Book
Canada's residential schools : the final report of the Truth and Reconciliation Commission of Canada.
This is the McGill-Queen<U+2019>s University Press edition of the six volumes of the final report of the Truth and Reconciliation Commission of Canada. The product of over six years of research, the Commission's final report outlines the history and legacy of Canada's residential schools, and charts a pathway towards reconciliation.
Record details
- ISBN: (pbk.) (set)
- ISBN: 9780773546509 (pbk.)
- ISBN: 0773546529 (pbk.)
- ISBN: 9780773546523 (pbk.)
- ISBN: 0773546545 (pbk.)
- ISBN: 9780773546547 (pbk.)
- ISBN: 0773546561 (pbk.)
- ISBN: 9780773546561 (pbk.)
- ISBN: 0773546588 (pbk.)
- ISBN: 9780773546585 (pbk.)
- ISBN: 077354660X (pbk.)
- ISBN: 9780773546608 (pbk.)
- ISBN: 0773546626 (pbk.)
- ISBN: 9780773546622 (pbk.)
- Physical Description: 6 volumes in 7 : illustrations ; 25 cm.
- Publisher: Montreal : Published for the Truth and Reconciliation Commission by McGill-Queen's University Press, 2015.
Content descriptions
| Bibliography, etc. Note: | Includes bibliographical references and Internet addresses. |
| Formatted Contents Note: | volume 1. The history. Part 1, Origins to 1939 ; The history. Part 2, 1939 to 2000 -- volume 2. The Inuit and northern experience -- volume 3. The Métis experience -- volume 4. Missing children and unmarked burials -- volume 5. The legacy -- volume 6. Reconciliation. |
| Immediate Source of Acquisition Note: | LSC 46.92 |
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Show Only Available Copies
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Status | Due Date |
|---|---|---|---|---|---|
| Lakeshore Branch | 971.00497 Tru Summary | 31681002933224 | NONFICPBK | Available | - |
| Lakeshore Branch | 971.00497 Tru v. 1 pt. 1 | 31681020001459 | NONFICPBK | Available | - |
| Lakeshore Branch | 971.00497 Tru v. 1 pt. 2 | 31681020001467 | NONFICPBK | Available | - |
| Lakeshore Branch | 971.00497 Tru v. 4 | 31681020001483 | NONFICPBK | Available | - |
| Lakeshore Branch | 971.00497 Tru v. 6 | 31681020001475 | NONFICPBK | Available | - |
- Chicago Distribution CenterBetween 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 âcivilize and Christianizeâ 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 schoolsâ 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 Commissionâs final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canadaâs Residential Schools: The History, Part 1, Origins to 1939 places Canadaâs 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 periodâs 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.
