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dc.contributor.advisorLouie, Dustin William
dc.contributor.advisorLenters, Kimberly A.
dc.contributor.authorFox, Terri-Lynn
dc.date2021-06
dc.date.accessioned2021-03-09T19:18:19Z
dc.date.available2021-03-09T19:18:19Z
dc.date.issued2021-03-02
dc.identifier.citationFox, T.-L. (2021). Indian Residential Schools: Perspectives of Blackfoot Confederacy People (Unpublished doctoral thesis). University of Calgary, Calgary, AB.en_US
dc.identifier.urihttp://hdl.handle.net/1880/113142
dc.description.abstractThis 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.en_US
dc.language.isoengen_US
dc.rightsUniversity 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.en_US
dc.subjectApologyen_US
dc.subjectBlackfoot Confederacyen_US
dc.subjectHealingen_US
dc.subjectIndian Residential Schoolsen_US
dc.subjectReconciliationen_US
dc.subjectSiksikaitsitapien_US
dc.subjectIRSen_US
dc.subjectSurvivoren_US
dc.subject.classificationEducation--Administrationen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducational Psychologyen_US
dc.subject.classificationEducation--Healthen_US
dc.subject.classificationEducation--History ofen_US
dc.subject.classificationEducation--Language and Literatureen_US
dc.subject.classificationEducation--Social Sciencesen_US
dc.subject.classificationEducation--Sociology ofen_US
dc.subject.classificationAnthropology--Culturalen_US
dc.subject.classificationCanadian Studiesen_US
dc.subject.classificationHistory--Canadianen_US
dc.subject.classificationNative American Studiesen_US
dc.subject.classificationPublic Administrationen_US
dc.subject.classificationSocial Structure and Developmenten_US
dc.subject.classificationHealth Care Managementen_US
dc.subject.classificationMental Healthen_US
dc.subject.classificationPublic Healthen_US
dc.subject.classificationPsychology--Developmentalen_US
dc.titleIndian Residential Schools: Perspectives of Blackfoot Confederacy Peopleen_US
dc.typedoctoral thesisen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38667
thesis.degree.nameDoctor of Philosophy (PhD)en_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
dc.contributor.committeememberHanson, Aubrey Jean
dc.contributor.committeememberPoitras Pratt, Yvonne
dc.contributor.committeememberBurke, Susan
ucalgary.item.requestcopytrueen_US


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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.