Unsettling Monstrosity in Rhymes for Young Ghouls

Screen Bodies ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 72-95
Author(s):  
Sol Neely
Keyword(s):  
School System ◽  
Residential School ◽  
Saturated Phenomenon

Rhymes for Young Ghouls (2014), written and directed by Mi’kmaq filmmaker Jeff Barnaby, is primarily presented as a residential school “revenge fantasy.” Some critics and reviewers of the film value it for its pedagogical possibilities, arguing that the film occasions opportunity for dialogue between Indigenous and non-Indigenous audiences about the legacies of the residential school system. Yet, numerous decolonial scholars and activists understand that dialogue alone cannot effect the quality of decolonial justice needed in the wake of genocide. This article approaches the film as a saturated phenomenon and examines the kinds of radical phenomenological transformation that must occur, especially among non-Indigenous audiences, for decolonial imperatives to become legible. Beyond developing a more comprehensive historical panorama of the violence and legacies of the residential school system, this article calls for a kind of translation of experience occasioned by the film, one that dramatically subverts and transforms modalities of consciousness on which coloniality is predicated.

Manic Reparation

2010 ◽  
Vol 39 (1) ◽  
pp. 7-12
Author(s):  
Barbara Greenberg
Keyword(s):  
First Nations ◽  
School System ◽  
Prime Minister ◽  
United Church Of Canada ◽  
Residential School ◽  
Manic Reparation ◽  
Past Injustices

The Canadian public has heard many apologies from various governments and church institutions over the last 20 years. In June 2008 Prime Minister Stephen Harper apologized to First Nations for the federal government’s role in the residential school system. First Nations have also received apologies from the United Church of Canada (UCC) for its participation in these schools. Much of the work being done on the process of apology assesses the apology in order to judge if it is convincing and worthwhile.My work asks the question: are apologies effective in their attempt to make amends for past injustices, or are they examples of what Klein calls “manic reparation”?

scholarly journals Truth and reconciliation cinema: an ethico-political study of residential school imagery in contemporary Indigenous film

2021 ◽  
pp. 117718012110124
Author(s):  
Tyson Stewart
Keyword(s):  
New Media ◽  
School System ◽  
Residential School ◽  
Unanswered Question ◽  
New Wave ◽  
Truth And Reconciliation ◽  
Historical Archive ◽  
The Way

This article explores an important facet of the New Wave of Indigenous filmmaking in Canada: residential school system history and imagery, its place in the historical archive, and the way it is being retold and reclaimed in films like Rhymes for Young Ghouls (2013), Savage (2009), Sisters & Brothers (2015), Indian Horse (2017), and The Grizzlies (2018). While researching this topic, one unanswered question has left me feeling sometimes frustrated and often troubled: Is there a risk of producing pan-Indigenous readings, or worse, repeating the original propagandistic intentions of the original residential school photographs when they are used in new media?

scholarly journals Listening for More (Hi)Stories from the Arctic’s Dispersed and Diverse Educational Past

2015 ◽  
Author(s):  
Heather E. McGregor
Keyword(s):  
School System ◽  
Student Experience ◽  
Educational Policies ◽  
School Systems ◽  
Residential School ◽  
Regional Variability ◽  
The Past ◽  
Canadian North ◽  
The North ◽  
Educational Histories

RésuméAlors que les marques profondes laissées par le système d’écoles résiduelles du Nord canadien refont surface, il est important de poursuivre l’étude des politiques en matière d’éducation en parallèle avec les expériences vécues par les élèves dans des lieux et des contextes d’instruction variés. Dans le cas des Inuits, cette recherche fut incomplète. L’auteure avance qu’il faut approfondir les études sur l’implication du gouvernement fédéral dans les premiers systèmes d’éducation dans les Territoires. Ces travaux devraient prendre en compte les disparités locales et régionales ainsi que les expériences des élèves. En mettant l’accent sur les contradictions et les différents impacts causés par l’éducation dans ces communautés dans le passé, et notamment sur les enseignants sans expérience de la vie nordique, cela permettrait de trouver des manières pour décoloniser l’éducation de nos jours.   AbstractAs the widespread and deep impressions left on the Canadian North by the residential school system come to light, it is also important to continue examining educational policies alongside the experiences of students throughout a range of schooling sites and forms. Such research on Inuit schooling has been insufficient. I argue that more detailed educational histories of the federal and early territorial school systems should feature local and regional variability in implementation of policy and in student experience. Illuminating the inconsistent and multifaceted ways education affected communities in the past, particularly for teachers new to the North, serves to illustrate the ways education in the present necessitates decolonizing.

scholarly journals IMPLEMENTASI TIM PENGEMBANG TEKNOLOGI PENDIDIKAN DI SEKOLAH

2015 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
NFN Budiyono ◽  
Heri Triluqman
Keyword(s):  
Secondary School ◽  
Research And Development ◽  
Mixed Method ◽  
School System ◽  
Lesson Plan ◽  
Improvement Program ◽  
Teacher Competency ◽  
Model Research ◽  
Program Experiment

The purpose of this research is to examine the educational technology developer team as an important program in schooling, especially by analyzing its compatibility with the school system and conditions. By using mixed method and research and development model this research adressing the elementary and secondary school in Semarang and other district. The results showed that this program is compatible with school system and could overcome lots of school problem i.e. the lack of teacher competency on developing lesson plan, learning media, the lack of human resource developmen division in school, the continuity of teacher quality improvement program, dan the quality of school management. But several teacher and school’s management are irresponsive to the program because its team member was university student, not the professional one. It is why in several school the program cannot running well as expected. Eventhough overall the program experiment is succesful.ABSTRAKPenelitian ini diarahkan untuk mengetahui implementasi gagasan tim pengembang teknologi pendidikan di sekolah, terutama mengenai kompatibilitas gagasan dengan konteks dan kondisi riil di sekolah. Dengan menggunakan pendekatan kuantitatif dan kualitatif serta model research and development (R & D), penelitian ini dilaksanakan pada jenjang pendidikan dasar dan menengah di Kota Semarang dan sekitarnya. Hasil penelitian menunjukkan bahwa gagasan prototipe tim pengembang teknologi pendidikan di sekolah kompatibel dengan konteks dan kondisi sekolah. Problem kualitas guru dalam mengembangkan rencana pembelajaran, media belajar, termasuk keberlanjutan program peningkatan kualitas guru, manajemen sekolah, dan tiadanya divisi pengembangan sumber daya manusia, dapat diatasi oleh tim pengembang teknologi pendidikan. Fakta di lapangan memang menunjukkan beberapa sekolah tempat uji implementasi gagasan tersebut tidak dapat maksimal dalam penerapannya, namun hal tersebut bukan disebabkan oleh kualitas gagasan, melainkan faktor sosiokultural sekolah itu sendiri. Komposisi tim pengembang teknologi pendidikan di sekolah yang masih mahasiswa S1 diidentifikasi menjadi faktor penghambatnya. Walau begitu, secara umum dapat disimpulkan bahwa implementasi gagasan tim pengembang teknologi pendidikan di sekolah telah berhasil dengan baik. 

scholarly journals Quality of Inclusive Educational System for Work with Students with Autism Different Needs in Italy

2015 ◽  
Vol 3 ◽  
pp. 171
Author(s):  
Vita Voitkāne
Keyword(s):  
Inclusive Education ◽  
Educational System ◽  
Education System ◽  
School System ◽  
Avant Garde ◽  
Students With Autism ◽  
New Challenges ◽  
General School ◽  
Insight Into

The need for realization of inclusive education, which is the basis of a sustainable education, will require new challenges in the Education System. The system used in Italy can be used as an example. Italy passed avant-garde laws concerning the integration and inclusion of special needs students into the general school system already more than thirty years ago, in the 1970s. However, even after all this time and experience, there are still unresolved problems, which testifies to the complexities of the matter. This research offers an insight into the quality of the existing Italian inclusive education system specifically in relation to students with autism. Thereby it hopes to provide educators in Latvia with food for thought about this currently important topic.

Counterweight: Helen Samuels, Archival Decolonization, and Social License

2021 ◽  
Vol 84 (2) ◽  
pp. 420-444
Author(s):  
Greg Bak
Keyword(s):  
Twentieth Century ◽  
Indigenous Peoples ◽  
School System ◽  
Indigenous Rights ◽  
Residential School ◽  
Archival Appraisal ◽  
Social License ◽  
The Social ◽  
Late Twentieth ◽  
Late Twentieth Century

ABSTRACT Helen Samuels sought to document institutions in society by adding to official archives counterweights of private records and archivist-created records such as oral histories. In this way, she recognized and sought to mitigate biases that arise from institution-centric application of archival functionalism. Samuels's thinking emerged from a late-twentieth-century consensus on the social license for archival appraisal, which formed around the work of West German archivist Hans Booms, who wrote, “If there is indeed anything or anyone qualified to lend legitimacy to archival appraisal, it is society itself.” Today, archivists require renewed social license in light of acknowledgment that North American governments and institutions sought to open lands for settlement and for exploitation of natural resources by removing or eliminating Indigenous peoples. Can a society be said to “lend legitimacy” to archival appraisal when it has grossly violated human, civil, and Indigenous rights? Starting from the question of how to create an adequate archives of Canada's Indigenous residential school system, the author locates Samuels's work amid other late-twentieth-century work on appraisal and asks how far her thinking can take us in pursuit of archival decolonization.

To be Lost and to be a Loser Through the Web

2011 ◽  
pp. 249-263 ◽  
Author(s):  
Louise Limberg ◽  
Mikael Alexandersson ◽  
Annika Lantz-Andersson
Keyword(s):  
Information Literacy ◽  
School System ◽  
Information Seeking ◽  
Knowledge Society ◽  
Knowledge Formation ◽  
New Knowledge ◽  
The World ◽  
Democratic Knowledge ◽  
The Web

The purpose of this chapter is to present and discuss findings from a study of students’ information seeking and use for a learning assignment. The overall interest is to describe the coherence between differences in the quality of students’ information seeking and the quality of their learning outcomes and to relate this to issues of information literacy in the Knowledge Society. The study was framed within a sociocultural perspective of learning and adopted an ethnographic approach. Analysis of data resulted in the identification of two major categories of competences related to information seeking and knowledge formation, one of which involves serious shortcomings in meaningful learning through information seeking. There is little evidence that ICT conclusively supports the development of new knowledge in terms of seeing the world differently. Conclusions are that the school system tends to produce ‘information illiterates’ which may entail unwanted consequences for both individuals and for maintaining a democratic Knowledge Society.

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