1st Edition

Residential Schools and Indigenous Peoples From Genocide via Education to the Possibilities for Processes of Truth, Restitution, Reconciliation, and Reclamation

Edited By Stephen Minton Copyright 2020
    248 Pages 21 B/W Illustrations
    by Routledge

    246 Pages 21 B/W Illustrations
    by Routledge

    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 States in 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.

    LIST OF FIGURES AND TABLES

    LIST OF CONTRIBUTORS

    PREFACE

    ACKNOWLEDGEMENTS

    LIST OF ABBREVIATIONS

    CHAPTER ONE: SETTING THE SCENE

    by Stephen James Minton

    The Scope of this Book

    The Structure of this Book

    Some Initial Thoughts on the Possibilities for Processes of Truth, Restitution, Reconciliation, and

    Reclamation

    References

    CHAPTER TWO: SOME THEORETICAL TOUCHSTONES

    by Stephen James Minton

    The Indigenous as ‘Other’

    Educational Systems as Agents of (Cultural) Genocide

    The Residential School as a ‘Total Institution’

    Assimilation and Nation State Identity

    References

    CHAPTER THREE: AOTEAROA / NEW ZEALAND

    by Professor Tania Ka‘ai

    Historical Contexts

    The Operation of the Residential Schools System

    The Legacy of the Residential Schools System

    Processes of Truth, Restitution, Reconciliation, and Reclamation

    A Final Note

    References

    CHAPTER FOUR: AUSTRALIA’S NATIVE RESIDENTIAL SCHOOLS

    by Rosemary Norman-Hill

    Historical Contexts

    The Establishment of the Residential Schools System In Australia

    The Legacy of the Residential Schools System In Australia

    Processes of Truth, Restitution, Reconciliation, and Reclamation

    A Final Note

    References

    CHAPTER FIVE: GREENLAND

    by Stephen James Minton and Helene Thiesen

    Historical Contexts

    The ‘Experiment’

    Efforts Towards Processes of Truth, Restitution, Reconciliation, and Reclamation

    References

    CHAPTER SIX: THE COLONISATION OF SÁPMI

    by Jens-Ivar Nergård

    Key Elements of Norwegianisation

    Internal Colonisation

    An Inferno Takes Shape

    Bleak Fate at a Boarding School in the 1970s

    Destructive Consequences

    The Milestones of Reconstruction

    References

    CHAPTER SEVEN: COLLIDING HEARTWORK - THE SPACE WHERE OUR HEARTS MEET AND COLLIDE TO PROCESS THE BOARDING SCHOOL EXPERIENCE

    by Natahnee Nuay Winder

    Introduction

    A Brief History of Indian Boarding Schools in the United States

    Overview of ‘Southwestern University’ Students and the Dissertation Study

    Methods and Methodology

    Findings

    Concluding Remarks

    References

    CHAPTER EIGHT: PUNISHING POVERTY - THE CURIOUS CASE OF IRELAND’S INSTITUTIONALISED CHILDREN

    by Jeremiah J. Lynch

    Historical Contexts

    The Operation of the Residential Schools System

    The Legacy of the Residential Schools System

    Ireland’s Travelling Community and the Industrial Schools

    Processes of Truth, Restitution, Reconciliation, and Reclamation

    References

    CHAPTER NINE: REFLECTIONS

    by Julie Vane, Stephen James Minton, Tania Ka‘ai, Rosemary Norman-

    Hill and Natahnee Nuay Winder

    A Reflection by Julie Vane and Stephen James Minton

    Reflections by Tania Ka‘ai, Rosemary Norman-Hill and Natahnee Nuay Winder

    References

    Biography

    Stephen James Minton is a British chartered psychologist and an Associate Professor in Applied Psychology at the School of Psychology, University of Plymouth, UK.