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Debate has been reignited about whether genocide occurred in Canada. The residential school system has garnered attention as a system of attempted genocide, involving the forcible removal of Indigenous children from their families and communities with the goal of assimilating those children into Anglo-European culture. The residential school system began to wind down in the 1960s, but the introduction of provincial child welfare services on reserves and the migration of many Indigenous families to urban centres led to increased apprehension of children from their families by the state. Most of these children were placed with non-Indigenous foster and adoptive families, often out-of-province and sometimes out-of-country. This period of apprehension and relocation of Indigenous children came to be known as the Sixties Scoop. In this paper, I examine the continuities between the residential school system and the Sixties Scoop era of the child welfare system using a relational genocide framework to analyze attempted group destruction. The main finding of this thesis is that the forcible removal of Indigenous children from one group to another threatened the survival of Indigenous communities and the ability of groups to reproduce themselves according to their own cultural codes.

This thesis paper was written to meet the requirements for a master's degree in the Studies in Policy and Practice Program through the University of Victoria. British Columbia. A grounded theory was developed studying lateral violence as a process in First Nations institutions in Coast Salish territory. The research question was how does lateral violence function as a process in First Nations institutions? To answer this question, one-on-one interviews were conducted, digitally recorded, transcribed, and analysed using grounded theory techniques. What came from the research findings was a theory on the effects of fear based learning on lateral violence. This research paper looks at the evolution of fear based learning from the Indian Residential School system, into the home of First Nations people, and it's progression from the home into community, and into First Nations institutions. Nine properties of fear based learning were identified. This project contributes as a solution to lateral violence the process of identifying conditions for the perfect storm. Identifying conditions for the perfect storm help administrators navigate developing episodes of lateral violence. Furthermore, this project contributes framing solutions within the Coast Salish cultural and political act of witnessing. Witnessing is seen as providing a cultural foundation for justice. / Graduate

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Thesis (Ph. D.)--Ohio State University, 2008.

Thesis (M. Hous. M.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 116-118)

Thesis (M. Hous. M.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 151-157)

Thesis (M. Hous. M.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf [60]-[62])

Thesis (M. Hous. M.)--University of Hong Kong, 2008. / Includes bibliographical references (leaf 48-50)