語系:
繁體中文
English
說明(常見問題)
回圖書館首頁
手機版館藏查詢
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Errors of Commission: Canada's Legac...
~
Molema, Arie.
FindBook
Google Book
Amazon
博客來
Errors of Commission: Canada's Legacy of Indian Residential Schools.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Errors of Commission: Canada's Legacy of Indian Residential Schools./
作者:
Molema, Arie.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:
287 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Contained By:
Dissertation Abstracts International78-08A(E).
標題:
Cultural anthropology. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10189419
ISBN:
9781369673807
Errors of Commission: Canada's Legacy of Indian Residential Schools.
Molema, Arie.
Errors of Commission: Canada's Legacy of Indian Residential Schools.
- Ann Arbor : ProQuest Dissertations & Theses, 2016 - 287 p.
Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
Thesis (Ph.D.)--University of Toronto (Canada), 2016.
This dissertation examines contemporary discourses of Indigenous trauma, healing, and reconciliation in Canada, and explores their social and political implications for Indigenous-settler and Indigenous-state relations. Drawing on twelve months of multi-sited ethnographic fieldwork, my study juxtaposes the proceedings of Canada's Truth and Reconciliation Commission on Indian Residential Schools with the lived experience of Inuit in Labrador, a region excluded from the Indian Residential Schools Settlement Agreement. My research responds directly to the Commission's stated premise of creating a national memory of Indian residential schooling, in the hope that similar injustices will not recur, and problematizes these presumptions by making several interrelated arguments. Firstly, I show how Commission proceedings enact a pedagogy that pathologizes Indigenous anger and valorizes expressions of grief in the service of healing, in effect schooling survivors on the therapeutic nature of speech, and rescripting survivor testimonies to show evidence of reconciliation. Structuring truth-telling in this manner, I argue, hinders public recognition of the truths of survivor experience, and collective responsibility for their contemporary legacies. Secondly, I demonstrate that making Indian residential schooling the sole object of national redress obscures a broader range of colonial injuries with which it interlinks. I show how the residential school experience maps onto both older and ongoing colonial interventions, including missionization, forced community relocations, and continuing apprehensions of Indigenous children in the name of child welfare. These experiences demonstrate the recurrence of familial rupture, disruption in the intergenerational transmission of cultural knowledge, and ultimately, Indigenous peoplehood, underscoring that corrective interventions in Indigenous kinship are foundational to settler colonial governance. Thirdly, I explain how the Labrador Inuit Land Claims Agreement severely constrains Indigenous self-government, and coincides with a rise in trauma-based mental health interventions that devolve responsibility for healing onto individual Inuit, creating a form of self-government through governance of the self. Ultimately, my central contention is that the assimilatory spirit of the residential schools endures through the proliferation of new modes of reschooling Indigenous peoples, and I argue for the need to analyze pedagogy as a tool of settler colonial governance, and as a constraint upon Indigenous life and self-determination.
ISBN: 9781369673807Subjects--Topical Terms:
2122764
Cultural anthropology.
Errors of Commission: Canada's Legacy of Indian Residential Schools.
LDR
:03583nmm a2200313 4500
001
2157009
005
20180529084349.5
008
190424s2016 ||||||||||||||||| ||eng d
020
$a
9781369673807
035
$a
(MiAaPQ)AAI10189419
035
$a
(MiAaPQ)toronto:13978
035
$a
AAI10189419
040
$a
MiAaPQ
$c
MiAaPQ
100
1
$a
Molema, Arie.
$3
3344785
245
1 0
$a
Errors of Commission: Canada's Legacy of Indian Residential Schools.
260
1
$a
Ann Arbor :
$b
ProQuest Dissertations & Theses,
$c
2016
300
$a
287 p.
500
$a
Source: Dissertation Abstracts International, Volume: 78-08(E), Section: A.
500
$a
Advisers: Michael Lambek; Holly Wardlow.
502
$a
Thesis (Ph.D.)--University of Toronto (Canada), 2016.
520
$a
This dissertation examines contemporary discourses of Indigenous trauma, healing, and reconciliation in Canada, and explores their social and political implications for Indigenous-settler and Indigenous-state relations. Drawing on twelve months of multi-sited ethnographic fieldwork, my study juxtaposes the proceedings of Canada's Truth and Reconciliation Commission on Indian Residential Schools with the lived experience of Inuit in Labrador, a region excluded from the Indian Residential Schools Settlement Agreement. My research responds directly to the Commission's stated premise of creating a national memory of Indian residential schooling, in the hope that similar injustices will not recur, and problematizes these presumptions by making several interrelated arguments. Firstly, I show how Commission proceedings enact a pedagogy that pathologizes Indigenous anger and valorizes expressions of grief in the service of healing, in effect schooling survivors on the therapeutic nature of speech, and rescripting survivor testimonies to show evidence of reconciliation. Structuring truth-telling in this manner, I argue, hinders public recognition of the truths of survivor experience, and collective responsibility for their contemporary legacies. Secondly, I demonstrate that making Indian residential schooling the sole object of national redress obscures a broader range of colonial injuries with which it interlinks. I show how the residential school experience maps onto both older and ongoing colonial interventions, including missionization, forced community relocations, and continuing apprehensions of Indigenous children in the name of child welfare. These experiences demonstrate the recurrence of familial rupture, disruption in the intergenerational transmission of cultural knowledge, and ultimately, Indigenous peoplehood, underscoring that corrective interventions in Indigenous kinship are foundational to settler colonial governance. Thirdly, I explain how the Labrador Inuit Land Claims Agreement severely constrains Indigenous self-government, and coincides with a rise in trauma-based mental health interventions that devolve responsibility for healing onto individual Inuit, creating a form of self-government through governance of the self. Ultimately, my central contention is that the assimilatory spirit of the residential schools endures through the proliferation of new modes of reschooling Indigenous peoples, and I argue for the need to analyze pedagogy as a tool of settler colonial governance, and as a constraint upon Indigenous life and self-determination.
590
$a
School code: 0779.
650
4
$a
Cultural anthropology.
$3
2122764
650
4
$a
Native American studies.
$3
2122730
650
4
$a
Multicultural Education.
$3
2122919
690
$a
0326
690
$a
0740
690
$a
0455
710
2
$a
University of Toronto (Canada).
$b
Anthropology.
$3
2100321
773
0
$t
Dissertation Abstracts International
$g
78-08A(E).
790
$a
0779
791
$a
Ph.D.
792
$a
2016
793
$a
English
856
4 0
$u
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10189419
筆 0 讀者評論
館藏地:
全部
電子資源
出版年:
卷號:
館藏
1 筆 • 頁數 1 •
1
條碼號
典藏地名稱
館藏流通類別
資料類型
索書號
使用類型
借閱狀態
預約狀態
備註欄
附件
W9356556
電子資源
11.線上閱覽_V
電子書
EB
一般使用(Normal)
在架
0
1 筆 • 頁數 1 •
1
多媒體
評論
新增評論
分享你的心得
Export
取書館
處理中
...
變更密碼
登入