Category Archives: Series

Cranes

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This is part of an ongoing series of reflections from the Manitoulin Island Summer Historical Institute (MISHI) By Philip Girard During MISHI 2019 I stayed in Gore Bay and drove to M’Chigeeng each day. While making the drive on the first day, and every day thereafter, I noticed a half-dozen large stork-like birds in a meadow along the way. I… Read more »

Historical Pedagogies & the Colonial Past at Huron University College – Part II

On October 24, 2019, Active History commenced a series on education “after” residential schools with an article written by Clinton Debogorski, Magdalena Milosz, Martha Walls and Karen Bridget Murray. The series is open-ended. Active History welcomes additional contributions on related themes. This is the second part of a two-part reflection from Huron University College at Western University. By Amy Bell,… Read more »

Listening to Anishinaabemowin: the Voice of Mnidoo Mnising

This is part of an ongoing series of reflections from the Manitoulin Island Summer Historical Institute (MISHI) What can historians learn from engaging with Indigenous languages, and how can we do it in a respectful, reciprocal way? Aanii Cathleen ndi-zhnikaaz. Toronto ndoo-njibaa. Hello, my name is Cathleen and I am a settler person living in Toronto and also a PhD… Read more »

Settler Colonialism, Residential Schools, and Architectural History

On October 24, 2019, Active History commenced a series on education “after” residential schools with an article written by Clinton Debogorski, Magdalena Milosz, Martha Walls and Karen Bridget Murray. The series is open-ended. Active History welcomes additional contributions on related themes. By Magdalena Milosz I remind Until I fall. Rita Joe, “Hated Structure”[1] Throughout my undergraduate education in architecture, I… Read more »

The Complex Truth: Intersections between Day Schools and the Shubenacadie Residential School

On October 24, 2019, Active History commenced a series on education “after” residential schools with an article written by Clinton Debogorski, Magdalena Milosz, Martha Walls and Karen Bridget Murray. The series is open-ended. Active History welcomes additional contributions on related themes. By Martha Walls I am an historian who has studied the impact of Government of Canada policies and actions… Read more »

Not Learning, Unlearning, and Relearning to See Genocide: Part 2

On October 24, 2019, Active History commenced a series on education “after” residential schools with an article written by Clinton Debogorski, Magdalena Milosz, Martha Walls and Karen Bridget Murray. The series is open ended. Active History welcomes additional contributions on related themes. By Karen Bridget Murray …they still kill us [and] take our children… Audra Simpson (2016) Denial I moved… Read more »

Not Learning, Unlearning, and Relearning to See Genocide: Part 1

On October 24, 2019, Active History commenced a series on education “after” residential schools with an article written by Clinton Debogorski, Magdalena Milosz, Martha Walls and Karen Bridget Murray. The series is open ended. Active History welcomes additional contributions on related themes. By Karen Bridget Murray Vergangenheitsbewältigung. A friend of mine introduced me to this German word, which refers to… Read more »

Not Enough Trained Infantrymen: The 1944 Conscription Crisis

This is the tenth post in a series marking the 75th anniversary of D-Day and the end of the Second World War as part of a partnership between Active History and the Juno Beach Centre. By R. Daniel Pellerin In October 1944, while Canadian forces in Northwest Europe were in the midst of bitter fighting to wrest the approaches to… Read more »

Education “After” Residential Schools

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Editorial Note: This article introduces a series of reflections to be published on Active History in the weeks to come. It is also an invitation for additional contributions that relate to the themes sketched out below. By Clinton Debogorski, Magdalena Milosz, Martha Walls, and Karen Bridget Murray We are settler-colonial educators writing to settler-colonial educators against the backdrop of “decades… Read more »