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"Schools Canada."
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Choosing to labour?
Through a qualitative study of academic-track high school students and participants in youth apprenticeships in Germany and Canada, Lehmann shows how the range of available school-work transition options are defined by both gender and social class. Highlighting the importance of the institutional context in understanding school-work transitions, particularly in relation to Germany's celebrated apprenticeship system, which rests on highly streamed secondary schooling and a stratified labour market, Lehmann argues that social inequalities are maintained in part by the choices made by young people, rather than simply by structural forces.
eBook
Learning to school : federalism and public schooling in Canada
\"Among countries in the industrialized world, Canada is the only one without a national department of education, national standards for education, and national regulations for elementary or secondary schooling. For many observers, the system seems impractical and almost incoherent. But despite a total lack of federal oversight, the educational policies of all ten provinces are very similar today. Without intervention from Ottawa, the provinces have fashioned what amounts to a de facto pan-Canadian system.
Book
A national crime
\"For over 100 years, thousands of Aboriginal children passed through the Canadian residential school system. Begun in the 1870s, it was intended, in the words of government officials, to bring these children into the \"circle of civilization.\" The results, however, were far different. More often, the schools provided an inferior education in an atmosphere of neglect, disease, and often abuse.\"--BOOK JACKET. \"\"A National Crime\" shows that the residential system was chronically underfunded and often mismanaged, and it documents in detail how this affected the health, education, and well-being of entire generations of Aboriginal children.\"--Jacket.
eBook
Navigating Crisis Together: Canadian Jews, Israel, and October 7
This qualitative study investigates community-building and information-gathering processes among ninth-grade Canadian Jewish day school students and young adult alumni in response to the October 7 terror attack in Israel. Despite their different contexts, the two participant groups had similar needs for a sense of community and reliable information in the post-October 7 Canadian context. The data demonstrate the importance that a school and Jewish educators can play in helping its students and alumni construe meaning post-crisis, and serve as a safe space amidst growing sentiments of antisemitism and anti-Israelism.
Journal Article
Power through Testimony : Reframing Residential Schools in the Age of Reconciliation
\"Power through Testimony documents how survivors are remembering and reframing our understanding of residential schools in the wake of the 2007 Indian Residential Schools Settlement Agreement, which includes the Truth and Reconciliation Commission, a forum for survivors, families, and communities to share their memories and stories with the Canadian public. The commission closed and reported in 2015, and this timely volume reveals what was happening on the ground. Drawing on field research during the commission and in local communities, the contributors reveal how survivors are unsettling colonial narratives about residential schools and how churches and former school staff are receiving or resisting the new 'residential school story'.\"-- Provided by publisher.
Book
Nighttime Invasions, Colonial Dispossession, and Indigenous Resilience in Richard Wagamese’s Indian Horse
This essay demonstrates how Richard Wagamese employs oral storytelling techniques to make the complex idea of Indigenous dispossession sensually and intellectually accessible to readers of his novel,
. The Wabseemoong First Nation writer depicts the devastating effects of white entitlement when rendering character Saul Indian Horse’s experiences in Canada’s residential schools and the effect those schools had on his subsequent life. Using narrative analysis, it will be shown how Saul loses his ability to perceive places as being alive and resonant, and is thereby dispossessed on an individual, social, and spiritual level. Furthermore, Wagamese’s descriptions of the physical, emotional, and sexual abuse of Indigenous children draw attention to the harrowing histories of Canada’s residential schools, thus laying bare the necropolitical potential of settler-colonial dispossession. This essay links Wagamese’s narrative to recent arguments brought forward in Indigenous studies. It aims to demonstrate that Indigenous dispossession in settler colonial states is part of modernity, and its overarching political economy, that is capitalism.
Journal Article