âEach has a house of her ownâ: Purpose, Domesticity and Agency of First Nations Women in Canadaâs Industrial School System, 1883-1923.
Notice bibliographique
Résumé
Industrial schools for Aboriginal peoples of the Canadian Northwest were 8irst 1 seriously debated in Canada's House of Commons in 1883.After learning the proposed sum of the cost for building the schools, leader of the Liberal opposition Mr. Edward Blake asked his colleagues what the general purpose and goals were for the system and whether females would be required to attend.When Sir Hector Langevin, M.P., responded that the schools were intended for male children with their principal instruction being the cultivation of soil, Blake responded with a justi8ication for the education of First Nations women: "[i]f the hon.gentleman is going to leave the young Indian girl who is to mature into a squaw to have the uncivilized habits of the tribe, the Indian, when he marries will likely be pulled into Indian savagery with her."This argument apparently carried weight. 2From the 1830s to the 1990s, as part of an attempt to assimilate and "civilize" First Nations peoples into the dominant Euro--Canadian society, young Aboriginal women across Canada were sent to schools away from their families, homes and nations to learn how to become "proper" wives, mothers and homemakers.In an attempt to better understand the reasons behind and the impact of enrolling female students in the schools, this study analyzes one era and regional focus of the industrial school system-the Canadian Prairies from 1883 when the 8irst industrial schools were established in the west, until 1923, when industrial schools were merged with boarding schools into a newly--designed "residential school" system.Speci8ically, the focus 3 will be the 8irst three industrial schools created, which laid the foundation for the system in the west (including British Columbia): the High River Industrial School in what is now 4 Alberta; and the Qu' Appelle Industrial School and the Battleford Industrial School in Saskatchewan.Two leading questions have shaped this study.First, this paper interrogates the various churches' and government's goals for female students in the industrial schools of western Canada.This study argues that the Canadian federal government's and various churches' goals for the female students were twofold.Initially the purpose of education for the female student was to create "proper" wives for the male students who would stand in place of the "non--educated" and "unassimilated" First Nations females who would In this paper the terms "Aboriginal" or "Native" will be utilized when referring to the Indigenous 1 peoples of Canada.There are some instances when terms such as "squaw" or "Indian" appear, but this will be as a result of contemporary labels of Indigenous peoples in the late 19 th and early 20 th centuries.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
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