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Lessons in Legitimacy
Between 1849 and 1930, government-assisted schooling in what is now British Columbia supported the development of a capitalist settler society. Lessons in Legitimacy examines state schooling for Indigenous and non-Indigenous peoples – public schools, Indian Day Schools, and Indian Residential Schools – in one analytical frame. Schooling for Indigenous and non-Indigenous children and youth functioned in distinct yet complementary ways, teaching students lessons in legitimacy that normalized settler capitalism and the making of British Columbia. Church and state officials administered different school systems that trained Indigenous and non-Indigenous peoples to take up and accept unequal roles in the emerging social order. Combining insights from history, Indigenous studies, historical materialism, and political economy, this important study reveals how an understanding of the historical uses of schooling can inform contemporary discussions about the role of education in reconciliation and improving Indigenous–settler relations.
What We Learned
Stories of Indigenous children forced to attend residential schools have haunted Canadians in recent years. Yet most Indigenous children in Canada attended “Indian day schools,” and later public schools, near their home communities. Although church and government officials often kept detailed administrative records, we know little about the actual experiences of the students themselves. In What We Learned, two generations of Tsimshian students – a group of elders born in the 1930s and 1940s and a group of middle-aged adults born in the 1950s and 1960s – reflect on their traditional Tsimshian education and the formal schooling they received in northwestern British Columbia. Their stories offer a starting point for understanding the legacy of day schools on Indigenous lives and communities. Their recollections also invite readers to consider a broader notion of education – one that includes traditional Indigenous views that conceive of learning as a lifelong experience that takes place across multiple contexts.
Non-Western Educational Traditions
This text provides a brief yet comprehensive overview of a number of non-Western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children--as well as what counts for them as "education"--may help us think more clearly about some of our own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The value of this informative, mind-opening text for preservice and in-service teacher education courses is enhanced by "Questions for Discussion and Reflection" and "Recommended Further Readings" included in each chapter. New in the Third Edition: *Chapter 2, "Conceptualiz...
Inuit Education and Schools in the Eastern Arctic
Since the mid-twentieth century, sustained contact between Inuit and newcomers has led to profound changes in education in the Eastern Arctic, including the experience of colonization and progress toward the re-establishment of traditional education in schools. The milestone of the establishment of Nunavut Territory in 1999 was followed by the 2006 Berger Report, which drew attention to problems remaining in the territory’s education system. As the first history of education in the Eastern Arctic, this groundbreaking study provides the historical context needed to understand the educational challenges faced in Nunavut. With an emphasis on cultural negotiation, policy making, and the role of tradition, Heather McGregor assesses developments in the history of education in four periods – the traditional, the colonial (1945-70), the territorial (1971-81), and the local (1982-99). She concludes that education is most successful when Inuit involvement and local control support a system that reflects Inuit culture and Inuit visions for the future.
Beyond the City Limits
Historians have not usually identified British Columbia as a rural province. B.C. historiography has been dominated by mining, logging, and fishing, and theorized within the context of large-scale, laissez-faire capitalism and economic individualism. Silences in the historical record have exacerbated this situation and lent tacit support to the dominance of resource-based capitalism as the shaping force in B.C. history. The essays in Beyond the City Limits, all published here for the first time, decisively break this silence and challenge traditional readings of B.C. history. In this wide-ranging collection, R.W. Sandwell draws together a distinguished group of contributors who bring experti...
Aboriginal Education
Education is at the heart of the struggle of Aboriginal peoples to regain control over their lives as communities and nations. The promise of education is that it will instruct the people in ways to live long and well, respecting the wisdom of their ancestors and fulfilling their responsibilities in the circle of life. Aboriginal Education documents the significant gains in recent years in fulfilling this promise. It also analyzes the institutional inertia and government policies that continue to get in the way. The contributors to this book emphasize Aboriginal philosophies and priorities in teaching methods, program design, and institutional development. An introductory chapter on policy d...
Histories of Canadian Children and Youth
Histories of Canadian Children and Youth is a survey of the history of children, youth, and Canadian families from New France and the fur trade to immigrant children in the last half of the 20th century. It covers topics from growing up Metis to sex education to literacy; work and school; race and ethnicity, including some important articles on residential schools. Each section is carefully arranged by time period and theme and includes both primary and secondary sources.
