was also the Soviet handler controlling Kim Philby, the British spy, defector, and member of the notorious 'Cambridge Five'. Escaping Stalin's purges, Orlov fled to America in the late 1930s and lived underground. He only dared reveal his identity to the world after Stalin's death, in his 1953 best-seller The Secret History of Stalin's Crimes, after which he became perhaps the best known of all Soviet defectors, much written about, highly praised, and commemorated by the US Congress on his death in 1973. But there is a twist in the Orlov story beyond the dreams of even the most ingenious spy novelist: 'General Alexander Orlov' never actually existed. The man known as 'Orlov' was in fact born Leiba Feldbin. And while he was a loyal servant of Stalin and the controller of Philby, he was never a General in the KGB, never truly defected to the West after his 'flight' from the USSR, and remained a loyal Soviet agent until his death. The 'Orlov' story as it has been accepted until now was largely the invention of the KGB - and one perpetuated long after the end of the Cold War. In this meticulous new biography, Boris Volodarsky, himself a former Soviet intelligence officer, now tells the true story behind 'Orlov' for the first time. An intriguing tale of Russian espionage and deception, stretching from the time of Lenin to the Putin era, it is a story that many people in the world's intelligence agencies would almost definitely prefer you not to know about. |
| kuper island residential school deaths: Prehistoric Myths in Modern Political Philosophy Karl Widerquist, 2016-12-05 How modern philosophers use and perpetuate myths about prehistoryThe state of nature, the origin of property, the origin of government, the primordial nature of inequality and war why do political philosophers talk so much about the Stone Age? And are they talking about a Stone Age that really happened, or is it just a convenient thought experiment to illustrate their points?Karl Widerquist and Grant S. McCall take a philosophical look at the origin of civilisation, examining political theories to show how claims about prehistory are used. Drawing on the best available evidence from archaeology and anthropology, they show that much of what we think we know about human origins comes from philosophers imagination, not scientific investigation.Key FeaturesShows how modern political theories employ ambiguous factual claims about prehistoryBrings archaeological and anthropological evidence to bear on those claimsTells the story of human origins in a way that reveals many commonly held misconceptions |
| kuper island residential school deaths: Les pensionnats indiens Melanie Florence, 2024-09-30 The award-winning Righting Canada's Wrongs series is now available in French for Immersion classrooms. If I were purchasing materials for a high school library, I would buy at least 2 copies, and I would urge Social Studies and Aboriginal Studies classroom teachers to have at least one copy on their bookselves. Perhaps the strongest work to date in the Righting Canada's Wrongs series, Residential Schools underscores the importance of the Truth and Reconciliation Commission's work... Highly Recommended. — CM: Canadian Review of Materials Canada’s residential school system for Indigenous children is now recognized as a grievous historic wrong committed against First Nations, Métis and Inuit peoples. Through historical photographs, documents and first-person narratives from people who survived residential schools, this book offers an account of the injustice of this period in Canadian history. It documents how official racism was confronted and finally acknowledged. In 1857, the Gradual Civilization Act was passed in Canada with the aim of assimilating Indigenous people. In 1879, Prime Minister Sir John A. Macdonald commissioned a report that led to residential schools across Canada. First Nations and Inuit children were taken from their families and sent to residential schools where they were dressed in uniforms, their hair was cut, they were forbidden to speak their native language and they were often subjected to physical and psychological abuse. The schools were run by churches and funded by the federal government. The last federally funded residential school closed in 1996. The horrors that many children endured at residential schools did not go away. It took decades for people to speak out, but with the support of the Assembly of First Nations and Inuit organizations, former residential school students took the federal government and the churches to court. Their cases led to the Indian Residential Schools Settlement Agreement, the largest class-action settlement in Canadian history. In 2008, Prime Minister Harper formally apologized to former native residential school students for the atrocities they suffered and the role the government played in setting up the school system. The agreement included the Truth and Reconciliation Commission, which has worked to document the experience. More than five years after the TRC Report was released, there have been reports of unmarked graves of children being discovered at the site of former residential schools. This updated edition includes some of those findings and examines what has and what still has to be done in regards to the TRC Report’s Calls to Action. |
| kuper island residential school deaths: The Circle Game Roland David Chrisjohn, Sherri Lynn Young, Michael Maraun, 1997-01-01 |
| kuper island residential school deaths: The Blitz Companion Mark Clapson, 2019-04-02 The Blitz Companion offers a unique overview of a century of aerial warfare, its impact on cities and the people who lived in them. It tells the story of aerial warfare from the earliest bombing raids and in World War 1 through to the London Blitz and Allied bombings of Europe and Japan. These are compared with more recent American air campaigns over Cambodia and Vietnam in the 1960s and 1970s, the NATO bombings during the Balkan Wars of the 1990s, and subsequent bombings in the aftermath of 9/11. Beginning with the premonitions and predictions of air warfare and its terrible consequences, the book focuses on air raids precautions, evacuation and preparations for total war, and resilience, both of citizens and of cities. The legacies of air raids, from reconstruction to commemoration, are also discussed. While a key theme of the book is the futility of many air campaigns, care is taken to situate them in their historical context. The Blitz Companion also includes a guide to documentary and visual resources for students and general readers. Uniquely accessible, comparative and broad in scope this book draws key conclusions about civilian experience in the twentieth century and what these might mean for military engagement and civil reconstruction processes once conflicts have been resolved. |
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