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Power through Testimony
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Table of Contents

Foreword / Ronald NiezenIntroduction / Brieg Capitaine and Karine VanthuynePart 1: The Truth and Reconciliation Commission in Action1 On the Making of a National Tragedy: The Transformation of the Meaning of the Indian Residential Schools / Eric Taylor Woods2 Telling a Story and Performing the Truth: The Indian Residential School as Cultural Trauma / Brieg Capitaine3 Loving to Reconcile: Love as a Political Emotion at the Truth and Reconciliation Commission / Robyn Green4 Learning through Conversation: An Inquiry into Shame / Janice Cindy Gaudet and Lawrence Martin/WapistanPart 2: Conflicting Memories and Paths of Action5 Surviving as Mi'kmaq and First Nations People: The Legacies of the Shubenacadie Indian Residential School in Nova Scotia / Simone Poliandri6 "National Memory" and Its Remainders: Labrador Inuit Counterhistories of Residential Schooling / Arie Molena7 Remembering Residential Schools, Accounting for Decolonization through Development: Conflicting Viewpoints / Karine VanthuynePart 3: (Un)reckoning with Historical Abuses8 The New Victims: Perpetrators before the Canadian Truth and Reconciliation Commission / Jula Hughes9 Residential Schools in Canada: Why the Message Is Not Getting Across / Cheryl GaverEpilogue / Charles R. MenziesIndex

About the Author

Brieg Capitaine is a professor of sociology at the School of Sociological and Anthropological Studies at the University of Ottawa. Karine Vanthuyne is an associate professor of anthropology at the School of Sociological and Anthropological Studies at the University of Ottawa.Contributors: Janice Cindy Gaudet, Cheryl Gaver, Robyn Green, Jula Hughes, Lawrence Martin/Wapistan, Charles R. Menzies, Arie Molena, Ronald Niezen, Simone Poliandri, and Eric Taylor Woods

Reviews

The contributors to Power through Testimony provide an important commentary on the work of the Truth and Reconciliation Commission of Canada and the limitations of its mandate.

-- Jon Reyhner, Department of Educational Specialties, Northern Arizona University * Canadian Journal of Native Studies *

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