Suchergebnisse

AbstractBuilding on a cultural studies framework, this article addresses the implementation of the Indian Residential School Settlement Agreement by cataloguing specific reconciliatory events, public forums, and media coverage that occurred in 2010. Revealing the contradictory nature of Canada's reconciliation project, the author situates the IRSSA within a larger infrastructure of policies and procedures that have limited Indigenous nationhood and autonomy in the Canadian settler society. Specifically, this article identifies a need to trouble categories of trauma and victimhood that may engender outcomes ofcure, which ultimately constitute a foreclosure on the past in Canada's reconciliation process. While therapeutic language is less apparent in the IRSSA, the author suggests, it is still deployed under the guise of closure and "settlement."