Residential Schools / Reconciliation

Saul Indian Horse has hit bottom. His last binge almost killed him, and now he’s a reluctant resident in a treatment centre for alcoholics, surrounded by people he’s sure will never understand him. But Saul wants peace, and he grudgingly comes to see that he’ll find it only through telling his story. With him, readers embark on a journey back through the life he’s led as a northern Ojibway, with all its joys and sorrows. 

With compassion and insight, author Richard Wagamese traces through his fictional characters the decline of a culture and a cultural way. For Saul, taken forcibly from the land and his family when he’s sent to residential school, salvation comes for a while through his incredible gifts as a hockey player. But in the harsh realities of 1960s Canada, he battles obdurate racism and the spirit-destroying effects of cultural alienation and displacement. Indian Horse unfolds against the bleak loveliness of northern Ontario, all rock, marsh, bog and cedar. Wagamese writes with a spare beauty, penetrating the heart of a remarkable Ojibway man.

Awards

• 2013 Burt Award for First Nations, Métis, and Inuit Literature
• 2013 First Nation Communities Read Award

Reviews
"Richard Wagamese is a master storyteller, who blends the throb of life with spiritual links to the land, hard work, and culture to find success, his words take you into the soul of Indian Horse, to experience his pain, his growing resentments, his depression, and his fear which has to be faced if he is to regain the joy of life. This book is meant for youth, adults, and elders, to be shared, to be lived, and to be treasured for the clear message of hope and the need to go the distance." — Wawatay News

“…The hockey chapters are compelling; they evoke Sherman Alexie’s fiction that examines contemporary life on American Indian reservations through the lens of basketball. But it is as a story of reconciliation that this novel reveals Wagamese’s masterful subtly…In a single image, Wagamese complicates in blinding ways the entire narrative; in a single page, Indian Horse deepens from an enjoyable read to a gripping critique of Canada.” — Kyle Carsten Wyatt, The Walrus, 2012

Educator Information
Grades 10-12 BC English First Peoples resource for units on Lost People, Reconciliation, and Place-Conscious Learning.

Caution: Substance Abuse, Mature Content 

Additional Information
232 pages | 5.50" x 8.50"

This special edition of Richard Wagamese’s novel Indian Horse has been released to coincide with the release of the film Indian Horse in the spring of 2018.

Indigenous perspectives much older than the nation itself shared through maps, artwork, history and culture.

The Royal Canadian Geographical Society, in partnership with Canada's national Indigenous organizations, has created a groundbreaking four-volume atlas that shares the experiences, perspectives, and histories of First Nations, Inuit and Métis peoples. It's an ambitious and unprecedented project inspired by the Truth and Reconciliation Commission's Calls to Action. Exploring themes of language, demographics, economy, environment and culture, with in-depth coverage of treaties and residential schools, these are stories of Canada's Indigenous Peoples, told in detailed maps and rich narratives.

This extraordinary project offers Canada a step on the path toward understanding.

The volumes contain more than 48 pages of reference maps, content from more than 50 Indigenous writers; hundreds of historical and contemporary photographs and a glossary of Indigenous terms, timelines, map of Indigenous languages, and frequently asked questions. All packaged together in a beautifully designed protective slipcase.

Educator Information
Recommended for ages 13+.

The Indigenous Peoples Atlas of Canada includes a four volume print atlas, an online atlas, an app, and more!

Additional Information
322 pages | 10.50" x 12.87"

This groundbreaking anthology from territory that is now Saskatchewan, kisiskâciwan, includes rich oral narratives from Cree, Saulteaux, Nakoda, Dakota, Dene, and Métis cultures; early writings from Cree missionaries; speeches and letters by Treaty Chiefs; stories from elders; archival discoveries; and contemporary literary works in all genres.

Historically and culturally comprehensive, voices include Big Bear, Thunderchild, Louis Riel, Gabriel Dumont, Edward Ahenakew, Maria Campbell, Buffy Sainte-Marie, Rita Bouvier, Harold Johnson, Gregory Scofield, Warren Cariou, Louise Halfe, and many more.

Educator Information
The collected works in this anthology would be useful for high school and college/university courses.  All the works in this anthology are connected to Saskatchewan in some way.  Some themes include Residential Schools, family, resilience, the Sixties Scoop, and coming of age.

Recommended resource for Grades 10-12 for these subjects: Drama, English Language Arts, Social Studies.

Caution: Some of the works in this anthology contain mature subject matter, such as discussion of abuse, violence, sexuality, etc. 

Additional Information
300 pages | 6.00" x 9.00"

Authenticity Note: This work is labelled as containing Authentic Indigenous Text because of the contributions from Indigenous Peoples.

Kuei, My Friend is an engaging book of letters: a literary and political encounter between Innu poet Natasha Kanapé Fontaine and Québécois-American novelist Deni Ellis Béchard. Choosing the epistolary form, they decided to engage together in a frank conversation about racism and reconciliation.

Intentionally positioned within the contexts of the Idle No More movement, Canada’s Truth and Reconciliation Commission, and the National Inquiry into Missing or Murdered Aboriginal Women and Girls, the letters in Kuei, My Friend pose questions in a reciprocal manner: how can we coexist if our common history involves collective and personal episodes of shame, injury, and anger? how can we counteract misunderstandings of the Other, which so often lead to contempt and rejection? how can we educate non-Indigenous communities about the impact of cultural genocide on the First Peoples and the invisible privileges resulting from historical modes of domination?

In an attempt to open a sincere and productive dialogue, Kanapé Fontaine and Ellis Béchard use their personal stories to understand words and behaviours that are racist or that result from racism. With the affection and intimacy of a friend writing to a friend, Natasha recounts to her addressee her discovery of the residential schools, her obsession with the Oka Crisis of 1990, and her life on the Pessamit reserve. Reciprocating, Deni talks about his father’s racism, the segregation of African-Americans and civil rights, and his identity as a Québécois living in the English-speaking world.

By sharing honestly even their most painful memories, these two writers offer an accessible, humanist book on the social bridge-building and respect for difference. Kuei, My Friend is accompanied by a chronology of events, a glossary of relevant terms in the Innu language, and, most importantly, a detailed teacher’s guide that includes topics of discussion, questions, and suggested reflections for examination in a classroom setting.

Educator Information
Recommended resource for Grades 10-12 in these areas: BC First Peoples, Contemporary Indigenous Studies, English First Peoples, English Studies, Literary Studies.

Includes an Innu-aimun glossary and a teacher's guide to help classroom discussion facilitation.

Recommended in the Canadian Indigenous Books for Schools 2019-2020 resource list as being useful for grades 10 to 12 for English Language Arts and Social Studies.

This resource is also available in French: Kuei, je te salue: Conversation sur le racisme.

Additional Information
176 pages | 6.21" x 8.46" | Translated by & Deni Ellis Béchard & Howard Scott  

“We should not have to change to fit into society the world should adapt to embrace our uniqueness.” -- Chief Stacey Laforme

In Living in the Tall Grass: Poems of Reconciliation, Chief Stacey Laforme gives a history of his Anishinaabe people through stories and poetry to let Canadians see through the eyes of Indigenous people. Living in the Tall Grass is written in a way that makes the reader feel he or she might be sitting down with Chief Laforme, sharing experiences from their lives. Some poems share humour, while others express pain, though each comes from the heart.

Reviews
"Laforme is a high-profile leader, attending scores of events, large and small in Ontario and gently reminding listeners that most of the southern part of the province is the traditional homelands of the Mississaugas of the New Credit. True to his belief in the longer-lasting impact of the arts, he’ll often open a speech with a verse. “The future lies in the arts, and it lies in all our youth, not just the Indigenous youth,” he says. “Arts make change … if we can share a moment through the arts whether its song, dance, poetry, painting, it transcends even language barriers." — Steve Milton, The Hamilton Spectator

Educator Information
Recommended for Grades 5-12 for English Language Arts.

Caution: Some poems touch on violence and suicide.

Themes: hope, the environment, Residential Schools.

Additional Information
160 pages | 5.50" x 8.50" | duotone photographs

The two major schools of thought in Indigenous-Settler relations on the ground, in the courts, in public policy, and in research are resurgence and reconciliation. Resurgence refers to practices of Indigenous self-determination and cultural renewal whereas reconciliation refers to practices of reconciliation between Indigenous and Settler nations, such as nation-with-nation treaty negotiations. Reconciliation also refers to the sustainable reconciliation of both Indigenous and Settler peoples with the living earth as the grounds for both resurgence and Indigenous-Settler reconciliation.

Critically and constructively analyzing these two schools from a wide variety of perspectives and lived experiences, this volume connects both discourses to the ecosystem dynamics that animate the living earth. Resurgence and Reconciliation is multi-disciplinary, blending law, political science, political economy, women's studies, ecology, history, anthropology, sustainability, and climate change. Its dialogic approach strives to put these fields in conversation and draw out the connections and tensions between them.

By using “earth-teachings” to inform social practices, the editors and contributors offer a rich, innovative, and holistic way forward in response to the world’s most profound natural and social challenges. This timely volume shows how the complexities and interconnections of resurgence and reconciliation and the living earth are often overlooked in contemporary discourse and debate.

Reviews
"Resurgence and Reconciliation provides a broader critical framework from which readers may begin to reset the charged political landscape of reconciliation. In the quickly expanding literature, law, and activism, some of the urgency of reconciliation has been unnecessarily lost. This book calls for quiet contemplation and a peaceful reframing of discussion and negotiations in what has become a noisy, busy field of Canada’s national reconciliation project." - Jeffery G. Hewitt, Faculty of Law, University of Windsor

"This collection represents a sustained and engaged dialogue between eminent and emerging scholars of Indigenous rights as they attempt to conceptualize, critique, collaborate, and document relationships of reconciliation and resurgence. The editors and contributors take on the complex debates, challenges, intersections, and fractions facing Canadians, both Indigenous and non-Indigenous, making this a profoundly important counter-colonial work." - Jane McMillan, Department of Anthropology, St Francis Xavier University

Additional Information
384 pages | 6.00" x 9.00"

Speaking Our Truth: A Journey of Reconciliation is a nonfiction book for middle readers that examines how we can foster Reconciliation in an accessible way. Centered around the writings of Monique Gray Smith, this teacher guide is a comprehensive support for educators focusing on Indigenous teachings and looking to build an inquiry-based unit plan about Reconciliation. Activities such as essential questions from the author, metaphors for learning and cross-curricular plans are laid out clearly, with instructions and appropriate vocabulary for teachers and students to embark on this journey of Reconciliation together.

Educator Information
This resource helps teachers embark on a journey of Reconciliation in the classroom. The author, Tasha Henry, holds a Master of Education in Language, Culture and Teaching from York University and has been teaching for over twenty years.

Recommended in the Canadian Indigenous Books for Schools 2019-2020 resource list as being a useful Teacher Resource with regard to English Language Arts, Social Justice, and Social Studies.

Find the student resource here: Speaking Our Truth: A Journey of Reconciliation 

Additional Information
46 pages | 8.50" x 11.00"

In this second installation of the Overhead Series, Lucy Haché once again transports the reader with intimate revelations on identity by exploring both her personal and ancestral relationship to the sky and stars. Hache's prose is extraordinary in its combination of self-awareness yet unselfconscious honesty and skillful restraint, creating a sense of connection under the vastness of the stars above. Masterfully illustrated by artist Michael Joyal, his evocative astronomic drawings contribute to the overall sensory and transcendent experience.

Reviews
"[Hache] uses the stars to remember not only the tribulations of the past - Residential Schools and the loss of her traditional village - but also to remember the happiness of her grandmothers and to remember her language. Her poetic prose if full of imagery so rich that the reader can feel swept away with the power of the language." - Canadian Indigenous Books for Schools 2018-2019

"Indigenous People have always had a strong relationship with the sky. Here, Joyal's stark, beautiful illustrations combine perfectly with Haché's voice as she sings a story of loss, and ultimately, reclamation." --David A. Robertson, author of When We Were Alone (winner 2017 Governor General's Literary Award) and Strangers

Educator & Series Information
Recommended resource for Grades 8-12 for these subject areas: English Language Arts. 

A Kwak'wala language glossary is found at the back of the book.

This book is part of the Overhead Series.

Additional Information
80 pages | 5.50" x 8.50"

The two one-act plays in Talker’s Town and The Girl Who Swam Forever are set in a small northern B.C. mill town in the 1960s. They portray identical characters and action from entirely different gender and cultural perspectives. In many ways, the two separate works are inter-related coming-of-age stories, with transformation as a key theme.

The central action in both plays involves an Aboriginal girl, Roberta Bob, who escapes from a residential school and hides out by the river. In Nelson Gray’s Talker’s Town, the story is conveyed by a teenage non-Indigenous boy whose friend has had a relationship with the girl and whose attempts to hush up the affair lead to disastrous consequences.

In Marie Clements’s The Girl Who Swam Forever, the action unfolds from the perspective of the girl, who – to claim her past and secure her future – must undergo a shape-shifting transformation and meet her grandmother’s ancestral spirit in the form of a hundred-year-old sturgeon.

Employing a single setting and working with the same set of characters, the playwrights have created two radically different fictional worlds, one Aboriginal and one non-Aboriginal. Published together, the plays form a fascinating diptych that reveals rifts between Indigenous and colonial/settler histories and provides a vehicle for cultural exchange. As a starting point for trans-cultural dialogue, this set of plays will be of interest to educators, theatre directors, and the general reader interested in the current discourse arising from Canada’s Truth and Reconciliation Commission, Idle No More, and the Indigenous Rights Movement happening throughout North America. Read as a set, these two plays also invite conversations about negotiating creative boundaries, particularly with respect to eco-centric politics and cultural appropriation.

Talker’s Town: cast of 5 men and 1 woman.

The Girl Who Swam Forever: cast of 2 women and 2 men.

Educator Information
Recommended in the Canadian Indigenous Books for Schools 2019-2020 resource list for grades 11 and 12 for Drama and English Language Arts.

Additional Information
160 pages | 5.50" x 8.50"

In this book, author Pamela Toulouse provides current information, personal insights, authentic resources, interactive strategies and lesson plans that support Indigenous and non-Indigenous learners in the classroom. This book is for all teachers that are looking for ways to respectfully infuse residential school history, treaty education, Indigenous contributions, First Nation/Métis/Inuit perspectives and sacred circle teachings into their subjects and courses. The author presents a culturally relevant and holistic approach that facilitates relationship building and promotes ways to engage in reconciliation activities.

Additional Information
147 pages | 8.00" x 10.50"

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 and the Truth and Reconciliation Commission (TRC), 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 happened 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 the churches and former school staff are receiving or resisting the “new” residential school story. Part 1 details how residential schools have been understood and represented by various groups and individuals over time and how survivors’ testimonies at the commission are changing those representations. Part 2 examines whether the stories of abuse and trauma now circulating are overpowering less sensational stories, preventing other voices and memories from surfacing in local communities. Part 3 explores how the churches and former school staff have received this new testimony and what their response means for future relations with Aboriginal peoples across the country.

Power through Testimony shows that by bringing to light new stories about residential schools and by encouraging the denunciation of other historical wrongs, the TRC was more than a symbolic act. Ultimately, however, the contributors question the power of the TRC to unsettle dominant colonial narratives about residential schools and transform the relationship between Indigenous people and Canadian society.

As one of the first books published on Canada’s Truth and Reconciliation Commission, Power through Testimony will be of interest to students and scholars of Aboriginal studies, anthropology, and colonial studies and all Canadians interested in transitional justice and human rights.

Educator Information
Contributors: Janice Cindy Gaudet, Cheryl Gaver, Robyn Green, Jula Hughes, Lawrence Martin/Wapistan, Charles R. Menzies, Arie Molena, Ronald Niezen, Simone Poliandri, and Eric Taylor Woods

Additional Information
252 pages | 6.00" x 9.00"

Since the 1980s successive Canadian institutions, including the federal government and Christian churches, have attempted to grapple with the malignant legacy of residential schooling, including official apologies, the Royal Commission on Aboriginal Peoples, the Indian Residential Schools Settlement Agreement, and the Truth and Reconciliation Commission (TRC). In Residential Schools and Reconciliation, award winning author J. R. Miller tackles and explains these institutional responses to Canada’s residential school legacy. Analysing archival material and interviews with former students, politicians, bureaucrats, church officials, and the Chief Commissioner of the TRC, Miller reveals a major obstacle to achieving reconciliation – the inability of Canadians at large to overcome their flawed, overly positive understanding of their country’s history. This unique, timely, and provocative work asks Canadians to accept that the root of the problem was Canadians like them in the past who acquiesced to aggressively assimilative policies.

Excerpt
From the Conclusion:
"Canadians cannot approach reconciliation thinking that fine words and amicable gestures are enough. First Nations want their claims settled and many are interested in concluding treaties. Until Canada moves effectively to meet their desires, the country lacks the measures of social justice for Native peoples that are precondition for progress towards reconciliation...The cause of reconciliation is not hopeless; there are encouraging signs of individual and local initiatives designed to bring about reconciliation on a small scale...If enough of these small actions develop and spread, they could create the popular support for large-scale state measures that will redress the hard, material wrongs that stand in the way of reconciliation. Should that blissful day ever come, Canada will be able to advance meaningfully towards the goal of reconciliation."

Reviews
Professor Jim Miller of the University of Saskatchewan pulls back the curtain on the historical blame game. Residential Schools and Reconciliation documents Ottawa’s handling of Aboriginal issues. This is not ancient history. It just happened."
— Holly Doan, Blacklock’s Reporter. Saturday, November 18, 2017

As colonial nations around the world seek pathways to post-conflict reconciliation, J.R. Miller’s timely work is an important reminder of both the potential obstacles and the healing possibilities of such initiatives.
— Leigh Anne Williams, Publishers Weekly, February 12, 2018

Additional Information
368 pages | 6.00" x 9.00"

Canada's relationship with its Indigenous people has suffered as a result of both the residential school system and the lack of understanding of the historical and current impact of those schools. Healing and repairing that relationship requires education, awareness and increased understanding of the legacy and the impacts still being felt by Survivors and their families. Guided by acclaimed Indigenous author Monique Gray Smith, readers will learn about the lives of Survivors and listen to allies who are putting the findings of the Truth and Reconciliation Commission into action.

Educator Information
Recommended for grades 4 to 8.

A teacher guide for this resource is also available: Speaking Our Truth Teacher Guide

Additional Information
160 pages | 7.50" x 9.00"

The original edition of Truth and Indignation offered the first close and critical assessment of a Truth and Reconciliation Commission (TRC) as it was unfolding. Niezen used testimonies, texts, and visual materials produced by the Commission as well as interviews with survivors, priests, and nuns to raise important questions about the TRC process. He asked what the TRC meant for reconciliation, transitional justice, and conceptions of traumatic memory.

In this updated edition, Niezen discusses the Final Report and Calls to Action bringing the book up to date and making it a valuable text for teaching about transitional justice, colonialism and redress, public anthropology, and human rights. Thoughtful, provocative, and uncompromising in the need to tell the "truth" as he sees it, Niezen offers an important contribution to understanding truth and reconciliation processes in general, and the Canadian experience in particular.

Arts of Engagement focuses on the role that music, film, visual art, and Indigenous cultural practices play in and beyond Canada’s Truth and Reconciliation Commission on Indian Residential Schools. Contributors here examine the impact of aesthetic and sensory experience in residential school history, at TRC national and community events, and in artwork and exhibitions not affiliated with the TRC. Using the framework of “aesthetic action,” the essays expand the frame of aesthetics to include visual, aural, and kinetic sensory experience, and question the ways in which key components of reconciliation such as apology and witnessing have social and political effects for residential school survivors, intergenerational survivors, and settler publics.

This volume makes an important contribution to the discourse on reconciliation in Canada by examining how aesthetic and sensory interventions offer alternative forms of political action and healing. These forms of aesthetic action encompass both sensory appeals to empathize and invitations to join together in alliance and new relationships as well as refusals to follow the normative scripts of reconciliation. Such refusals are important in their assertion of new terms for conciliation, terms that resist the imperatives of reconciliation as a form of resolution.

This collection charts new ground by detailing the aesthetic grammars of reconciliation and conciliation. The authors document the efficacies of the TRC for the various Indigenous and settler publics it has addressed, and consider the future aesthetic actions that must be taken in order to move beyond what many have identified as the TRC’s political limitations.

Educator Information
This book would be useful for Art, Art & Politics, Social Science, and Indigenous Studies courses.

Additional Information
382 pages | 6.00" x 9.00" | 24 colour illustrations, 2 printed music items

Edited by Dylan Robinson and Keavy Martin