TY  - BOOK
ED  - Truth and Reconciliation Commission of Canada,
TI  - Canada's residential schools: the final report of the Truth and Reconciliation Commission of Canada
T2  - The Final Report of the Truth and Reconciliation Commission of Canada
AV  - E96 .C363 2015
PY  - 2015///
CY  - Montreal, Kingston
PB  - Published for the Truth and Reconciliation Commission by McGill-Queen's University Press
KW  - Truth and Reconciliation Commission of Canada
KW  - Off-reservation boarding schools
KW  - Canada
KW  - History
KW  - Inuit
KW  - Education
KW  - Government relations
KW  - Social conditions
KW  - Truth commissions
KW  - Indigenous peoples
KW  - Residential schools
KW  - Native peoples
KW  - Electronic Books
N1  - Issued also in print form; 1; Introduction --; Section 1. Mission schools in the North : 1867-1960. 1. An era of neglect : Canadian government policy in the North before 1950 --; 2. Laying the groundwork : mission schools : 1850 to 1900 --; 3. Mission schools of the Northwest Territories : 1900 to 1960 --; 4. Student life at the mission schools --; 5. Education for what purpose? --; 6. The mission era in the Yukon --; Section 2. Bureaucrats replace missionaries : Residential schooling in the North after 1950. Introduction --; 7. The federal government rethinks its northern policy --; 8. The federal day schools --; 9. The large hostels --; 10. The small hostels --; 11. Territorial administration : 1969 to 1997 --; 12. The residential school experience in Arctic Québec and Labrador --; Conclusion; 2; b
N2  - "Canada's Residential Schools: The Inuit and Northern Experience demonstrates that residential schooling followed a unique trajectory in the North . Prior to the 1950s, the federal government left northern residential schools in the hands of the missionary societies that operated largely in the Mackenzie Valley and the Yukon. It was only in the 1950s that Inuit children began attending residential schools in large numbers. The tremendous distances that Inuit children had to travel to school meant that, in some cases, they were separated from their parents for years. The establishment of day schools and what were termed small hostels in over a dozen communities in the eastern Arctic led many Inuit parents to settle in those communities on a year-round basis so as not to be separated from their children, contributing to a dramatic transformation of the Inuit economy and way of life."; "Not all the northern institutions are remembered similarly. The staff at Grandin College in Fort Smith and the Churchill Vocational Centre in northern Manitoba were often cited for the positive roles that they played in developing and encouraging a new generation of Aboriginal leadership. The legacy of other schools, particularly Grollier Hall in Inuvik and Turquetil Hall in Igluligaarjuk (Chesterfield Inlet), is far darker. These schools were marked by prolonged regimes of sexual abuse and harsh discipline that scarred more than one generation of children for life. Since Aboriginal people make up a large proportion of the population in Canada's northern territories, the impact of the schools has been felt intensely through the region. And because the history of these schools is so recent, the intergenerational impacts and the legacy of the schools are strongly felt in the North"--Publisher's description
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