The Search For Reconciliation

Why have some former enemy countries established durable peace while others remain mired in animosity? When and how does historical memory matter in post-conflict interstate relations? Focusing on two case studies, Yinan He argues that the key to interstate reconciliation is the harmonization of national memories. Conversely, memory divergence resulting from national mythmaking harms long-term prospects for reconciliation. After WWII, Sino-Japanese and West German-Polish relations were both antagonized by the Cold War structure, and pernicious myths prevailed in national collective memory. In the 1970s, China and Japan brushed aside historical legacy for immediate diplomatic normalization. But the progress of reconciliation was soon impeded from the 1980s by elite mythmaking practices that stressed historical animosities. In contrast, from the 1970s West Germany and Poland began to de-mythify war history and narrowed their memory gap through restitution measures and textbook cooperation, paving the way for significant progress toward reconciliation after the Cold War.

Focusing on two case studies from East Asia and Europe, Yinan He argues that the key to interstate reconciliation is the harmonization of national memories.

The horrors of the Indian residential schools are by now well-known historical facts, and they have certainly found purchase in the Canadian consciousness in recent years. The history of violence and the struggles of survivors for redress resulted in the Truth and Reconciliation Commission, which chronicled the harms inflicted by the residential schools and explored ways to address the resulting social fallouts. One of those fallouts is the crisis of Indigenous over-incarceration. While the residential school system may not be the only harmful process of colonization that fuels Indigenous over-incarceration, it is arguably the most critical factor. It is likely that the residential school system forms an important part of the background of almost every Indigenous person who ends up incarcerated, even those who did not attend the schools. The legacy of harm caused by the schools is a vivid and crucial link between Canadian colonialism and Indigenous over-incarceration. Reconciliation and Indigenous Justice provides an account of the ongoing ties between the enduring trauma caused by the residential schools and Indigenous over-incarceration.

New edition highlights - Delightful, contemporary new design, built around color-coded, easy-to-follow themes - New, easy-to-hold size for young children - Beautiful, all new, contemporary illustrations and photos throughout - What Have You Learned? page at the end of each theme - Recent changes in the liturgy from the Roman Missal - We Share in the Eucharist includes My Prayer Book, which children may cut out, assemble, and use for prayer - New Leader's Guide design incorporates the Child's book pages with each instructional page - Impramatur Plus! Short, thought-provoking, colorful sidebars, such as - From the Bible - From the Liturgy - Let Us Pray - The Church Teaches - Words to Remember - Something to Think About - Did You Know?

Holding each other up with respect, dignity and kindness.

How did civil society function as a locus for reconciliation initiatives since the beginning of the 20th century? The essays in this volume challenge the conventional understanding of reconciliation as a benign state-driven process. They explore how a range of civil society actors - from Turkish intellectuals apologizing for the Armenian Genocide to religious organizations working towards the improvement of Franco-German relations - have confronted and coped with the past. These studies offer a critical perspective on local and transnational reconciliation acts by questioning the extent to which speech became an alternative to silence, remembrance to forgetting, engagement to oblivion.

In this book, author Pamela Toulouse provides current information, personal insights, authentic resources, interactive strategies and lesson plans that support Indigenous and non-Indigenous learners in the classroom. This book is for all teachers that are looking for ways to respectfully infuse residential school history, treaty education, Indigenous contributions, First Nation/Métis/Inuit perspectives and sacred circle teachings into their subjects and courses. The author presents a culturally relevant and holistic approach that facilitates relationship building and promotes ways to engage in reconciliation activities.

This is the Final Report of Canada's Truth and Reconciliation Commission and its six-year investigation of the residential school system for Aboriginal youth and the legacy of these schools. This report, the summary volume, includes the history of residential schools, the legacy of that school system, and the full text of the Commission's 94 recommendations for action to address that legacy. This report lays bare a part of Canada's history that until recently was little-known to most non-Aboriginal Canadians. The Commission discusses the logic of the colonization of Canada's territories, and why and how policy and practice developed to end the existence of distinct societies of Aboriginal peoples. Using brief excerpts from the powerful testimony heard from Survivors, this report documents the residential school system which forced children into institutions where they were forbidden to speak their language, required to discard their clothing in favour of institutional wear, given inadequate food, housed in inferior and fire-prone buildings, required to work when they should have been studying, and subjected to emotional, psychological and often physical abuse. In this setting, cruel punishments were all too common, as was sexual abuse. More than 30,000 Survivors have been compensated financially by the Government of Canada for their experiences in residential schools, but the legacy of this experience is ongoing today. This report explains the links to high rates of Aboriginal children being taken from their families, abuse of drugs and alcohol, and high rates of suicide. The report documents the drastic decline in the presence of Aboriginal languages, even as Survivors and others work to maintain their distinctive cultures, traditions, and governance. The report offers 94 calls to action on the part of governments, churches, public institutions and non-Aboriginal Canadians as a path to meaningful reconciliation of Canada today with Aboriginal citizens. Even though the historical experience of residential schools constituted an act of cultural genocide by Canadian government authorities, the United Nation's declaration of the rights of aboriginal peoples and the specific recommendations of the Commission offer a path to move from apology for these events to true reconciliation that can be embraced by all Canadians.