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The Art of Resisting Colonial Education

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dc.contributor.author Currie-Patterson, Natalie
dc.date.accessioned 2012-11-07T21:01:53Z
dc.date.available 2012-11-07T21:01:53Z
dc.date.issued 2012-11-07
dc.identifier.uri http://hdl.handle.net/10464/4142
dc.description.abstract This thesis explores the efforts of discipline and resistance in the Indian Residential School (IRS) system in Canada. The IRS has origins in eighteenth and nineteenth century colonial policies of assimilation. While its goals aimed to transform Aboriginal children into Euro-Canadian adults the system has largely been proven ineffective and highly damaging to First Nation communities. This research discusses the complex connection between colonial curriculum and student resistance within the IRS. The discussion emphasizes students‟ abilities to creatively subvert disciplinary tactics and the methods of resistance used in the IRS context - with a focus on art and cultural persistence. It highlights a complicated relationship of disciplinary tactics and student resistance within the context of the IRS focusing on the relationship between curriculum and student product. en_US
dc.language.iso eng en_US
dc.publisher Brock University en_US
dc.subject education, First Nation, Residential Schools, power, resistance en_US
dc.title The Art of Resisting Colonial Education en_US
dc.type Electronic Thesis or Dissertation en_US
dc.degree.name M.A. Geography en_US
dc.degree.level Masters en_US
dc.contributor.department Department of Geography en_US
dc.degree.discipline Faculty of Social Sciences en_US
dc.embargo.terms None en_US


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