Gender And The Paradox Of Residential Education By J-Ere Summary

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ARTICLE AUTHOR, TITLE AND SOURCE: Fiske, Jo-Anne. "Gender and the Paradox of Residential Education in Carrier Society." in Christine Miller and Patricia Chuchryk, Women of the First Nations: Power, Wisdom, Strength. Winnipeg: U of Manitoba, 1996. 167-82. Topic: Jo-Anne Fiske’s article explores the paradoxical consequences of residential education on the women of the Carrier society in central British Columbia. Her chapter focuses on contradictory outcomes of formal colonial schooling by analyzing the significance of residential schooling for Carrier women who attended the Lejac Residential School between 1922 and 1984. Argument or Thesis: Through her analysis of the significance of residential schooling for Carrier women, Fiske argues that …show more content…

The author utilized a variety of data on residential schooling including official records of governments, and interviewed of 12 former students, 5 former teachers, and members of the Church. Critical Assessment: I really enjoyed this article! I thought that Jo-Anne Fiske provided an alternative way to review the consequences of residential schooling, particularly in the experiences of women. Her article highlighted the paradoxical opportunities women were given through colonial residential schooling in an effective manner. I thought her article also presented data well and provided qualitative primary sources to back up her claims. Overall, I thought Fiske’s article presented a well-organized and informative argument to the consequences of residential schooling on female roles. What do you feel is the single most important question raised/answered by this article? I think the single most important question raised and answered by this article was: “what were the consequences of residential schooling for Carrier women, and how did the process of formal education provide women with opportunities for advancement?” ARTICLE AUTHOR, TITLE AND …show more content…

Barman argues that this failure rests on four attributes to the system of residential schooling including: 1) the assumption of sameness of Aboriginal people across, Canada; 2) the allocation of time Aboriginal students spent in class in comparison to their non-Aboriginal counter parts; 3) the inadequate form of instruction given to Aboriginal children and the quality of teachers; and finally 4) the underfunding of residential

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