Indian Residential Schools: Perspectives of Blackfoot Confederacy People
Advisor
Louie, Dustin WilliamLenters, Kimberly A.
Author
Fox, Terri-LynnCommittee Member
Hanson, Aubrey JeanPoitras Pratt, Yvonne
Burke, Susan
Accessioned
2021-03-09T19:18:19ZAvailable
2021-03-09T19:18:19ZIssued
2021-03-02Date
2021-06Classification
Education--AdministrationEducation--Curriculum and Instruction
Educational Psychology
Education--Health
Education--History of
Education--Language and Literature
Education--Social Sciences
Education--Sociology of
Anthropology--Cultural
Canadian Studies
History--Canadian
Native American Studies
Public Administration
Social Structure and Development
Health Care Management
Mental Health
Public Health
Psychology--Developmental
Subject
ApologyBlackfoot Confederacy
Healing
Indian Residential Schools
Reconciliation
Siksikaitsitapi
IRS
Survivor
Metadata
Show full item record
Abstract
This qualitative research project explored two main themes: the Indian residential school (IRS) settlement agreement for survivors of federally funded and church-run institutions, and the participants’ perspectives (N = 16) on the apology to the survivors and subsequent generations that have been affected. I focus on the First Nation population of southern Alberta, specifically the Blackfoot Confederacy (Siksikaitsitapi). I use a Siksikaitsitapi lens and methodology on their experiences at an IRS, the IRS settlement, the Canadian government’s apology to former students, and the status of reconciliation as a whole. Criteria for participant inclusion were being an IRS survivor and a member of the Blackfoot Confederacy. Semistructured interviews revealed that receiving the IRS compensation led to survivors reliving their trauma and that money did not buy happiness or foster healing. Themes related to the IRS apology included its lack of positive reception and lack of sincerity; some stated they did not watch it, whereas others shared it was emotional for them to view. Other common factors that affected participants while in an IRS were loneliness, pain, abuse, and being unable to speak Blackfoot or engage in Blackfoot cultural practices. Learning from our shared past, Canadians must lean towards trusting and respectful acts of reconciliation, and respectful relationships, which form strong partnerships for all. A Siksikaitsitapi framework is provided as a starting point for relearning, rebuilding, renewing, and restorying after 500 years of decolonization. Using the framework, all stakeholders can begin to understand and heal issues relating to overall health and well-being from within an Indigenous lens and methodology. This approach respectfully honours the 7 generations before us and the 7 generations that will come after us.Citation
Fox, T.-L. (2021). Indian Residential Schools: Perspectives of Blackfoot Confederacy People (Unpublished doctoral thesis). University of Calgary, Calgary, AB.Collections
University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.