The two volumes comprising Indian Education in Canada present the first full-length discussion of this important subject since the adoption in 1972 of a new federal policy moving toward Indian control of Indian education. Volume 1 analyzes the education of Indian children by whites since the arrival of the first Europeans in Canada. Volume 2 is concerned with the wide-ranging changes that have taken place since 1972.
The two volumes comprising Indian Education in Canada present the first full-length discussion of this important subject since the adoption in 1972 of a new federal policy moving toward Indian control of Indian education. Volume 1 analyzes the education of Indian children by whites since the arrival of the first Europeans in Canada. Volume 2 is concerned with the wide-ranging changes that have taken place since 1972.
This book is a collection of articles written by international members of the Spanish Association for Interdisciplinary India Studies, a scientific organization dedicated to the development of studies on India from an interdisciplinary perspective, and which seeks to promote cultural and scientific relations between India and Spain. It covers many areas of the Humanities such as literature, film studies, history, and literary theory from an Indo-Canadian perspective. The book is divided into two parts. Part I is dedicated to literature and literary criticism. While some articles focus on individual authors, others make a broad analysis of particular themes, such as the Indian diaspora in Canada from a feminist perspective, gender and power relations, or focus on specific locations such as the reconstruction of India in East Africa, the Iberian connection in Indo-Canadian diasporic history, and India in Canada within the historical and literary consciousness. Part II of the book includes several essays on audiovisual translation, film, drama, poetry as well as three pieces of creative writing by renowned Indo-Canadian authors.
Post-secondary education, often referred to as "the new buffalo," is a contentious but critically important issue for First Nations and the future of Canadian society. While First Nations maintain that access to and funding for higher education is an Aboriginal and Treaty right, the Canadian government insists that post-secondary education is a social program for which they have limited responsibility. In "The New Buffalo, "Blair Stonechild traces the history of Aboriginal post-secondary education policy from its earliest beginnings as a government tool for assimilation and cultural suppression to its development as means of Aboriginal self-determination and self-government. With first-hand knowledge and personal experience of the Aboriginal education system, Stonechild goes beyond merely analyzing statistics and policy doctrine to reveal the shocking disparity between Aboriginal and Canadian access to education, the continued dominance of non-Aboriginals over program development, and the ongoing struggle for recognition of First Nations run institutions.
The two volumes comprising Indian Education in Canada present the first full-length discussion of this important subject since the adoption in 1972 of a new federal policy moving toward Indian control of Indian education. Volume 1 analyzes the education of Indian children by whites since the arrival of the first Europeans in Canada. Volume 2 is concerned with the wide-ranging changes that have taken place since 1972.
Separate Beds is the shocking story of Canada's system of segregated health care. Operated by the same bureaucracy that was expanding health care opportunities for most Canadians, the "Indian Hospitals" were underfunded, understaffed, overcrowded, and rife with coercion and medical experimentation. Established to keep the Aboriginal tuberculosis population isolated, they became a means of ensuring that other Canadians need not share access to modern hospitals with Aboriginal patients. Tracing the history of the system from its fragmentary origins to its gradual collapse, Maureen K. Lux describes the arbitrary and contradictory policies that governed the "Indian Hospitals," the experiences of patients and staff, and the vital grassroots activism that pressed the federal government to acknowledge its treaty obligations. A disturbing look at the dark side of the liberal welfare state, Separate Beds reveals a history of racism and negligence in health care for Canada's First Nations that should never be forgotten.
A Choice Outstanding Academic Title, 2017 At the end of the nineteenth century, Indigenous boarding schools were touted as the means for solving the "Indian problem" in both the United States and Canada. With the goal of permanently transforming Indigenous young people into Europeanized colonial subjects, the schools were ultimately a means for eliminating Indigenous communities as obstacles to land acquisition, resource extraction, and nation-building. Andrew Woolford analyzes the formulation of the "Indian problem" as a policy concern in the United States and Canada and examines how the "solution" of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space. The genocidal project inherent in these boarding schools, however, did not unfold in either nation without diversion, resistance, and unintended consequences. Inspired by the signing of the 2007 Indian Residential School Settlement Agreement in Canada, which provided a truth and reconciliation commission and compensation for survivors of residential schools, This Benevolent Experiment offers a multilayered, comparative analysis of Indigenous boarding schools in the United States and Canada. Because of differing historical, political, and structural influences, the two countries have arrived at two very different responses to the harm caused by assimilative education.
In 1867, Canada’s federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. Knowing the Past, Facing the Future traces the arc of Indigenous education since Confederation and draws a road map of the obstacles that need to be removed before the challenge of reconciliation can be met. This insightful volume is organized in three parts. The opening chapters examine colonial promises and practices, including the treaty right to education and the establishment of day, residential, and industrial schools. The second part focuses on the legacy of racism, trauma, and dislocation, and the third part explores contemporary issues in curriculum development, assessment, leadership, and governance. This diverse collection reveals the possibilities and problems associated with incorporating Traditional Knowledge and Indigenous teaching and healing practices into school courses and programs.
Native American doctoral graduates of American Indian Studies (AIS) at the University of Arizona, the first AIS program in the United States to offer a PhD, gift their stories. The Native PhD recipients share their journeys of pursuing and earning the doctorate, and its impact on their lives and communities.
