Suchergebnisse

Between 1867 and 1996, approximately 150,000
Aboriginal students went through one of 135 residential schools located across Canada. These schools were created and supported by both the Canadian government and churches. Though the outward goal of the Indian Residential School system had been to educate Aboriginal children, in reality the system was fraught with problems including systemic abuse, neglect, and poor quality of the education. The effects have been
long lasting and profound, and continue to be felt today. In 2008, a truth and reconciliation commission (TRC) was launched with the goals of gathering the testimony of former students, determining the complete history of the residential school system, and offer recommendations to aid in the road to reconciliation. In June 2015, the Canadian TRC published a summary of its final report on the Indian Residential School system. The report includes 94 recommendations and describes the Indian Residential School system as cultural
genocide. This paper examines the resistance to the
TRC by both the Canadian government and by Aboriginal Peoples. It argues that the government resisted in order to maintain its narrative of its relationship Aboriginal Peoples, and did so by making it difficult for the TRC to acquire the required documents and archival files. It will also argue that Aboriginal resistance can be explained by a lack of trust in the Canadian government, a sense of re-victimization, and the conception of the TRC.

Truth commissions have emerged as popular devices for countries which are trying to move from a past of mass human rights violations to a stable and democratic future. South Africa's Truth and Reconciliation Commission (TRC) was by no means the first official commission to inquire into and report on a fraught past, yet it has attracted more interest, including philosophical interest, than any of its predecessors.

The Indian Residential Schools (IRS) system has been referred to as "Canada's greatest national shame". The IRS system is now the subject of the Canadian Truth and Reconciliation Commission (TRC). Unlike other truth commissions that have been created due to regime change, where a majority of citizens sought a truth-seeking process, Canada's TRC arose as a result of protracted litigation by survivors of the IRS system against the government and churches that ran the schools. This article reviews the genesis of TRC in a legal settlement agreement, along with some of the challenges this origin entails.

The Indian Residential Schools (IRS) system has been referred to as "Canada's greatest national shame". The IRS system is now the subject of the Canadian Truth and Reconciliation Commission (TRC). Unlike other truth commissions that have been created due to regime change, where a majority of citizens sought a truth-seeking process, Canada's TRC arose as a result of protracted litigation by survivors of the IRS system against the government and churches that ran the schools. This article reviews the genesis of TRC in a legal settlement agreement, along with some of the challenges this origin entails.

Between 1867 and 1996, approximately 150,000 Aboriginal students went through one of 135 residential schools located across Canada. These schools were created and supported by both the Canadian government and churches. Though the outward goal of the Indian Residential School system had been to educate Aboriginal children, in reality the system was fraught with problems including systemic abuse, neglect, and poor quality of the education. The effects have been long lasting and profound, and continue to be felt today. In 2008, a truth and reconciliation commission (TRC) was launched with the goals of gathering the testimony of former students, determining the complete history of the residential school system, and offer recommendations to aid in the road to reconciliation. In June 2015, the Canadian TRC published a summary of its final report on the Indian Residential School system. The report includes 94 recommendations and describes the Indian Residential School system as cultural genocide. This paper examines the resistance to the TRC by both the Canadian government and by Aboriginal Peoples. It argues that the government resisted in order to maintain its narrative of its relationship Aboriginal Peoples, and did so by making it difficult for the TRC to acquire the required documents and archival files. It will also argue that Aboriginal resistance can be explained by a lack of trust in the Canadian government, a sense of re-victimization, and the conception of the TRC.