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Author : Leslie Main Johnson
Publisher : National Library of Canada = Bibliothèque nationale du Canada
Page : 882 pages
File Size : 40,5 Mb
Release : 1997
Category : Gitksan Indians
ISBN : 0612229998
Author : Nancy J. Turner
Publisher : University of Washington Press
Page : 304 pages
File Size : 49,5 Mb
Release : 2015-08-03
Category : Social Science
ISBN : 9780295997865
This is a thought-provoking look at Native American stories, cultural institutions, and ways of knowing, and what they can teach us about living sustainably.
Author : Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada
Publisher : McGill-Queen's Press - MQUP
Page : 309 pages
File Size : 54,9 Mb
Release : 2015
Category : Electronic books
ISBN : 9780773598294
Between 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 “civilize and Christianize" 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 schools’ 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 Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.Between 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 “civilize and Christianize" 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 schools’ 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 Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: Reconciliation documents the complexities, challenges, and possibilities of reconciliation by presenting the findings of public testimonies from residential school Survivors and others who participated in the TRC’s national events and community hearings. For many Aboriginal people, reconciliation is foremost about healing families and communities, and revitalizing Indigenous cultures, languages, spirituality, laws, and governance systems. For governments, building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which, all too often, policies and programs are still based on failed notions of assimilation. For churches, demonstrating long-term commitment to reconciliation requires atoning for harmful actions in the residential schools, respecting Indigenous spirituality, and supporting Indigenous peoples’ struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect, empathy, and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. This volume also emphasizes the important role of public memory in the reconciliation process, as well as the role of Canadian society, including the corporate and non-profit sectors, the media, and the sports community in reconciliation. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination, they are also holders of Treaty, Aboriginal, and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations, Inuit, and Métis approaches to resolving conflict, repairing harm, and restoring relationships can inform the reconciliation process. The TRC’s calls to action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity, peace, and prosperity on these lands we now share.
Author : Commission de vérité et réconciliation du Canada
Publisher : McGill-Queen's Press - MQUP
Page : 413 pages
File Size : 48,8 Mb
Release : 2016-01-01
Category : Social Science
ISBN : 9780773598287
Between 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 “civilize and Christianize” 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 schools’ 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 Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Legacy describes what Canada must do to overcome the schools’ tragic legacy and move towards reconciliation with the country’s first peoples. For over 125 years Aboriginal children suffered abuse and neglect in residential schools run by the Canadian government and by churches. They were taken from their families and communities and confined in large, frightening institutions where they were cut off from their culture and punished for speaking their own language. Infectious diseases claimed the lives of many students and those who survived lived in harsh and alienating conditions. There was little compassion and little education in most of Canada’s residential schools. Although Canada has formally apologized for the residential school system and has compensated its Survivors, the damaging legacy of the schools continues to this day. This volume examines the long shadow that the residential schools have cast over the lives of Aboriginal Canadians who are more likely to live in poverty, more likely to be in ill health and die sooner, more likely to have their children taken from them, and more likely to be imprisoned than other Canadians. The disappearance of many Indigenous languages and the erosion of cultural traditions and languages also have their roots in residential schools.
Author : Branislav Ranković
Publisher : Springer
Page : 260 pages
File Size : 42,8 Mb
Release : 2019-07-26
Category : Science
ISBN : 9783030168148
This revised and extended edition provides in-depth insights into the benefits and untapped potential of lichen-derived bioactive compounds. The whole spectrum of these compounds’ biological and medical functions, from antibiotic to antiviral and anti-carcinogenic properties, is presented. In addition, a new chapter discusses the anti-neurodegenerative and anti-diabetic activities of lichenic secondary metabolites. Given its scope, the book offers a valuable asset for students and researchers in this field.
Author : Law Commission of Canada
Publisher : UBC Press
Page : 189 pages
File Size : 54,7 Mb
Release : 2008-01-01
Category : Law
ISBN : 9780774843737
The essays in this book present important perspectives on the role of Indigenous legal traditions in reclaiming and preserving the autonomy of Aboriginal communities and in reconciling the relationship between these communities and Canadian governments. Although Indigenous peoples had their own systems of law based on their social, political, and spiritual traditions, under colonialism their legal systems have often been ignored or overruled by non-Indigenous laws. Today, however, these legal traditions are being reinvigorated and recognized as vital for the preservation of the political autonomy of Aboriginal nations and the development of healthy communities.
Author : Donna R. Gabaccia
Publisher : Harvard University Press
Page : 289 pages
File Size : 45,7 Mb
Release : 2009-07-01
Category : Social Science
ISBN : 9780674037441
Ghulam Bombaywala sells bagels in Houston. Demetrios dishes up pizza in Connecticut. The Wangs serve tacos in Los Angeles. How ethnicity has influenced American eating habits—and thus, the make-up and direction of the American cultural mainstream—is the story told in We Are What We Eat. It is a complex tale of ethnic mingling and borrowing, of entrepreneurship and connoisseurship, of food as a social and political symbol and weapon—and a thoroughly entertaining history of our culinary tradition of multiculturalism. The story of successive generations of Americans experimenting with their new neighbors’ foods highlights the marketplace as an important arena for defining and expressing ethnic identities and relationships. We Are What We Eat follows the fortunes of dozens of enterprising immigrant cooks and grocers, street hawkers and restaurateurs who have cultivated and changed the tastes of native-born Americans from the seventeenth century to the present. It also tells of the mass corporate production of foods like spaghetti, bagels, corn chips, and salsa, obliterating their ethnic identities. The book draws a surprisingly peaceful picture of American ethnic relations, in which “Americanized” foods like Spaghetti-Os happily coexist with painstakingly pure ethnic dishes and creative hybrids. Donna Gabaccia invites us to consider: If we are what we eat, who are we? Americans’ multi-ethnic eating is a constant reminder of how widespread, and mutually enjoyable, ethnic interaction has sometimes been in the United States. Amid our wrangling over immigration and tribal differences, it reveals that on a basic level, in the way we sustain life and seek pleasure, we are all multicultural.
Author : Theo R. G. van Banning
Publisher : Intersentia nv
Page : 468 pages
File Size : 47,9 Mb
Release : 2002
Category : Human rights
ISBN : 9789050952033
3 Framework for research
Author : Maude Kegg
Publisher : U of Minnesota Press
Page : 296 pages
File Size : 40,7 Mb
Release : 1993
Category : History
ISBN : 0816624151
Author : Darby C. Stapp
Publisher : Northwest Anthropology
Page : 146 pages
File Size : 45,8 Mb
Release : 2016-03-02
Category : Social Science
ISBN : 9781530193554
JONA Volume 50 Number 1 - Spring 2016 Tales from the River Bank: An In Situ Stone Bowl Found along the Shores of the Salish Sea on the Southern Northwest Coast of British Columbia - Rudy Reimer, Pierre Freile, Kenneth Fath, and John Clague Localized Rituals and Individual Spirit Powers: Discerning Regional Autonomy through Religious Practices in the Coast Salish Past - Bill Angelbeck Assessing the Nutritional Value of Freshwater Mussels on the Western Snake River - Jeremy W. Johnson and Mark G. Plew Snoqualmie Falls: The First Traditional Cultural Property in Washington State Listed in the National Register of Historic Places - Jay Miller with Kenneth Tollefson The Archaeology of Obsidian Occurrence in Stone Tool Manufacture and Use along Two Reaches of the Northern Mid-Columbia River, Washington - Sonja C. Kassa and Patrick T. McCutcheon The Right Tool for the Job: Screen Size and Sample Size in Site Detection - Bradley Bowden Alphonse Louis Pinart among the Natives of Alaska - Richard L. Bland
Author : Roy C. Dudgeon
Publisher : Unknown
Page : 128 pages
File Size : 47,8 Mb
Release : 2024-06-29
Category : Electronic
ISBN : 0802079377
Author : Truth and Reconciliation Commission of Canada,Commission de vérité et réconciliation du Canada
Publisher : McGill-Queen's Press - MQUP
Page : 105 pages
File Size : 49,6 Mb
Release : 2016
Category : History
ISBN : 9780773598232
Between 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 “civilize and Christianize” 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 schools’ 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 Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The Métis Experience focuses on an often-overlooked element of Canada’s residential school history. Canada’s residential school system was a partnership between the federal government and the churches. Since the churches wished to convert as many Aboriginal children as possible, they had no objection to admitting Métis children. At Saint-Paul-des-Métis in Alberta, Roman Catholic missionaries established a residential school specifically for Métis children in the early twentieth century, while the Anglicans opened hostels for Métis children in the Yukon in the 1920s and the 1950s. The federal government policy on providing schooling to Métis children was subject to constant change. It viewed the Métis as members of the ‘dangerous classes,’ whom the residential schools were intended to civilize and assimilate. This view led to the adoption of policies that allowed for the admission of Métis children at various times. However, from a jurisdictional perspective, the federal government believed that the responsibility for educating and assimilating Métis people lay with provincial and territorial governments. When this view dominated, Indian agents were often instructed to remove Métis children from residential schools. Because provincial and territorial governments were reluctant to provide services to Métis people, many Métis parents who wished to see their children educated in schools had no option but to try to have them accepted into a residential school. As provincial governments slowly began to provide increased educational services to Métis students after the Second World War, Métis children lived in residences and residential schools that were either run or funded by provincial governments. As this volume demonstrates the Métis experience of residential schooling in Canada is long and complex, involving not only the federal government and the churches, but provincial and territorial governments. Much remains to be done to identify and redress the impact that these schools had on Métis children, their families, and their community.
Author : Roderick R. Riewe,Canadian Circumpolar Institute,University of Alberta. Department of Human Ecology,University of Manitoba. Department of Native Studies
Publisher : Canadian Circumpolar Institute
Page : 226 pages
File Size : 42,7 Mb
Release : 1997
Category : Nature
ISBN : PSU:000032948097
Cultural and economic benefits of Aboriginal resource management; Effects of contaminants on Aboriginal lifestyles; Aboriginal self-government' Decolonization; Implications of restructuring Aboriginal health and services; and, contemporary perspectives on identity. Papers by: Harold Welch; Susan Cosens; Candace Turcotte and Norm Kenkel; David Punter; Kathi Avery Kinew; Rob Huebert; Derek Muir; Chris Egan; Ann Charter; Paul Chartrand; Phil Fontaine; Pete Hudson; Marian Campbell; Jill Oakes and Wanda Wuttunee; Brian Malchy and Murray Enns; Karen McSwain; Olva Odlum; Nadja-Lynn Schultz, Marie Tarrant; Sharon Blady; Virginia Petch; and Florence Bruyere.
Author : Cassandra L. Quave
Publisher : Springer Science & Business Media
Page : 319 pages
File Size : 53,8 Mb
Release : 2014-04-11
Category : Science
ISBN : 9781493904228
Innovative Strategies for Teaching in the Plant Sciences focuses on innovative ways in which educators can enrich the plant science content being taught in universities and secondary schools. Drawing on contributions from scholars around the world, various methods of teaching plant science is demonstrated. Specifically, core concepts from ethnobotany can be used to foster the development of connections between students, their environment, and other cultures around the world. Furthermore, the volume presents different ways to incorporate local methods and technology into a hands-on approach to teaching and learning in the plant sciences. Written by leaders in the field, Innovative Strategies for Teaching in the Plant Sciences is a valuable resource for teachers and graduate students in the plant sciences.
Author : Glenn Mitchell Wightman,Lynette Mills
Publisher : Unknown
Page : 65 pages
File Size : 49,8 Mb
Release : 1991
Category : Medicinal plants
ISBN : 0724519335
