Title:Government of Canada and the Education of the Canadian Indian : The Nova Scotia Micmac Experience 1867 to 1972. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Dalhousie University, Halifax, Nova Scotia,
Publisher:  Halifax, 1992, 1992
Seller ID: 94100
MOSHER, Marial M. Government of Canada and the Education of the Canadian Indian : The Nova Scotia Micmac Experience 1867 to 1972. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Dalhousie University, Halifax, Nova Scotia, May 1992. [Halifax : the author, 1992]. Pp [i]-vii,1-185 leaves, printed one side only. Large 8vo (8½ x 11 inches),, black cloth, gilt lettering to front board and spine.
Marial Laura Morse Mosher.
"This study grew out of an interest in Indian-non-Indian relations and field work carried out between 1967 and 1972. This period of time coincided with the initial reaction of Indians to the Federal Government's proposal to shift responsibility for Indian administration to the provinces. During the time that ensued, research on Indian affairs and the teaching of courses on Canadian indigenous peoples further developed my understanding of Indian administration.
In pursuing this study, the focus initially was on adult education with a pilot study done while I taught a course on social organization to a group of adults of the Millbrook Reserve in Nova Scotia. The emphasis changed as search brought to light the relationship of the general policies with regard to dian administration and the school systems provided for the Indians. It became evident that formal education was used as a tool to achieve the goal of assimilation rather than the development of Indian students and the fostering of pride of inheritance.
The period 1867 to 1972 is historically significant as it marked the development of policies which were designed to bring about assimilation, but were, of themselves, contradictions of this goal. The relationship which developed was a dominant - subordinate one with the attendant dependency such a policy fosters. The education systems of this period also reflect the ambivalence of administrative policies. The Indians' own proposal with regard to education was the culmination of this period of education over which they had no control. This thesis is an attempt to relate general public policy for Indian affairs to the particular policies pursued in, and for, Indian schools." - the Abstract.
Contents : 1. Introduction. 2. Conceptual and Theoretical Perspectives. 3. Policy and Assimilation. 4. Education and Assimilation. 5. Relationship of Policy, Education, and Assimilation. 6. Conclusion. With references.