Residential Schools and Indigenous Peoples : From Genocide via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation book cover
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Residential Schools and Indigenous Peoples
From Genocide via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation




ISBN 9781138615588
Published October 10, 2019 by Routledge
224 Pages - 21 B/W Illustrations

 
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Book Description

Residential Schools and Indigenous Peoples provides an extended multi-country focus on the transnational phenomenon of genocide of Indigenous peoples through residential schooling. It analyses how such abusive systems were legitimised and positioned as benevolent during the late nineteenth century and examines Indigenous and non-Indigenous agency in the possibilities for process of truth, restitution, reconciliation, and reclamation.

The book examines the immediate and legacy effects that residential schooling had on Indigenous children who were removed from their families and communities in order to be ‘educated’ away from their ‘savage’ backgrounds, into the ‘civilised’ ways of the colonising societies. It brings together Indigenous and non-Indigenous authors from Aotearoa/New Zealand, Australia, Greenland, Ireland, Norway, the United Kingdom, and the United States in telling the stories of what happened to Indigenous peoples as a result of the interring of Indigenous children in residential schools.

This unique book will appeal to academics, researchers, and postgraduate students in the fields of Indigenous studies, the history of education and comparative education.

Table of Contents

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

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Editor(s)

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.