Genocide by Any Other Name: North American Indian Residential Schools in Context

Churchill, Ward

doi:10.5040/9781350220324.ch-004

Cited by 11 publications

(9 citation statements)

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“…Still, true history always comes to the fore, if not at the same time by the victims themselves, it emerges and re-emerges with the new generations. This is true for the United States, Canada and Israel, among other countries (Churchill, 2004;Coulthard, 2014;Smith, 2015). Despite both states' attempts at dismissing their violent history and viciousness towards the Other (the natives) as something of the past, the fact remains that genocide, like settler colonialism, is a process and never an event.…”

Section: Eugenics Israeli Stylementioning

confidence: 97%

The Palestine Exception, Racialization and Invisibilization: From Israel (Palestine) to North America (Turtle Island)

Abdo

2022

Critical Sociology

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This paper contends that the Zionist policies implemented by Israel had and continue to have a grave impact not only on the Palestinians in historic Palestine alone but also follows them in the diaspora, where some Palestinians have taken refuge. This article argues that Israel’s apartheid regime, exposed by various international Human Rights Organizations, is not a recent discovery. Apartheid, the exclusion of the natives, and their racialization have accompanied the Zionist movement since its inception. Crucial questions raised in this paper include how Palestine and the Palestinians are conceived by Zionism, in and outside of Israel, and how they are perceived by the West, especially within the Canadian context. This paper pays special attention to comparing the experience of Palestinians with that of North America’s Indigenous population, specifically concerning Israel’s and Canada’s colonial policies towards the Indigenous peoples. It also discusses the impact of Israel’s policies of silencing and vilification that doggedly follow Palestinians into the diaspora: vilifications and silencing enacted by the Israel lobby through its various Zionist (Jewish) branches, whose primary role is to silence and vilify the Palestinians and curb criticism of Israel and Zionism. This policy, it is argued, is strongly supported by Canada, structurally, institutionally and through media propaganda.

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Section: Eugenics Israeli Stylementioning

confidence: 97%

The Palestine Exception, Racialization and Invisibilization: From Israel (Palestine) to North America (Turtle Island)

Abdo

2022

Critical Sociology

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“…These and other adverse present-day outcomes have been linked to historical, intergenerational trauma experienced by Native American communities (Evans-Campbell, 2008;Hurst & Laird, 2006). In fact, much of this trauma derives from long-standing attempts to eliminate indigenous languages and cultures in residential boarding schools through forced, and often violent, tactics of assimilation (Churchill, 2004;Piccard, 2013); these have helped to drive a widespread nexus of adverse psychosocial outcomes across Native American communities, including a greater exposure to community violence, broadly (Hurst & Laird, 2006). Thus, the elevated levels of transphobic harassment experienced by TNB youth may be connected to the long history of school-sanctioned violence faced by Native American youth, broadly.…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Transgender and Nonbinary Youths’ Experiences With Gender-Based and Race-Based School Harassment

Zongrone¹,

Truong²,

Clark³

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: Transgender and nonbinary (TNB) students commonly experience identity-based harassment, which is associated with poorer mental health, and TNB students of color may experience harassment targeting gender, race/ethnicity, and other identities. Applying an intersectional lens to minority stress theory suggests that different forms of identity-based harassment that target different identities are interconnected. However, few studies address intersecting forms of bias experienced by TNB students of color. Purpose: The purpose of this study is to examine the interplay of racism and transphobia among TNB students by comparing experiences of racist and transphobic harassment across seven racial/ethnic groups and examining the effects of these forms of identity-based harassment on the mental health of TNB students of color. Participants: Participants were drawn from a large national sample of LGBTQ students who were enrolled in secondary school during the 2018-2019 school year. The study sample consists of all those who were TNB (N = 6,795). The majority of the sample identified as transgender (68.7%), and just under a third identified as nonbinary, but not as transgender (31.3%). The majority were White (71.3%), and approximately a third identified as gay or lesbian (33.7%).Research Design: This quantitative study employed a multivariate analysis of covariance to examine differences in frequency of racist and transphobic harassment across racial/ethnic groups. Hierarchical linear regressions were used to examine the main effects of harassment, as well as interaction effects between these forms of harassment, on depression and self-esteem among TNB students of color.

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“…She is making visible her first citizenship and working against erasure that is common in civics classes (Sabzalian, 2019b), and, having given clear thought to this, she "affirms the strengths-based perspective in which Indigenous people are engaged" (Pewewardy et al, 2018, p. 49). It is a statement of civic survivance against assimilative citizenship supported by residential school curriculum and forced removal (Churchill, 2004), and the granting of U.S. citizenship (Bruyneel, 2004). This assertion is resistance, and it challenges U.S. boundaries; as Bruyneel (2004) noted, "When Indigenous political expression implicitly and explicitly resists the definitions imposed by the American state, the capacity of the United States to govern and define the relationship between people and space within its declared purview appears to slip" (p. 31).…”

Section: Citizenship As Survivancementioning

confidence: 99%

Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces

Talbert

2023

Teachers College Record: The Voice of Scholarship in Education

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Context:This study examines how urban American Indian high school students negotiate their civic identities within the settler colonial structures of urban American public schools.Research Question:How do urban American Indian students negotiate civic identities in spaces where civic concepts are taught, such as American history classes in an urban public high school and a Native Youth Council (Native YC)?Research Design:This critical participatory ethnographic study examines the negotiation of civic identity by 11 urban Indigenous students in social studies classes, a Native YC, and a school in Washington State, where the STI curriculum is taught. Safety zone theory and tribal critical race theory were used to understand students’ experiences and their stories from observations, participant interviews, and focus groups, which were employed as data.Conclusions/Recommendations:The study found that the social studies classes and Native YC were zones of sovereignty (ZoS), forwarding survivance and self-determination for Native students. Students learned about the Indigenous civic constructs of sovereignty, self-determination, dual citizenship, tribal self-government, and federal Indian policy inside and outside of school, all of which supported Native students in civic identity development. Recommendations on teaching Indigenous civic constructs to all students as part of teaching for critical democracy in public schools as a component of social studies classes and extracurricular activities are discussed.

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Genocide by Any Other Name: North American Indian Residential Schools in Context

Cited by 11 publications

References 0 publications

The Palestine Exception, Racialization and Invisibilization: From Israel (Palestine) to North America (Turtle Island)

The Palestine Exception, Racialization and Invisibilization: From Israel (Palestine) to North America (Turtle Island)

Transgender and Nonbinary Youths’ Experiences With Gender-Based and Race-Based School Harassment

Civic Sovereignty: Indigenous Civic Constructs in Public School Spaces

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