The first part of the book considers a diverse sample of writing from prison serials, prisoners' anthologies, and individual autobiographies, including Stolen Life by Rudy Wiebe and Yvonne Johnson, to show how these works serve as second hearings for their authors-an opportunity to respond to the law's authority over their personal and public identities while making a plea to a wider audience. Addressing the work of writers like Tomson Highway and Basil Johnston along with that of lesser-known authors writing in prison serials and underground publications, this book emphasizes the literary and political strategies these authors use to resist the containment of their institutions.
#Jft2 task3 series
By the period's 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.įrom the iron house: Imprisonment in First Nations writing by Deena Rymhs In From the Iron House: Imprisonment in First Nations Writing, Deena Rymhs identifies continuities between the residential school and the prison, offering ways of reading "the carceral"-that is, the different ways that incarceration is constituted and articulated in contemporary Aboriginal literature. While parents became subject to ever more punitive regulations, the government did little to regulate discipline, diet, fire safety, or sanitation at the schools. 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. 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. 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. Residential schooling quickly became a central element in this policy. 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. Canada's Residential Schools: The History, Part 1, Origins to 1939 places Canada's residential school system in the historical context of European campaigns to colonize and convert Indigenous people throughout the world. 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. Legal action by the schools' former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Aboriginal languages and cultures were denigrated and suppressed. Discipline was harsh, and daily life was highly regimented. For children, life in these schools was lonely and alien. 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. Canada's Residential Schools - The Legacy: The final report of the Truth and Reconciliation Commission of Canada by Truth and Reconciliation Commission of Canada Staff (Contribution by) Between 18, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country.
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