Abenaki Daring: The Life and Writings of Noel Annance, 1792-1869 is the story of Noel Annance (1792-!869) who was born in St. Francis, Quebec, attended Dartmouth College, participated as an officer during the War of 1812, and participated in the fur trade. From his writings readers
Trickster Chases the Tale of Education considers the work of educators and Mi'kmaw community members, whose collaborative projects address the learning needs of their people in keeping with the recommendations from the Truth and Reconciliation Commission. Writing in the form of a trickster tale, Sylvia Moore contrasts Western logic and Indigenous wisdom by presenting dialogues between her own self-reflective voice and the voice of Crow, a central trickster character, in order to highlight the convergence of these two worldviews in teaching and learning.
In Aboriginal Rights Claims and the Making and Remaking of History, Arthur Ray examines how claims-oriented research is often fitted to the existing frames of Indigenous rights law and claims legislation and, as a result, has influenced the development of these laws and legislation.
An Illustrated History of Canada's Native People: I Have Lived Here Since the World Began is the 2016 revised and expanded edition of the earlier title, I Have Lived Here Since the World Began. Historian Arthur J. Ray offers the general reader an accessible overview of the history of Aboriginal Peoples in Canada from pre-contact to the twenty-first century.
Honorer la vérité, réconcilier pour l'avenir, Sommaire du rapport final de la Commission de vérité et réconciliation du Canada is the French translation of Final Report of Canada's Truth and Reconciliation Commission Volume 1 Summary. Honouring the Truth, Reconciling for the Future is a summary of the Commission’s six-volume final report. It identifies the residential schools as an instrument of cultural genocide and, as such, a part of the Canadian government’s broader colonialist policy towards Aboriginal peoples.
Canada's Residential Schools: The Metis Experience, Volume 3 addresses topics that are often ignored in the discussion of residential schooling. This title is part of The Final Report of the Truth and Reconciliation Commission of Canada. Constant changes in government policy meant that, at some times, Metis children were barred from residential schools, while, at other times, residential schools were the only schools that would accept Metis children. The Métis Experience focuses on an often-overlooked element of Canada’s residential school history.
Canada's Residential Schools: The History, Part 2, 1939 to 2000, Volume 1 describes the history and the student experience of residential schools from Confederation to 1939. This title is part of the Final Report of the Truth and Reconciliation Commission of Canada, Volume 1. This volume outlines the period in which the system was established and expanded. It was also the period of the most intense health crisis. By the end of the 1930s, government officials had come to question the value of the residential school system.
Canada's Residential Schools: Missing Children and Unmarked Burials, Volume 4 addresses three interrelated questions that were added to the Truth and Reconciliation Commission's mandate: how many children died at the schools, what were the conditions that led to their deaths, and where were they buried? This volume 4 of the Final Report of the Truth and Reconciliation Commission of Canada (TRC) report demonstrates that Aboriginal residential school students died at rates higher than non-Aboriginal students.
Canada's Residential Schools: The Legacy, Volume 5 examines the devastating effects the residential school system has had on former students, their families, and on Canadian society as a whole. It explores the loss of language and culture suffered by Aboriginal people as well as the significant gaps they experience in health, education, and employment outcomes. The Legacy volume also analyzes in depth the dramatic overrepresentation of Aboriginal Canadians in the child welfare and correctional systems.