[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598076-105":59,"doc-detail-598076-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-question-of-residential-schools-in-canada-preserve-demolish-or-repurpose-issue-1","The Question of Residential Schools in Canada: Preserve, Demolish, or Repurpose? - Issue 1","","Adriana Boffa examines how Canadian residential school buildings shape community healing and reconciliation, framed by TRC Call to Action #79 and the reality of remaining sites from the original system. The essay contrasts simplistic public consensus with the complex, place-based emotions produced by loss, trauma, and memory. It considers whether buildings should be repurposed, demolished, or addressed through witnessing and nuanced understanding, highlighting resilience alongside ongoing harm.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-question-of-residential-schools-in-canada-preserve-demolish-or-repurpose-issue-1/598076/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-question-of-residential-schools-in-canada-preserve-demolish-or-repurpose-issue-1/598076.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does TRC Call to Action #79 require regarding Canadian heritage and commemoration?","Question",{"text":112,"@type":113},"It calls on the federal government, in collaboration with Survivors, Aboriginal organizations, and the arts community, to develop a reconciliation framework for Canadian heritage and commemoration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the essay focus on buildings and physical place in the reconciliation process?",{"text":117,"@type":113},"Because place and physical structures influence how communities experience healing potentials and how memories and histories are activated in emotional and social ways.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the essay compare repurposing versus demolishing residential school sites?",{"text":121,"@type":113},"It argues these structures can be sites of both trauma and reconciliation, where communities may reclaim them for new uses or regard them as painful reminders, and the choice involves complex implications.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598076,1792891934,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Boffa, 2017 Canadian Social Studies, Volume 49, No. 1  \nThe Question of Residential Schools in Canada: Preserve, Demolish, or Repurpose?  \nAdriana Boffa  \nDepartment of Secondary Education  \nFaculty of Education  \nUniversity of Alberta  \n[boffa@ualberta.ca](boffa@ualberta.ca)  \nWith public debates surrounding the removal of historical monuments in Canada (e.g., statues of, or schools named after, John A. Macdonald) and the United States (e.g., Confederate monuments), at times the voices of those who are most directly affected by their presence can be either drowned out or left out of the conversation entirely. It seems easy for the broader public to pass judgements and come to a consensus on a “right”way to approach such debates, but these judgements tend to be overly simplistic and removed from the immediate context and its attendant complexities. Those immersed in the situation face dynamics that are so complex that reaching consensus is difficult, as is this case with St. Mary’s Indian Residential School on Kainai First Nation and St. Phillip’s School on Keeseekoose First Nation. After these schools burned down, the communities were left with the residual mixed emotions at their loss, untimely or not (Smith, 2015; CBCNews, 2005) .  \nPresent and future communities can create new potentials for themselves in connection with the world and others around them, and the notion of place as well as physical structures in those places affect these potentialities. In this short essay, I am specifically considering what it means to undertake the Truth and Reconciliation Commission of Canada’s (TRC) Call to Action \\#79 (2015a) that calls “upon the federal government, in collaboration with Survivors, Aboriginal organizations, and the arts community, to develop a reconciliation framework for Canadian heritage and commemoration”(p. 9) in relation to the roughly 17 Indian Residential Schools (IRS) that are left of the original 140 (Parry, 2017) . How can buildings hold power over acommunity's healing and the process of reconciliation? To what extent should the broader public have a say in a community’s healing process? There is no single answer because this issue is fraught with complications.  \nWe might begin to formulate responses from the Government of Canada’s TRC (2015b) summary report detailing the injustices of \"cultural genocide\" (p. 55) committed upon the Indigenous peoples ofthis country, through their forced assimilation via the residential schooling system. According to this report, residential schools are responsible for the \"loss of pride and selfrespect\" of and for Indigenous peoples in Canada (p. VI) . This \"loss\" and \"cultural genocide,\" as can be surmised by engaging with this document, is firmly connected to a profound disconnect from place which consequently led to a disconnect from history, culture, language, and family.  \nWhat is the answer? To repurpose? To demolish? To forget?  \nResidential schools still left standing remain an imposing fixture (physically and emotionally) in various Indigenous communities. While some have been reclaimed and repurposed by the community (for use as Band offices or universities), others lay empty acting as ghostly reminders of a horrific past (Boffa, 2016; Parry, 2017) . These structures are places of great trauma and unsettling memory. They are not merely buildings; rather, they are places that  \nBoffa, 2017 Canadian Social Studies, Volume 49, No. 1  \nconjure temporal and spatial disturbances for all who are in their presence (Shields, 2013) . The school buildings evoke memories, recall histories or pasts, generate physical and emotional effects, and transform the spaces around them (Boffa, 2016) . Such a framing might indicate that these buildings ought to be demolished, as was the community decision for St. Michael’s IRS in Alert Bay (Parry, 2017), but these schools can also be sites of reconciliation. IRS can be sites that elicit memories of trauma, but also sites of resilience and","cbCaipXiansPllxX","https://ap.wps.com/l/cbCaipXiansPllxX","pdf",108169,"English","# Introduction\n## Public Debates and Community Exclusion\n## TRC Call to Action #79 and Place-Based Healing\n## Cultural Genocide and Disconnect from Place\n## Repurpose, Demolish, or Forget?\n## Trauma, Memory, and Potential for Reconciliation\n## Witnessing and Wit(h)nessing\n## Community Paths to Healing","[{\"question\":\"What does TRC Call to Action #79 require regarding Canadian heritage and commemoration?\",\"answer\":\"It calls on the federal government, in collaboration with Survivors, Aboriginal organizations, and the arts community, to develop a reconciliation framework for Canadian heritage and commemoration.\"},{\"question\":\"Why does the essay focus on buildings and physical place in the reconciliation process?\",\"answer\":\"Because place and physical structures influence how communities experience healing potentials and how memories and histories are activated in emotional and social ways.\"},{\"question\":\"How does the essay compare repurposing versus demolishing residential school sites?\",\"answer\":\"It argues these structures can be sites of both trauma and reconciliation, where communities may reclaim them for new uses or regard them as painful reminders, and the choice involves complex implications.\"}]","The Question of Residential Schools in Canada: Preserve, Demolish, or Repurpose? - Issue 1 | PDF",1792086240]