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Sewing Ourselves Together
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--Description taken from "Sewing Ourselves Together"--
When I was a university student, I worked at a summer education program in The Pas in northern Manitoba. There I met three women from the Manitoba Métis Federation who had obtained a grant to teach people who worked with their children.
Although beadwork and traditional arts were new to me, sewing clothes and making decorative objects for the home were not. One summer while we were visiting my grandmother in Quebec, she sat me down at her treadle sewing machine and helped me sew a dress for my doll. At home I started sewing by helping my mother who was always making something. In addition to what she had learned from my grandmother, my mother had taken a tailoring course that was offered by the Singer sewing machine company, and she sent me off to take a similar course when I was a teenager. Now she helps me when I embark on projects that involve sewing.
When I began my journey into traditional arts, my mother brought me a birch bark basket that belonged to my grandmother, Helen King Hanbury. Disappointed that, in a fit of creativity, my grandmother had painted it with green boat paint, I put the basket aside. I didn't open it until shortly after my grandmother died. One day I found myself sitting on the edge of my bed with the basket in my lap. When I took off the lid, I found moccasin patterns, a piece of embroidery, assorted odds and ends, and a handmade needle case with a simple flower embroidered on the cover. I realized that I had unknowingly picked up a needle to an aesthetic tradition that my grandmother had put down. Since that time I have taken opportunities to learn from elder artists, such as the late Margaret McAuley of Cumberland House, and struggled on by myself. I have also thought a great deal about what it means when we wrap ourselves up and present ourselves to the world in a certain way and what it means when we stop. This study is an extension of the journey that began when Kathleen Delaronde helped me pick up the needle. It has been done with the greatest respect for the women who have taught me and the artists from long ago, who I am sure have been standing beside me guiding my research. (Abstract shortened by UMI.)
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Shattering the Silence
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This documents mentions many different situations that had happened at Onion Lake Residential School. One situation is Mrs. Dreavers and her sons death.
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Shattering the Silence
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This document goes over Saskatchewan residential schools and experiences from these schools., --Warning! This book contains disturbing elements that are not suitable for some audiences. Topics that are covered may cause trauma invoked by memories of past abuse. Those eligible for Indian Residential School Health support who are in need of emotional and crisis support, please contact Indian Residential Schools Resolution Health Support Program 24-hour crisis line: 1-866-925-4419--
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Shingwauk's Vision
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-- Description taken from "Shingwauk's Vision: A History of Native Residential Schools"--
With the growing strength of minority voices in recent decades has come much impassioned discussion of residential schools, the institutions where attendance by Native children was compulsory as recently as the 1960s. Former students have come forward in increasing numbers to describe the psychological and physical abuse they suffered in these schools, and many view the system as an experiment in cultural genocide. In this first comprehensive history of these institutions, J.R. Miller explores the motives of all three agents in the story. He looks at the separate experiences and agendas of the government officials who authorized the schools, the missionaries who taught in them, and the students who attended them.
Starting with the foundations of residential schooling in seventeenth-century New France, Miller traces the modern version of the institution that was created in the 1880s, and, finally, describes the phasing-out of the schools in the 1960s. He looks at instruction, work and recreation, care and abuse, and the growing resistance to the system on the part of students and their families. Based on extensive interviews as well as archival research, Miller's history is particularly rich in Native accounts of the school system.
This book is an absolute first in its comprehensive treatment of this subject. J.R. Miller has written a new chapter in the history of relations between indigenous and immigrant peoples in Canada., Only pages dealing directly with Mistawasis are shown.
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Sinasia Remembers
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This book contains the life of Harriet E. Gerry, a travelling nurse, throughout Treat Six territory.
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Soil Survey of the Mistawasis Indian Reserve No. 103
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W. K. Head, H. B. Stonehouse, wrote about the soil at Mistawasis First Nation. In their essay, they evaluate the different types of soils and the potential the land has. There is also a map of the soil provided.
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Staff Perspectives of the Aboriginal Residential School Experience
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--Description taken from "Staff Perspectives of the Aboriginal Residential School Experience"--
Despite the growing body of literature regarding residential schools, few studies have focused on the men and women who staffed the schools. This study is a detailed examination of the staff members of four Presbyterian-run boarding schools and their experiences from 1888 to the early 1920's. By using Presbyterian Church and Department of Indian Affairs documents, this study has reconstructed the staff perspective of the early decades of residential schooling. The findings reveal that residential school employment, regardless of position, was very stressful. All positions, and particularly that of the principal, entailed a diversity of duties and responsibilities. Too often staff members were unprepared for at least some of the tasks expected of them. The findings also reveal the inhospitable working conditions that existed, which were due largely to the lack of financial support. In some cases, parental opposition contributed to the pressure, as did strained staff relations. Not surprisingly, the majority cited illness as the reason for resigning. It is suggested that more congenial working conditions would have resulted in better management and possibly, less physical abuse of students. It is also argued that staff experiences varied greatly depending on the school at which one was employed.