1st Edition
Residential Schools and Indigenous Peoples From Genocide via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation
LIST OF FIGURES AND TABLES
LIST OF CONTRIBUTORS
PREFACE
ACKNOWLEDGEMENTS
LIST OF ABBREVIATIONS
CHAPTER ONE: SETTING THE SCENE
by Stephen James Minton
The Scope of this Book
The Structure of this Book
Some Initial Thoughts on the Possibilities for Processes of Truth, Restitution, Reconciliation, and
Reclamation
References
CHAPTER TWO: SOME THEORETICAL TOUCHSTONES
by Stephen James Minton
The Indigenous as ‘Other’
Educational Systems as Agents of (Cultural) Genocide
The Residential School as a ‘Total Institution’
Assimilation and Nation State Identity
References
CHAPTER THREE: AOTEAROA / NEW ZEALAND
by Professor Tania Ka‘ai
Historical Contexts
The Operation of the Residential Schools System
The Legacy of the Residential Schools System
Processes of Truth, Restitution, Reconciliation, and Reclamation
A Final Note
References
CHAPTER FOUR: AUSTRALIA’S NATIVE RESIDENTIAL SCHOOLS
by Rosemary Norman-Hill
Historical Contexts
The Establishment of the Residential Schools System In Australia
The Legacy of the Residential Schools System In Australia
Processes of Truth, Restitution, Reconciliation, and Reclamation
A Final Note
References
CHAPTER FIVE: GREENLAND
by Stephen James Minton and Helene Thiesen
Historical Contexts
The ‘Experiment’
Efforts Towards Processes of Truth, Restitution, Reconciliation, and Reclamation
References
CHAPTER SIX: THE COLONISATION OF SÁPMI
by Jens-Ivar Nergård
Key Elements of Norwegianisation
Internal Colonisation
An Inferno Takes Shape
Bleak Fate at a Boarding School in the 1970s
Destructive Consequences
The Milestones of Reconstruction
References
CHAPTER SEVEN: COLLIDING HEARTWORK - THE SPACE WHERE OUR HEARTS MEET AND COLLIDE TO PROCESS THE BOARDING SCHOOL EXPERIENCE
by Natahnee Nuay Winder
Introduction
A Brief History of Indian Boarding Schools in the United States
Overview of ‘Southwestern University’ Students and the Dissertation Study
Methods and Methodology
Findings
Concluding Remarks
References
CHAPTER EIGHT: PUNISHING POVERTY - THE CURIOUS CASE OF IRELAND’S INSTITUTIONALISED CHILDREN
by Jeremiah J. Lynch
Historical Contexts
The Operation of the Residential Schools System
The Legacy of the Residential Schools System
Ireland’s Travelling Community and the Industrial Schools
Processes of Truth, Restitution, Reconciliation, and Reclamation
References
CHAPTER NINE: REFLECTIONS
by Julie Vane, Stephen James Minton, Tania Ka‘ai, Rosemary Norman-
Hill and Natahnee Nuay Winder
A Reflection by Julie Vane and Stephen James Minton
Reflections by Tania Ka‘ai, Rosemary Norman-Hill and Natahnee Nuay Winder
References
Biography
Stephen James Minton is a British chartered psychologist and an Associate Professor in Applied Psychology at the School of Psychology, University of Plymouth, UK.
