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dc.contributor.authorJansen, Rebecca.en_US
dc.date.accessioned2009-11-04T14:55:03Z
dc.date.available2009-11-04T14:55:03Z
dc.date.issued2004-11-04T14:55:03Z
dc.identifier.urihttp://hdl.handle.net/10464/2787
dc.description.abstractThis 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.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectOff-reservation boarding schools--Ontario--Spanishen_US
dc.subjectCompliance.en_US
dc.titlePower, resistance and Spanish Residential Schoolen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Social Justice and Equity Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentSocial Justice and Equity Studies Programen_US
dc.degree.disciplineFaculty of Social Sciencesen_US


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