ARKY 419 Annotated Bibliography Final (1)
docx
keyboard_arrow_up
School
University of Calgary *
*We aren’t endorsed by this school
Course
419
Subject
Medicine
Date
Jan 9, 2024
Type
docx
Pages
4
Uploaded by ChefKingfisherMaster1076
Annotated Bibliography
Light, W. L., & Carleton, S. (2021, Winter). Old Sun, New Buffalo: A Siksika School's
Transformation from Residential School to Community College.
Prairie History,
, 88-91.
https://ezproxy.lib.ucalgary.ca/login?qurl=https%3A%2F%2Fwww.proquest.com
%2Fmagazines%2Fold-sun-new-buffalo-siksika-schools%2Fdocview
%2F2623460423%2Fse-2%3Faccountid%3D9838
In this article, the author talks about the transformation of the Old Sun residential school
into a community college for Blackfoot people. The author described the new post-
secondary schooling as the “new buffalo” where it is now seen as the new lifeway of
maintaining Indigenous knowledge and passing it to the next generation. With this article,
before it was a community college, it was one of the well-known residential schools in
the Calgary area. Subsequently, institutions like residential schools were set up all over
Canada to assimilate all Indigenous children and convert them into Christians. With this
article, it is relevant to my research question of how they would tackle this issue today
and it is answered by this article of transforming a place of trauma into a place of hope
for the Blackfoot people.
Preston, J. (2010). Blackfoot children and Old Sun’s boarding school 1894–1897: A case study.
https://www.researchgate.net/publication/261949009_Blackfoot_children_and_Old_Sun’s_board
ing_school_1894-1897_A_case_study
The writer in this case study discusses how the Old Sun’s Boarding School operated
during the European colonial period and how the Indian Act affect Indigenous
communities. With this, the writer talks about the
Monthly Return
report and the
Annual
Report
which gives details how the students were identified with numbers and given
English names rather than their Indigenous names and reports on how the parents rebel
against the Indian Act as determination to maintain ties with their children. Another
validity of the source is the terror Indigenous children face inside the residential schools
where some were tortured to death, some tried to escape or has escaped, and some died
from diseases. This article is relevant to the topic of what really happen inside the
residential school and how the children and parents tried to reconnect with their culture
and tradition despite the government’s effort to assimilate them.
Te Hiwi, B. P. (2017). “Unlike their Playmates of Civilization, the Indian Children’s Recreation
must be Cultivated and Developed”:The Administration of Physical Education at Pelican
Lake Indian Residential School, 1926–1944.
Historical Studies in Education / Revue
d’histoire De l’éducation
,
29
(1).
https://doi.org/10.32316/hse/rhe.v29i1.4468
In this article, the author talks about the installation of physical education as part of the
academic system of residential schools. It talks about how citizenship education will
shape, guide and discipline Indigenous children to behave more like Euro-Canadians
since Indigenous children were seen as savages and uncivilized. But in this case, physical
activities are used to assimilate and turn the children into one of them while providing
them leisure. This article discusses the restricted program of physical activities that
affected the children and how their culture is slowly disappear before their eyes and their
parents. With this article, it also relates to the topic of policy of assimilation through
residential schools regarding to establishing physical activities as an act of assimilating.
MacDonald, D. B., & Hudson, G. (2012). The Genocide Question and Indian Residential
Schools in Canada.
Canadian Journal of Political Science / Revue Canadienne de Science
Politique
,
45
(2), 427–449.
http://www.jstor.org/stable/23320978
This article talks about cultural genocide and if the notion of residential schools in
Canada be considered as one. During the colonial period, this act would be regarded as an
equitable measure to convert savage, uncivilized Indigenous children into a more
civilized members of the society. The author has listed all the possible evidence that can
be used to prove their action can be considered as intentional but the author states that
there is still no definite conclusive yet. Due to the timeline of the event and the new laws
implemented, there will be issues and consequences that will arise, and it will take a long
debate whether it is really a culture genocide or not. The author of this article also
mentioned either it is proven or not will there be a second official apology from the
government. Subsequently, the validity of this article strongly coincides with the NDTR
which is a day to recognize the impact of the Canadian residential school system. Lastly,
this relates to the topic of the question of whether the government will take more
measures in solving this problem and to reunite the lost children with their families.
Wilk, P., Maltby, A., & Cooke, M. (2017, March 2).
Residential schools and the effects on
indigenous health and well-being in Canada-A scoping review - public health reviews
.
BioMed Central.
https://publichealthreviews.biomedcentral.com/articles/10.1186/s40985-
017-0055-6
In this article, the author discusses about the intergenerational trauma in terms of health
of the Indigenous families. Based on the results, it shows that residential school attendees
reported that their quality of life has been negatively impacted and that their health is
declining. Reports also shows that mental health issues are one of the most common
effects of the residential school leading to high rates of suicide among the Indigenous
communities. And with this effect is the intergenerational trauma that is passed through
generations which not only caused mental health issues but also drug abused or high
alcohol consumption. This article is relevant to the topic of intergenerational trauma the
Indigenous families experience and try to overcome.
Bombay, A., Matheson, K., & Anisman, H. (2014). The intergenerational effects of Indian
Residential Schools: Implications for the concept of historical trauma.
Transcultural Psychiatry
,
51
(3), 320–338.
https://doi.org/10.1177/1363461513503380
The author of this article talks about the different forms and factors that resulted to
intergenerational trauma caused by the Indian residential schools. In this article, the
impact of the residential schools reveals the community-wide trauma and new stressors
that affected the survivors and next generations. Discrimination and biological factors
may also be considered as factors of the effect which affected mostly women. But the
most common and deadliest effect of residential school is depression, anxiety or PTSD
which may trigger suicidal thoughts and lead to death. This relates to the topic of effects
of residential schools because of the evidence that was provided and answer the question
of what causes intergenerational trauma.
McQuaid, R. J., Bombay, A., McInnis, O. A., Humeny, C., Matheson, K., & Anisman, H. (2017).
Suicide Ideation and Attempts among First Nations Peoples Living On-Reserve in Canada: The
Intergenerational and Cumulative Effects of Indian Residential Schools.
Canadian Journal of
Psychiatry
,
62
(6), 422–430.
https://doi.org/10.1177/0706743717702075
In this article, the author discusses about the suicide rates among Indigenous peoples in
Canada living on-reserve. It talks about the link associated with the history of Indian
residential schools and lifetime suicidal ideation by the survivors compared to individuals
with no history of attending residential schools. Suicidal attempts may account to
substance use, cultural stressors, and low socioeconomic status but it also links to the
trauma caused by the residential schools. The author says that familial transmission of
suicidal behaviors cannot be fully explained but it is overlapping with the
intergenerational trauma caused by the residential schools. This topic is relevant on how
intergenerational trauma really works and what is intergenerational trauma and how
Indigenous people maintain their culture.
Mosby, I. (2017). “The abiding condition was hunger”: assessing the long-term biological and
health effects of malnutrition and hunger in Canada’s residential schools.
British Journal of
Canadian Studies
,
30
(2), 147–162.
https://doi.org/10.3828/bjcs.2017.9
The author of this article discusses the least consequence of residential schools. The
author mentioned that compared to the obvious impact of residential school, which is
mental health issues, metabolic problems also pose a great risk to the health of
Indigenous people in the expand of five to ten years stay in the residential schools. In the
article, obesity and chronic diseases are seen as the outcome of malnutrition, insufficient
vitamin intake, limited access to food resources that the survivors experienced inside the
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
residential schools. This validates the quality of the source in terms of the topic
residential schools and the effects it brough them. The relevance of this source to the
topic is that it gives more example of intergenerational trauma Indian residential school
survivors experience and how it transpires to their lives as an adult now.
Feir, D. L. (2016). The long-term effects of forcible assimilation policy: The case of Indian
boarding schools.
The Canadian Journal of Economics / Revue Canadienne d’Economique
,
49
(2), 433–480.
http://www.jstor.org/stable/24915852
In this article, the author talks about the long-run effects of residential schools and that it
has effect on both cultural and economic assimilation. The author suggests that there is a
racial segregation attempts at this assimilation not by separating children from their peer
groups but to their families and communities. But the author also mentioned that
particularly in residential schools there is an increase in economic connection at the
expense of cultural connection and attending residential schools eliminated economic
integration. This article is relevant to the topic of residential schools because how
residential schools benefitted to the racial segregation of Indigenous children.
Victor, J., Shouting, M., DeGroot, C., Vonkeman, L., Rock, M. B., & Hunt, R. (2019, April 16).
I’Taamohkanoohsin (Everyone Comes Together): (Re)connecting Indigenous people
experiencing homelessness and addiction to their Blackfoot ways of knowing.
International
Journal of Indigenous Health.
https://doi.org/10.32799/ijih.v14i1.31939
In this article, the author talks about the reconnection attempts by the Blackfoot
community to the people who have experience trauma from residential schools and the
intergenerational trauma the survivors brought to their family. The author discusses the
substance misuse and homelessness as outcomes due to the rise of opioid addiction that
increased the mortality rates during the 60s scoops which coincide with the residential
school. And in attempt to reconnect Indigenous people, the Blackfoot community build a
program where people have opportunities to reconnect with their kin, community, culture
and nurture their spirituality. And this program has been successful in terms of fulfilling
their goals of helping other people. This shows how people are trying to resolve this long-
term problem of intergenerational trauma in the society especially in the Blackfoot
community.