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Power, resistance and Spanish Residential School

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dc.contributor.author Jansen, Rebecca. en_US
dc.date.accessioned 2009-11-04T14:55:03Z
dc.date.available 2009-11-04T14:55:03Z
dc.date.issued 2004-11-04T14:55:03Z
dc.identifier.uri http://hdl.handle.net/10464/2787
dc.description.abstract This thesis explores the relationship between exercises of disciplinary power and acts of resistance as they relate to the negotiation of identities at Spanish Residential School between the years of 1878 and 1930. The school itself, originally Wikwemikong Industrial School, was administered by the Jesuits and the Daughters of the Heart of Mary and relocated to Spanish, Ontario in 1913. Various archival and printed sources have been used to reveal methods of disciplinary power that administrators used to reshape the Aboriginal students. However, despite their incessant efforts, the administrators of Spanish Residential School did not succeed in completely reforming their pupils. The documentary record, then, also suggests that students at Spanish Residential School, although confined in a very oppressive institution, creatively used opportunities to alter their circumstances. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject Off-reservation boarding schools--Ontario--Spanish en_US
dc.subject Compliance. en_US
dc.title Power, resistance and Spanish Residential School en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name M.A. Social Justice and Equity Studies en_US
dc.degree.level Masters en_US
dc.contributor.department Social Justice and Equity Studies Program en_US
dc.degree.discipline Faculty of Social Sciences en_US


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