In 1867, Canada’s federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. Knowing the Past, Facing the Future traces the arc of Indigenous education since Confederation and draws a road map of the obstacles that need to be removed before the challenge of reconciliation can be met. This insightful volume is organized in three parts. The opening chapters examine colonial promises and practices, including the treaty right to education and the establishment of day, residential, and industrial schools. The second part focuses on the legacy of racism, trauma, and dislocation, and the third part explores contemporary issues in curriculum development, assessment, leadership, and governance. This diverse collection reveals the possibilities and problems associated with incorporating Traditional Knowledge and Indigenous teaching and healing practices into school courses and programs.

This intensely engaging biography examines the extraordinary life of George Eliot from her childhood, through her scandalous liaison and social exile, to her hard-won status as one of Victorian England's literary elite.

This book is based on a conference held in Warwick in July 1995. It is a collection of essays which explore various aspects of George Eliot's relation to the literature and culture of Continental Europe. The essays range widely over the novelist's life and work, examining her Journals and Impressions of Theophratus Such as well as her novels, and focusing on different countries and cultures, including not only France, Germany and Italy, but also Holland and Spain. Some essays examine the complex general issues of language and culture raised in her work, while others concentrate on her response to specific European writers and texts. There are investigations of intertextualities and possibilities of influence, as well as contextual discussions and comparative readings of her novels alongside works by European writers. The overall effect is to illuminate her writing by setting it in the wider European context which, with her knowledge of languages, her travels and her extraordinary wide reading, she knew so well.