Search results for ""Author Andrew Woolford""

The BC treaty process was established in 1992 with the aim of resolving the outstanding land claims of First Nations in British Columbia. Two discourses have since become prominent within the treaty negotiations between First Nations and the governments of Canada and British Columbia. The first, a discourse of justice, asks how we can remedy the past injustices imposed on BC First Nations through the removal of their lands and forced assimilation. The second, a discourse of certainty, asks whether historical repair can occur in a manner that provides a better future for all British Columbians.In Between Justice and Certainty, Andrew Woolford examines the interplay between Aboriginal and non-Aboriginal visions of justice and certainty in the first decade of the BC treaty process to determine whether there is a space between the two concepts in which modern treaties can be made.Using interviews, field research, and both archival and modern treaty documents, Woolford argues that the goal of certainty is overriding the demand for justice, and suggests that greater attention to justice is necessary if we are to initiate a process of reconciliation between Aboriginal and non-Aboriginal peoples in British Columbia.

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A Choice Outstanding Academic Title, 2017This important book, which students, scholars, and policy makers in the U.S. and Canada should read, is a testament to the quality of the work and the still limited understanding of its subject in both countries.—C. R. King, ChoiceAt the end of the nineteenth century, Indigenous boarding schools were touted as the means for solving the “Indian problem” in both the United States and Canada. With the goal of permanently transforming Indigenous young people into Europeanized colonial subjects, the schools were ultimately a means for eliminating Indigenous communities as obstacles to land acquisition, resource extraction, and nation-building. Andrew Woolford analyzes the formulation of the “Indian problem” as a policy concern in the United States and Canada and examines how the “solution” of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space. The genocidal project inherent in these boarding schools, however, did not unfold in either nation without diversion, resistance, and unintended consequences. Inspired by the signing of the 2007 Indian Residential School Settlement Agreement in Canada, which provided a truth and reconciliation commission and compensation for survivors of residential schools, This Benevolent Experimentoffers a multilayered, comparative analysis of Indigenous boarding schools in the United States and Canada. Because of differing historical, political, and structural influences, the two countries have arrived at two very different responses to the harm caused by assimilative education.

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In this updated edition of The Politics of Restorative Justice, Andrew Woolford and Amanda Nelund reconsider restorative justice and its politics and ask how restorative justice might work better to provide transformative justice. To achieve a transformative justice, Woolford and Neulund argue, restorative justice must be concerned with class-based, gendered, racialized and other injustices. This second edition expands on how intersecting socio-politcal contexts — gendered, racialized, settler colonial, hetero-normative and others — contour the practice and potential of restorative justice. In addition to updated examples and data, this edition discusses the embodied and emotional politics of restorative justice, transformative restorative justice and other-than-human actors/ecological justice.

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This important collection of essays expands the geographic, demographic, and analytic scope of the term genocide to encompass the effects of colonialism and settler colonialism in North America. Colonists made multiple and interconnected attempts to destroy Indigenous peoples as groups. The contributors examine these efforts through the lens of genocide. Considering some of the most destructive aspects of the colonization and subsequent settlement of North America, several essays address Indigenous boarding school systems imposed by both the Canadian and U.S. governments in attempts to "civilize" or "assimilate" Indigenous children. Contributors examine some of the most egregious assaults on Indigenous peoples and the natural environment, including massacres, land appropriation, the spread of disease, the near-extinction of the buffalo, and forced political restructuring of Indigenous communities. Assessing the record of these appalling events, the contributors maintain that North Americans must reckon with colonial and settler colonial attempts to annihilate Indigenous peoples.Contributors. Jeff Benvenuto, Robbie Ethridge, Theodore Fontaine, Joseph P. Gone, Alexander Laban Hinton, Tasha Hubbard, Margaret D. Jabobs, Kiera L. Ladner, Tricia E. Logan, David B. MacDonald, Benjamin Madley, Jeremy Patzer, Julia Peristerakis, Christopher Powell, Colin Samson, Gray H. Whaley, Andrew Woolford

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