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Gender and mission : the founding generations of the Sisters of Saint Ann and the Oblates of Mary Immaculate in British Columbia, 1858-1914Gresko, Jacqueline 11 1900 (has links)
Most scholars who have researched on missionaries in British Columbia have not
taken gender into account. This dissertation narrates and analyzes the biographies of
the two founding generations of the Sisters of Saint Ann and the Oblates of Mary
Immaculate. It compares their origins in Quebec and Europe, their life histories, their
experiences teaching school, and their formation of the next generation of their religious
communities in British Columbia. The role of gender in shaping these individuals' lives
and identities can be seen in each aspect of the comparison.
Both the Oblates and the Sisters experienced the asymmetry of the female and
male organizations within the larger church. Over time two Roman Catholic
missionary systems evolved in British Columbia: the Sisters' system of educative and
caring institutions for the peoples of the province and the Oblates modified reduction
system for Aboriginal peoples, known in academic literature as the Durieu system.
School teaching, particularly work in residential schools for Aboriginal children, linked
the two systems. The French Oblate leaders aimed to masculinize the missions and
feminize school teaching. The Canadian Sisters of Saint Ann, however, set most of the
educational policies within both their own institutions and those they ran at Oblate
Aboriginal missions. Case studies of Oblate brothers and Sisters of Saint Ann work as
teachers in 1881 show that the nuns, as members of a separate religious congregation,
could negotiate with the patriarchs of the Roman Catholic church, whereas the Oblate
brothers could not. Such factors affected generational continuity. The Canadian
sisterhood reproduced itself in the region as a local family 'dynasty,' whereas the
French Oblate order did not.
Taking gender into account in a study of pioneer missionaries in British
Columbia does not simply reverse the standard history where the Oblates, as men,
appear central, and the Sisters of Saint Ann, as women, appear on the margins. Rather
the evidence of gender widens the range of discussion and increases awareness of the
complexity of the province's social and educational history.
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Saint Mary’s Mission, (Mission City, British Columbia) 1861 to 1900Clark, Melanie Ann Jones 11 1900 (has links)
This thesis examines the pre-1900 relationship between the Oblates of Mary Immaculate, a French order of Roman Catholic priests, and the Sto:lo of the Fraser Valley. It considers the effects of the strict and inflexible Oblate system on the Sto:lo. Primary sources for this study were found at the Oblate Archives, the Archives of the Sisters of St. Ann, and from various oral testimonies.
Under a regime called the "Durieu System", the Oblates encouraged the creation of segregated, self-sufficient agricultural villages on Sto:lo reserves. Ecclesiastically appointed watchmen recorded the names of transgressors against the Oblate "norms" of behaviour. No deviation was tolerated under this regime of surveillance and segregation.
The thesis focuses on the Sto:lo children sent to the residential school at St. Mary's Mission; Sister Mary Lumena's diaries and the reminisces of a Metis student, Cornelius Kelleher, were the main sources of information. There were two schools on the site; the boys' under Oblate control, the girls' under the supervision of the Sisters of St.Ann. The schools were residential because the Oblates sought to isolate the children from Sto:lo elders who adhered to the "old ways". At school, children spoke only English and learned by rote-recitation. Sto:lo cosmology was replaced with the Roman Catholic religion. To prevent "immorality", the Oblates segregated the pupils from outsiders and the opposite sex; even their parent's visits were supervised. The school was self-sufficient so as to keep contact with the outside world at a minimum.
The Oblates held a utopian vision of a docile, pious, capable, Roman Catholic peasantry. They hoped former pupils would return to their village and educate others or settle in agricultural villages under Oblate control. However, as this study shows, most pupils were orphans or Metis and did not have much influence in their village.
This thesis suggests that the small numbers who attended St. Mary's found the transition between the Oblate and Sto:lo worlds difficult to make. Present-day informants described their reactions (which ranged from negative to ambivalent) to the residential school system and the effects of cultural confusion on their lives.
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Saint Mary’s Mission, (Mission City, British Columbia) 1861 to 1900Clark, Melanie Ann Jones 11 1900 (has links)
This thesis examines the pre-1900 relationship between the Oblates of Mary Immaculate, a French order of Roman Catholic priests, and the Sto:lo of the Fraser Valley. It considers the effects of the strict and inflexible Oblate system on the Sto:lo. Primary sources for this study were found at the Oblate Archives, the Archives of the Sisters of St. Ann, and from various oral testimonies.
Under a regime called the "Durieu System", the Oblates encouraged the creation of segregated, self-sufficient agricultural villages on Sto:lo reserves. Ecclesiastically appointed watchmen recorded the names of transgressors against the Oblate "norms" of behaviour. No deviation was tolerated under this regime of surveillance and segregation.
The thesis focuses on the Sto:lo children sent to the residential school at St. Mary's Mission; Sister Mary Lumena's diaries and the reminisces of a Metis student, Cornelius Kelleher, were the main sources of information. There were two schools on the site; the boys' under Oblate control, the girls' under the supervision of the Sisters of St.Ann. The schools were residential because the Oblates sought to isolate the children from Sto:lo elders who adhered to the "old ways". At school, children spoke only English and learned by rote-recitation. Sto:lo cosmology was replaced with the Roman Catholic religion. To prevent "immorality", the Oblates segregated the pupils from outsiders and the opposite sex; even their parent's visits were supervised. The school was self-sufficient so as to keep contact with the outside world at a minimum.
The Oblates held a utopian vision of a docile, pious, capable, Roman Catholic peasantry. They hoped former pupils would return to their village and educate others or settle in agricultural villages under Oblate control. However, as this study shows, most pupils were orphans or Metis and did not have much influence in their village.
This thesis suggests that the small numbers who attended St. Mary's found the transition between the Oblate and Sto:lo worlds difficult to make. Present-day informants described their reactions (which ranged from negative to ambivalent) to the residential school system and the effects of cultural confusion on their lives. / Arts, Faculty of / Geography, Department of / Graduate
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Gender and mission : the founding generations of the Sisters of Saint Ann and the Oblates of Mary Immaculate in British Columbia, 1858-1914Gresko, Jacqueline 11 1900 (has links)
Most scholars who have researched on missionaries in British Columbia have not
taken gender into account. This dissertation narrates and analyzes the biographies of
the two founding generations of the Sisters of Saint Ann and the Oblates of Mary
Immaculate. It compares their origins in Quebec and Europe, their life histories, their
experiences teaching school, and their formation of the next generation of their religious
communities in British Columbia. The role of gender in shaping these individuals' lives
and identities can be seen in each aspect of the comparison.
Both the Oblates and the Sisters experienced the asymmetry of the female and
male organizations within the larger church. Over time two Roman Catholic
missionary systems evolved in British Columbia: the Sisters' system of educative and
caring institutions for the peoples of the province and the Oblates modified reduction
system for Aboriginal peoples, known in academic literature as the Durieu system.
School teaching, particularly work in residential schools for Aboriginal children, linked
the two systems. The French Oblate leaders aimed to masculinize the missions and
feminize school teaching. The Canadian Sisters of Saint Ann, however, set most of the
educational policies within both their own institutions and those they ran at Oblate
Aboriginal missions. Case studies of Oblate brothers and Sisters of Saint Ann work as
teachers in 1881 show that the nuns, as members of a separate religious congregation,
could negotiate with the patriarchs of the Roman Catholic church, whereas the Oblate
brothers could not. Such factors affected generational continuity. The Canadian
sisterhood reproduced itself in the region as a local family 'dynasty,' whereas the
French Oblate order did not.
Taking gender into account in a study of pioneer missionaries in British
Columbia does not simply reverse the standard history where the Oblates, as men,
appear central, and the Sisters of Saint Ann, as women, appear on the margins. Rather
the evidence of gender widens the range of discussion and increases awareness of the
complexity of the province's social and educational history. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
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