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Political and Social Context

What contexts should I know more about in order to frame my understanding from a historically accurate point of view?

The history of the Indian Residential schools can be traced back to European settlers first contact with Indigenous peoples of Canada. Settler-colonists maintained the view that European culture and civilization was superior to all other cultures and way of life.Stemming from this dominant narrative, the federal government began a long project of cultural genocide against the Indigenous population of Canada, largely through the guise of education, and what became known as the Indian Residential Schools. From 1880 to 1996 Indian Residential Schools operated in Canada. Children were forcibly removed from their homes and communities and sent to live in residential schools run by the Church and, later the Canadian Government itself. Students were denied the right to speak their own languages and separated from their communities and families, educated in English and Settler-Colonial culture, and many students were physically, verbally, and sexually abused. Throughout the operation of the residential schools indigenous peoples actively resisted and protested their existence.  One of the forms of this resistance was through the Indian Residential School Settlement Agreement, the largest class action lawsuit in Canada’s history where survivors of the IRS system demanded legal action from the government for the severe, ongoing, intergenerational harm done by the Indian Residential School system over the years. When the lawsuit was settled it called for an official Truth and Reconciliation Commission to inquire into the IRS system within Canada. The IRSHDC has been created to support survivors of the Indian Residential School System by providing access to documents created by and associated with the Truth and Reconciliation Commission.

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Content from this module addresses iSchool Graduate Competencies 1.1, 1.4, 2.2, 5.1, 5.2. 

Political and Social Context: Projects

Resources

Political and Social Context: Features

http://cfla-fcab.ca/wp-content/uploads/2018/10/Truth-and-Reconciliation-Committee-Report-and-Recommendations-ISBN1.pdf

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Lougheed, Brett, Ry Moran, and Camille Callison. “Reconciliation through Description: Using Metadata to Realize the Vision of the National Research Centre for Truth and Reconciliation.” Cataloging & Classification Quarterly 53, no. 5–6 (July 4, 2015): 596–614. doi:10.1080/01639374.2015.1008718.


This invaluable article written in summer of 2015 describes the state of information generated by the TRC that awaited arrangement and description in the archives at the NCTR. The historical context of the NCTR archives is illuminated, its challenges are enumerated, and resultant solutions are (tentatively) formulated.  

The authors detail the varied types of records gathered by and through the process of the Truth and Reconciliation Commission, which wound up in seven different databases. Only two of these databases share the same metadata schema, and the rest have widely different levels of description, file types, and levels of description. The authors specifically point out that these databases were designed for the ingestion of over four million records in the course of three years, not to facilitate public access to these records. In looking to their mandate to preserve, reclaim, and promote intergenerational transfer of knowledge they turn to the participatory archiving model. Their ultimate hope for the archive is to contrast eurocentric and indigenous ways of knowing, archival and user generated arrangements, and institutional and indigenous descriptive elements. They demand the need for normalization across the seven different databases, a capacity to perform faceted search, name authorities which face the challenge of different languages and spellings, correct handling of privacy issues, the ability to browse by category, and indigenous authority to classify records. A tall order, one that they hope may be well met by metadata.


Duarte, Marisa Elena, and Miranda Belarde-Lewis. “Imagining: Creating Spaces for Indigenous Ontologies.” Cataloging & Classification Quarterly 53, no. 5–6 (July 4, 2015): 677–702. doi:10.1080/01639374.2015.1018396.


This  article provides insightful recommendations of how to incorporate indigenous ways of being and knowing into information systems. They ask how indigenous voices might be considered as partners in designing information infrastructure. The method they propose is one of imagining: one which first involves an awareness of the subjugation of indigenous knowledge necessarily employed by colonization. From this awareness, tools and methods of decolonization may be identified, partnerships built, and experimental designs actualized. Several case studies are discussed where individual indigenous nations partnered with information professionals to design information systems. They acknowledge the challenge of incorporating multiple indigenous ontologies into a single system and propose a “universality in specificity” (Duarte and Belarde-Lewis 2015) which allows for multiple and unique perspectives.

McKemmish, Sue, Shannon Faulkhead, and Lynette Russell. “Distrust in the Archive: Reconciling Records.” Archival Science 11, no. 3–4 (November 2011): 211–39. doi:10.1007/s10502-011-9153-2.

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This article discusses specific solutions in the context of reconciliation, and addresses the specific challenge of meeting the needs of multiple indigenous nations, all in the context of a country with a colonialist/settler history. Here I found an indelible but somehow, elsewhere overlooked, explicit discussion on how to build trust between indigenous communities and the archives. It seems that this is both a means and an end to archival description supporting records in a context of reconciliation, and the Trust and Technology project detailed here confirms this. Records, as they are accessed and described traditionally fail to promote trust in indigenous communities. However, partnership with indigenous nations and resultant redesign of metadata and descriptive standards may build this trust. In order to facilitate this, the Trust and Technology project created a set of principles on which to further research, theory, and practice. Archival reconciliation, they claim, may be achieved through the application of these principles to develop systems that, among other things, might enable records to be described from the perspectives of different indigenous communities, as well as non-indigenous users. Concluding with an action agenda for Australian Archives, this paper offers a plethora of possibilities to where information professionals might look for examples as to how to build trust among their own user groups.

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