A storytelling approach to second-generation survivors of residential school: the impact and effects

dc.contributor.authorMcDonald, Shannon
dc.contributor.supervisorThomas, Qwul'sih'yah'maht Robina Anne
dc.date.accessioned2018-05-01T15:45:40Z
dc.date.available2018-05-01T15:45:40Z
dc.date.copyright2018en_US
dc.date.issued2018-05-01
dc.degree.departmentSchool of Social Worken_US
dc.degree.levelMaster of Social Work M.S.W.en_US
dc.description.abstractThis thesis looks at the stories of second-generation survivors of residential school. Storytelling is the methodology utilized in this research. The practice of Indigenous storytelling is a way to transfer knowledge to the younger generations. It is also a way to ensure history is not lost. Using a storytelling methodology is a healing method for the writer and the storyteller. A storytelling approach to methodology honours the words of the one sharing their story within this thesis. Included is an overview of the oppressive policies that forced Indigenous children to residential schools, how survivors of residential school were impacted with an overview of research on the intergenerational effects. The research identifies how these storytellers were impacted by their parents’ attendance at residential school and the themes are shared.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/9317
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectSecond-Generationen_US
dc.subjectIndian Residential Schoolen_US
dc.subjectStorytellingen_US
dc.subjectIndigenousen_US
dc.titleA storytelling approach to second-generation survivors of residential school: the impact and effectsen_US
dc.typeThesisen_US

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