skip to primary navigation skip to content
 

 

You are not currently logged in

SPRI library catalogue

View a record

Please note: You are viewing the legacy database of the Scott Polar Research Institute Library catalogue. It is no longer being updated, so does not reliably reflect our current library holdings.

Please search for material in iDiscover for up-to-date information about the library collection.


Record #177480:

Honouring the past, building the future: is a truth and reconciliation commission the appropriate forum in which to address the legacy of Indian residential schools? / Elizabeth Cassell.

Title: Honouring the past, building the future: is a truth and reconciliation commission the appropriate forum in which to address the legacy of Indian residential schools? / Elizabeth Cassell.
Author(s): Cassell, Elizabeth.
Date: 2006.
Publisher: Cambridge :
Abstract: Account of use of residential schools as instrument of policy to ensure assimilation of Canadian aboriginal children, recent history of claims for compensation, models of truth and reconciliation commissions, and appropriateness of approach to continuing process of healing and addressing grievance.
Notes:

Unpublished thesis submitted for degree of Master of Philosophy, University of Cambridge.

Keywords: 043 -- Theses.
32 -- Politics.
323.1 -- National and ethnic minorities.
37 -- Education.
376.74 -- Education, native peoples.
37.018.32 -- Boarding schools.
93"18" -- Nineteenth century.
93"19" -- Twentieth century.
J -- Social sciences.
(*3) -- Arctic regions.
(*41) -- Canada.
Location(s): SCO: SPRI-THE: 2006[Cas]
SPRI record no.: 177480

MARCXML

LDR 01485ntm#a2200000#a#4500
001 SPRI-177480
005 20221001222428.0
007 ta
008 221001s2006####enk####|#m###|0||#0#eng#d
035 ## ‡aSPRI-177480
040 ## ‡aUkCU-P‡beng‡eaacr
100 1# ‡aCassell, Elizabeth.
245 10 ‡aHonouring the past, building the future :‡bis a truth and reconciliation commission the appropriate forum in which to address the legacy of Indian residential schools? /‡cElizabeth Cassell.
260 ## ‡aCambridge :‡b[s.n.],‡c2006.
300 ## ‡a93 p. ;‡c30 cm.
500 ## ‡aUnpublished thesis submitted for degree of Master of Philosophy, University of Cambridge.
520 3# ‡aAccount of use of residential schools as instrument of policy to ensure assimilation of Canadian aboriginal children, recent history of claims for compensation, models of truth and reconciliation commissions, and appropriateness of approach to continuing process of healing and addressing grievance.
650 07 ‡a043 -- Theses.‡2udc
650 07 ‡a32 -- Politics.‡2udc
650 07 ‡a323.1 -- National and ethnic minorities.‡2udc
650 07 ‡a37 -- Education.‡2udc
650 07 ‡a376.74 -- Education, native peoples.‡2udc
650 07 ‡a37.018.32 -- Boarding schools.‡2udc
650 07 ‡a93"18" -- Nineteenth century.‡2udc
650 07 ‡a93"19" -- Twentieth century.‡2udc
650 07 ‡aJ -- Social sciences.‡2local
651 #7 ‡a(*3) -- Arctic regions.‡2udc
651 #7 ‡a(*41) -- Canada.‡2udc
852 7# ‡2camdept‡bSCO‡cSPRI-THE‡h2006[Cas]‡9Create 1 item record‡0Migrate
916 ## ‡a135342 -- 2006/11/03 -- JW
917 ## ‡aUnenhanced record from Muscat, imported 2019
948 3# ‡a20221001 ‡bJW