Uncovering history through testimony. A traumatic account of aboriginal peoples in Canadian residential schools
Notice bibliographique
Résumé
The residential schools' system in Canada was created over a century ago and it ended up affecting not only those who survived its cruelty but also the following generations of Aboriginal peoples. As a consequence of the Indian Act (1876), Aboriginal children were forced to attend residential schools so as to be better assimilated into Euro-Canadian society. In these schools, many of the Aboriginal students experienced sexual, mental, and physical abuse. Moreover, some of them were subjected to unconsented scientific experiments. The victims of this system remained silent for long. It is time now to explore this largely untold history and unravel the silenced historical atrocities not only for the sake of the survivors but also out of respect to the dead. The operation of the residential schools in Canada led to loss of culture, language, broken family ties, lack of parenting skills, and personal trauma. In this study, I focus on selected anglophone reminiscences, Highway's Kiss of the Fur Queen (1998), Johnston's Indian School Days (1988), and two francophone novels, Jean's Le Vent en Parle Encore (2013), and Perron's Billydéki (2019), as well as on ten YouTube testimonies by the survivors and the documentary Sleeping Children Awake (1992). I have chosen these works since they all reflect the testimonies by the survivors, the plights they underwent at residential schools in Canada, and the diverse strategies through which the victims managed to survive the trauma they experienced. Sharing their experience is a way to connect with others and it can facilitate the healing process. Sharing the story of the experiences they underwent, helps the survivors to construct meaning from the devastating and traumatic events they endured. Through the survivors’ testimonies, the readers and the audience come to know that Aboriginal students attempted to defend themselves through various techniques, one of which is humor. This dissertation analyzes the selected narratives in light of Judith Herman’s concept of trauma, and Shoshana Felman and Dori Laub's concepts of witnessing, and testimony. The survivors, who experienced the atrocious incidents at the schools, stand as the first-hand witnesses of the incidents and they give their testimonies. We, as the audience, stand as the second-hand witness who is informed of the silenced moments. Based on the information we receive through various narratives, we can have access to a multilayered vision of one incident, as well as gain a more thorough understanding of the legacy of residential schools in Canada as a whole.
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Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,004 | 0,005 |
| Études des sciences et des technologies | 0,059 | 0,021 |
| Communication savante | 0,009 | 0,004 |
| Science ouverte | 0,003 | 0,009 |
| Intégrité de la recherche | 0,004 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,001 |
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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Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».