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The text links educational initiatives to this goal while emphasizing that learning alone is not automatically reconciliatory.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What does the critical discourse analysis show about educators’ narratives?",{"text":68,"@type":64},"Dominant narratives about residential schools, even when cited by well-meaning educators, re-inscribe harmful colonial subjectivities. The study argues that schools can reproduce these harmful colonial discourses.",{"name":70,"@type":61,"acceptedAnswer":71},"What approach and data does the author use to analyze contemporary discourses?",{"text":72,"@type":64},"The article uses a post-structural lens and draws on interviews conducted across one prairie province. 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Contemporary Discourses about Residential Schools in the Canadian Prairies  \nAmanda Gebhard University of Toronto  \nAbstract  \nThe residential school system is one of the darkest examples of Canada’s colonial policy. Education about the residential schools is believed to be the path to reconciliation; that is, the restoration of equality between Aboriginal and non-Aboriginal peoples in Canada. While the acquisition of the long-ignored history of residential schools has the potential to centre marginalized perspectives and narratives, knowledge acquisition alone is not necessarily a reconciliatory endeavour. The critical discourse analysis offered in this article reveals how dominant narratives about residential schools, cited by well-meaning educators, re-inscribe harmful colonial subjectivities about Aboriginal peoples. Through a post-structural lens and drawing from interviews conducted across one prairie province, I demonstrate how citing popular, contemporary discourses about residential schools continues to racialize Aboriginal peoples while positioning non-Aboriginal peoples as supportive and historically conscious. Readers are brought to think about how learning about residential schools for reconciliation might be approached as the disruption of subjectivities and the refusal to (re)pathologize Aboriginal peoples. Otherwise, efforts  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:1 (2017)©2017 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nat reconciliation risk re-inscribing the racism that justified residential schools in their inception.  \nKeywords: reconciliation, residential schools, racism, discourse analysis  \nRésumé  \nLes pensionnats autochtones étaient un outil central d’un génocide culturel à l’égard des premiers peuples du Canada. Il est dit qu’afin de paver la voie à une véritable réconciliation il faut sensibiliser et éduquer le public canadien sur le système des pensionnats et sesrépercussions. Malgré que l’éducation au sujet puisse éclaircir un événement souvent malentendu et ignoré, l’acquisition de connaissances sur les écoles pensionnats ne signifie pas toujours la réconciliation. L’analyse du discours offert par le présent article démontre que les discours dominants sur les pensionnats autochtones, comme appropriés par lesenseignants, reproduisent des subjectivités coloniales nuisibles. À travers une vision poststructurale, et à partir d’entretiens individuels avec 13 enseignants d’écoles des Prairies canadiennes, j’explore comment les discours dominants contemporaires sur les écoles pensionnats racialisent le peuple autochtone tandis qu’ils positionnent les non-autochtones de façons favorables. Je constate que tout apprentissage sur les pensionnats autochtones devrait refuser de (re)pathologiser le peuple autochtone. Autrement, les efforts qui visent la réconciliation risquent réinscrire le racisme qu’on a utilisé pour justifier les pensionnats autochtones il y a plus de cent ans.  \nMots-clés : réconciliation, pensionnats autochtones, racisme, analyse du discours  \nAcknowledgement  \nThis study was in part made possible by funding from the Social Sciences and Humanities Research Council  \nof Canada and the Government of Ontario.  \nCanadian Journal of Education / Revue canadienne de l’éducation 40:1 (2017) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe residential school system is one of the darkest examples of Canada’s colonial policies implemented to eradicate Aboriginal peoples 1 from settler society. Lasting for over 100 years and ending in the mid-1990s, the extensive government-and church-run school system was “characterized by forced removal of families; systemic physical and sexual assault; spiritual, psychological and emotional abuse; and malnutrition, inhumane living conditions, death, and murder”(Cannon & Sunseri, 2011, p. 278) . The system accomplis","cbCaiuRZrO1why8a","https://ap.wps.com/l/cbCaiuRZrO1why8a","pdf",274356,"English","# Abstract\n## Keywords\n## Résumé\n## Acknowledgement\n## Introduction","[{\"question\":\"How does the article define reconciliation in relation to residential schools?\",\"answer\":\"Reconciliation is treated as the restoration of an equal relationship between Aboriginal peoples and non-Aboriginal peoples of Canada. The text links educational initiatives to this goal while emphasizing that learning alone is not automatically reconciliatory.\"},{\"question\":\"What does the critical discourse analysis show about educators’ narratives?\",\"answer\":\"Dominant narratives about residential schools, even when cited by well-meaning educators, re-inscribe harmful colonial subjectivities. The study argues that schools can reproduce these harmful colonial discourses.\"},{\"question\":\"What approach and data does the author use to analyze contemporary discourses?\",\"answer\":\"The article uses a post-structural lens and draws on interviews conducted across one prairie province. It explores how contemporary discourses about residential schools shape subjectivities and racialization.\"}]","Reconciliation or Racialization? Contemporary Discourses about Residential Schools in the Canadian Prairies | PDF",1792081529,76]