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Residential schools and indigenous peoples : from genocide via education to the possibilities for processes of truth, restitution, reconciliation, and reclamation / edited by Stephen James Minton

Published
Abingdon, Oxon ; New York, NY : Routledge, an imprint of the Taylor & Francis Group, 2020.
Physical Description
1 online resource (247 pages).
Additional Creators
Minton, Stephen James
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Contents
<P>LIST OF FIGURES AND TABLES</P><P>LIST OF CONTRIBUTORS </P><P></P><P>PREFACE</P><I><P></P></I><P>ACKNOWLEDGEMENTS</P><I><P></P></I><P>LIST OF ABBREVIATIONS</P><P></P><P>CHAPTER ONE: SETTING THE SCENE</P><P><I>by Stephen James Minton</P></I><P>The Scope of this Book</P><P>The Structure of this Book</P><P>Some Initial Thoughts on the Possibilities for Processes of Truth, Restitution, Reconciliation, and </P><P>Reclamation</P><P>References</P><P></P><P>CHAPTER TWO: SOME THEORETICAL TOUCHSTONES</P><P><I>by Stephen James Minton</P></I><P>The Indigenous as 'Other'</P><P>Educational Systems as Agents of (Cultural) Genocide</P><P>The Residential School as a 'Total Institution' </P><P>Assimilation and Nation State Identity</P><P>References</P><P></P><P>CHAPTER THREE: AOTEAROA / NEW ZEALAND</P><P><I>by Professor Tania Ka'ai</P></I><P>Historical Contexts</P><P>The Operation of the Residential Schools System</P><P>The Legacy of the Residential Schools System</P><P>Processes of Truth, Restitution, Reconciliation, and Reclamation</P><P>A Final Note</P><P>References</P><P></P><P>CHAPTER FOUR: AUSTRALIA'S NATIVE RESIDENTIAL SCHOOLS</P><P><I>by Rosemary Norman-Hill</P></I><P>Historical Contexts</P><P>The Establishment of the Residential Schools System In Australia</P><P>The Legacy of the Residential Schools System In Australia</P><P>Processes of Truth, Restitution, Reconciliation, and Reclamation</P><P>A Final Note</P><P>References</P><B><U><P></P></B></U><P>CHAPTER FIVE: GREENLAND</P><P><I>by Stephen James Minton and Helene Thiesen</P></I><P>Historical Contexts</P><P>The 'Experiment'</P><P>Efforts Towards Processes of Truth, Restitution, Reconciliation, and Reclamation</P><P>References</P><P></P><P>CHAPTER SIX: THE COLONISATION OF SÁPMI</P><P><I>by Jens-Ivar Nergård</P></I><P>Key Elements of Norwegianisation</P><P>Internal Colonisation</P><P>An Inferno Takes Shape</P><P>Bleak Fate at a Boarding School in the 1970s</P><P>Destructive Consequences</P><P>The Milestones of Reconstruction</P><P>References</P><P></P><P>CHAPTER SEVEN: COLLIDING HEARTWORK -- THE SPACE WHERE OUR HEARTS MEET AND COLLIDE TO PROCESS THE BOARDING SCHOOL EXPERIENCE</P><P><I>by Natahnee Nuay Winder </P></I><P>Introduction</P><P>A Brief History of Indian Boarding Schools in the United States</P><P>Overview of 'Southwestern University' Students and the Dissertation Study</P><P>Methods and Methodology</P><P>Findings</P><P>Concluding Remarks</P><P>References</P><P></P><P>CHAPTER EIGHT: PUNISHING POVERTY -- THE CURIOUS CASE OF IRELAND'S INSTITUTIONALISED CHILDREN</P><P><I>by Jeremiah J. Lynch</P></I><P>Historical Contexts</P><P>The Operation of the Residential Schools System</P><P>The Legacy of the Residential Schools System</P><P>Ireland's Travelling Community and the Industrial Schools</P><P>Processes of Truth, Restitution, Reconciliation, and Reclamation</P><P>References</P><P></P><P>CHAPTER NINE: REFLECTIONS</P><P><I>by Julie Vane, Stephen James Minton, Tania Ka'ai, Rosemary Norman-</P><P>Hill and Natahnee Nuay Winder</P></I><P>A Reflection by Julie Vane and Stephen James Minton</P><P>Reflections by Tania Ka'ai, Rosemary Norman-Hill and Natahnee Nuay Winder</P><P>References</P><P></P>
Summary
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 Statesin 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.
Subject(s)
ISBN
9780429871450 (electronic book)
0429871457 (electronic book)
0429463049 (electronic book)
9780429871443 (electronic book EPUB)
0429871449 (electronic book EPUB)
9780429463044 (electronic bk.)
Bibliography Note
Includes bibliographical references and index.
Biographical or Historical Sketch
Stephen James Minton is a British chartered psychologist and an Associate Professor in Applied Psychology at the School of Psychology, University of Plymouth, UK.
Endowment Note
Donald, Arlene, Matthew, and Christopher, and Mary Mai Berchtold Libraries Endowment for Students with and Studies of Learning Disabilities
View MARC record | catkey: 29253476