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Download full textHowell, Lisa; Ng-A-Fook, Nicholas – Canadian Journal of Education, 2022
On March 7, 2017, Canadian Senator Lynn Beyak stood up in the Red Chamber and delivered a lengthy speech urging Canadians to recognise the positive aspects of the Indian Residential Schooling system that the Truth and Reconciliation Commission had failed to acknowledge. In their positions as settler teacher educators, the authors examine how…
Descriptors: Foreign Countries, Indigenous Populations, Racial Bias, Residential Schools
Direct linkMacKinnon, Shauna – Pedagogy, Culture and Society, 2021
In 2015, Canada's Truth and Reconciliation Commission of Canada (TRC) described Canada's residential school policy, established in the 1880's and active through most of the 20th century, as 'cultural genocide'. Earlier that same year, Maclean's magazine described Winnipeg as Canada's most racist Winnipeg. Winnipeg, situated on Treaty One…
Descriptors: Foreign Countries, Urban Universities, Departments, Racial Bias
Ng, Greer Anne Wenh-In – Religious Education, 2020
This panel presentation focuses on the complex relationship between Asian/Asian Canadians and Canada's Indigenous peoples (First Nation, Meti, Innuit). In spite of many commonalities the two sets of communities share while being racialized as "visible minorities" with histories of oppression and exclusion, the former are still settlers…
Descriptors: Foreign Countries, Religious Education, Immigrants, Asians
Leduc, Timothy B. – Journal of Social Work Education, 2018
Social work is being challenged to situate its theories and practice within the lands it finds itself on in North America. This article considers the Canadian Truth and Reconciliation Commission's calls for change from the perspective of how social workers are educated in relation to land, from Indigenous views on its colonial conversions to the…
Descriptors: Foreign Countries, Social Work, Indigenous Populations, Caseworkers
Taylor, Lisa – Canadian Social Studies, 2014
In this article, I contextualize and outline my use of testimonial literature, including orature, by residential school survivors in a preservice course focused on building practices of witness-as-study (Simon & Eppert, 2005). My theorization of the course curriculum and pedagogy draws on key texts by Roger Simon as a means of proposing…
Descriptors: Residential Schools, Preservice Teacher Education, Student Experience, Canada Natives
