A National Crime

“I am going to tell you how we are treated. I am always hungry.” — Edward B., a student at Onion Lake School (1923) "[I]f I were appointed by the Dominion Government for the express purpose of spreading tuberculosis, there is nothing finer in existance that the average Indian residential school.” — N. Walker, Indian Affairs Superintendent (1948) For over 100 years, thousands of Aboriginal children passed through the Canadian residential school system. Begun in the 1870s, it was intended, in the words of government officials, to bring these children into the “circle of civilization,” the results, however, were far different. More often, the schools provided an inferior education in an atmosphere of neglect, disease, and often abuse. Using previously unreleased government documents, historian John S. Milloy provides a full picture of the history and reality of the residential school system. He begins by tracing the ideological roots of the system, and follows the paper trail of internal memoranda, reports from field inspectors, and letters of complaint. In the early decades, the system grew without planning or restraint. Despite numerous critical commissions and reports, it persisted into the 1970s, when it transformed itself into a social welfare system without improving conditions for its thousands of wards. A National Crime shows that the residential system was chronically underfunded and often mismanaged, and documents in detail and how this affected the health, education, and well-being of entire generations of Aboriginal children.

Residential Schools and Reconciliation is a unique, timely, and provocative work that tackles and explains the institutional responses to Canada's residential school legacy.

Malcolm W. Klein Center for Research on Crime and Social Control University of Southern California 1. BACKGROUND In June of 1988, approximately forty scholars and researchers met for four days in the Leeuwenborst Congres Center in Noordwijkerhout, The Netherlands, to participate in a workshop entitled Self-Report Metho dology in Criminological Research. The participants represented 15 nations and 30 universities and research centers, a diversity that was matched by the experiences and focal interests in self-report methods among the participants. This volume is the result of the workshop process and in particular of the invitations to participants to prepare pre-conference papers for distribution prior to the workshop. The chapters in the volume were selected from the larger set of pre conference papers. As workshop conv~ner and volume editor, it falls on me to set some of the context for this enterprise. Self-report crime is "admitted" crime, derived from interview and questionnaire responses obtained from adults and juveniles (regardless of whether or not they have been arrested) concerning their own illegal behaviors. Growing awareness of the limitations of official crime statistics has led to the development of self-report procedures.

This book describes various types and sources of crime and explanatory data available to study variation in crime across nations. Problems with the data and appropriate methods for adjusting and analyzing the data are described. A thorough review of theories and past cross-national crime research is included. This book intends to facilitate and stimulate quality cross-national crime research. The book notes past misuse of data, such as using homicide rates unadjusted for attempts, as well as inconsistencies and contradictions in past research. The major theories and concepts which have been used to explain crime across nations are described in detail and critiqued. Inconsistencies and contradictions in results are noted, and avenues for future research are offered. Methodological techniques, issues, and problems involved in analysis are also presented and new approaches to dealing with the resulting data are projected. Extensive appendixes give information and contacts to researchers, providing a network for research in cross-national crime heretofore lacking.

This book is a comparative study of organized crime groups from five different parts of the world: Europe; North America; Central America/South America/Caribbean basin; Africa; and Asia/Western Pacific. Each part contains two case studies and a shorter essay, a vignette. From Europe the case studies focus on the Italian mafias and the Russian mafia; the vignette, on the Albanian mafia. From North America the case studies highlight the US Mafia and the Mexican drug cartels; the vignette, organized crime in Canada. From Central America/South America/Caribbean basin the case studies concentrate on the Colombian drug cartels and gangs of the Caribbean; the vignette, on organized crime in Cuba. From Africa the case studies examine resource wars and Somali piracy; the vignette, relations among international drugs trafficking, organized crime, and terrorism in North and West Africa. And from Asia/Western Pacific the case studies spotlight the Chinese Triads and Japanese Yakuza; the vignette, relations among international drugs trafficking, organized crime, and terrorism in Afghanistan. Written in non-specialist language, An Economic History of Organized Crime provides an original overview of a crucial problem of our times: the growing scourge of global organized crime. This book can be read with profit by the general public, but it also has value for academic specialists and professionals in law enforcement.

The scandalous history of neglect, abuse, and exploitation at a residential school for children—and the ongoing effects in the decades since it closed. In Indian School Road, journalist Chris Benjamin tackles the controversial and tragic history of Canada’s Shubenacadie Indian Residential School, its predecessors, and its lasting effects, giving voice to multiple perspectives for the first time. Benjamin integrates research, interviews, and testimonies to guide readers through the varied experiences of students, principals, and teachers over the school’s nearly forty years of operation, from 1930 to 1967, and beyond. Exposing the raw wounds of the twenty-first-century Truth and Reconciliation Commission, as well as the struggle for an inclusive Mi’kmaw education system, Indian School Road is a comprehensive and compassionate narrative history of the school that uneducated hundreds of Aboriginal children.

“It can start with a knock on the door one morning. It is the local Indian agent, or the parish priest, or, perhaps, a Mounted Police officer.” So began the school experience of many Indigenous children in Canada for more than a hundred years, and so begins the history of residential schools prepared by the Truth & Reconciliation Commission of Canada (TRC). Between 2008 and 2015, the TRC provided opportunities for individuals, families, and communities to share their experiences of residential schools and released several reports based on 7000 survivor statements and five million documents from government, churches, and schools, as well as a solid grounding in secondary sources. A Knock on the Door, published in collaboration with the National Research Centre for Truth & Reconciliation, gathers material from the several reports the TRC has produced to present the essential history and legacy of residential schools in a concise and accessible package that includes new materials to help inform and contextualize the journey to reconciliation that Canadians are now embarked upon. Survivor and former National Chief of the Assembly First Nations, Phil Fontaine, provides a Foreword, and an Afterword introduces the holdings and opportunities of the National Centre for Truth & Reconciliation, home to the archive of recordings, and documents collected by the TRC. As Aimée Craft writes in the Afterword, knowing the historical backdrop of residential schooling and its legacy is essential to the work of reconciliation. In the past, agents of the Canadian state knocked on the doors of Indigenous families to take the children to school. Now, the Survivors have shared their truths and knocked back. It is time for Canadians to open the door to mutual understanding, respect, and reconciliation.