Taking Control is a critical ethnography of the Native Education Centre in Vancouver, British Columbia. It presents an intimate view of the centre, focusing on the ways that people work there-First Nations students, board members, teachers--and how they talk about and put into practice their beliefs about First Nations control. Selected words of the people interviewed figure prominently in the descriptions of everyday life in the centre. As Michael Apple comments in the preface, their stories ‘provide concrete evidence of what can be accomplished when the complicated politics of education is taken seriously.’The study is based primarily on fieldwork conducted in teh centre during the 1988-9 school year. At that time, over 400 adult students were enrolled in eleven programs ranging from basic literacy and upgrading to ‘skills training.’ The author contextualizes people’s notions of taking control first within the space where they work- a building specially created using cedar planks, glass, and hand-carved poles--and then in relation to the efforts by Aboriginal people to control their formal education in British Columbia. The work engages theoretically with Foucault’s notion of power as a relation, juxtaposing it with the National Indian Brotherhood document Indian Control of Indian Education (1973). Views of the programs of study are a central focus of Taking Control, which also includes a self-reflexive analysis of the non-Native researcher’s position in a study of First Nations control.Carl Urion, co-editor of the Canadian Journal of Native Education, describes Taking Control as ‘an ethnography about hope, promise, hard work, and community.’ It provides a moment of comparison for people in a variety of contexts who are in the process of ‘taking control.’

Taking Control: Power and Contradiction in First Nations Adult Education

Politics & Social Sciences

Haig-Brown, Celia

Social Sciences

UBC Press

Taking Control is a critical ethnography of the Native Education Centre in Vancouver, British Columbia. It presents an intimate view of the centre, focusing on the ways that people work there-First Nations students, board members, teachers--and how they talk about and put into practice their beliefs about First Nations control. Selected words of the people interviewed figure prominently in the descriptions of everyday life in the centre. As Michael Apple comments in the preface, their stories ‘provide concrete evidence of what can be accomplished when the complicated politics of education is taken seriously.’ The study is based primarily on fieldwork conducted in teh centre during the 1988-9 school year. At that time, over 400 adult students were enrolled in eleven programs ranging from basic literacy and upgrading to ‘skills training.’ The author contextualizes people’s notions of taking control first within the space where they work- a building specially created using cedar planks, glass, and hand-carved poles--and then in relation to the efforts by Aboriginal people to control their formal education in British Columbia. The work engages theoretically with Foucault’s notion of power as a relation, juxtaposing it with the National Indian Brotherhood document Indian Control of Indian Education (1973). Views of the programs of study are a central focus of Taking Control, which also includes a self-reflexive analysis of the non-Native researcher’s position in a study of First Nations control. Carl Urion, co-editor of the Canadian Journal of Native Education, describes Taking Control as ‘an ethnography about hope, promise, hard work, and community.’ It provides a moment of comparison for people in a variety of contexts who are in the process of ‘taking control.’

One of the first books published to deal with the phenomenon of residential schools in Canada, Resistance and Renewal is a disturbing collection of Native perspectives on the Kamloops Indian Residential School (KIRS) in the British Columbia interior.

Resistance and Renewal: Surviving the Indian Residential School

Arsenal Pulp Press

A Note on the Titlethe hoop dancerAcknowledgementsIntroductionChapter 1The Sacred Circle: Spirituality and Joe Duquette High SchoolChapter 2Overview of the School: A Healing PlaceChapter 3View from the Past: Saskatoon Native Survival SchoolChapter 4Into the School and the Classrooms: "Everything is Interconnected"Chapter 5The Students: "Respect is The Number One Rule"Chapter 6The Staff: Working Within the Four DirectionsChapter 7The Parent Council: "Keepers of the Vision"Study NotesBibliographyContributors

Making the Spirit Dance Within: Joe Duquette High School and an Aboriginal Community (Our Schools)

Hodgson-Smith, Kathy L.

Regnier, Robert

Archibald, Jo-Ann

Lorimer

Tsqelmucwílc: The Kamloops Indian Residential School―Resistance and a Reckoning

History

Americas

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