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Canadas Residential Schools Reconciliation documents the complexities challenges and possibilities of reconciliation by presenting the ndings of public testimonies from residential school Survivors and others who partici- pated in the trcs national events and community hearings. For many Aboriginal people reconciliation is foremost about healing families and com- munities and revitalizing Indigenous cultures languages spirituality laws and governance systems. For governments building a respectful relationship involves dismantling a centuries-old political and bureaucratic culture in which all too often policies and programs are still based on failed notions of assimilation. For churches demonstrating long-term commitment to reconcil- iation requires atoning for harmful actions in the residential schools respect- ing Indigenous spirituality and supporting Indigenous peoples struggles for justice and equity. Schools must teach Canadian history in ways that foster mutual respect empathy and engagement. All Canadian children and youth deserve to know what happened in the residential schools and to appreciate the rich history and collective knowledge of Indigenous peoples. The Commission urges Canada to adopt the United Nations Declaration on the Rights of Indigenous Peoples as a framework for reconciliation. While Aboriginal peoples are victims of violence and discrimination they are also holders of Treaty Aboriginal and human rights and have a critical role to play in reconciliation. All Canadians must understand how traditional First Nations Inuit and Mtis approaches to resolving conict repairing harm and restoring relationships can inform the reconciliation process. The trcs Calls to Action identify the concrete steps that must be taken to ensure that our children and grandchildren can live together in dignity peace and prosperity on these lands we now share. Honorer la vrit rconcilier lavenir is a summary of the Commissions six- volume nal report. It identies the residential schools as an instrument of cultural genocide and as such a part of the Canadian governments broader colonialist policy towards Aboriginal people. The report describes how chronic underfunding led to unhealthy living conditions and death rates that were far higher than those experienced by the general Canadian school-aged population. In addition the report makes it clear that the government had been advised of the implications of its policies and presented with options which it chose to ignore that would have reduced the school death rates. The disruption of Aboriginal students families and communities created by the schools continues to be felt to this day. It can be measured by the loss of language and family connections in Aboriginal communities and the ongoing gaps between Aboriginal and non-Aboriginal Canadians in terms of health education and employment outcomes. Reconciliation will bring recognition that the residential schools were part of a broader set of policies aimed at depriving Aboriginal people of their lands their culture their spirituality and their governments. The Commis- sions ninety-four Calls to Action describe the concrete measures needed to repair the damaged relationship between Aboriginal peoples and the Crown and to establish respectful relationships between Aboriginal and non-Aboriginal peoples. 7 M Q U P S P R I N G 2 0 1 6 I N D I G E N O U S S T U D I E S C A N A D I A N H I S T O R Y S P E C I F I C AT I O N S McGill-Queens Native and Northern Series January 2016 978-0-7735-4662-2 27.95A 27.95A 18.99 paper 978-0-7735-4661-5 100.00S 100.00S 69.00 cloth 6.75 x 9.75 296pp Ebook available also available in French Canadas Residential Schools Reconciliation The Final Report of the Truth and Reconciliation Commission of Canada Volume 6 S P E C I F I C AT I O N S October 2015 978-0-7735-4670-7 24.95T 24.95T 16.99 paper 6.75 x 9.75 592pp 50 bw illustrations 5 tables Ebook available Honorer la vrit rconcilier pour lavenir Sommaire du rapport nal de la Commission de vrit et rconciliation du Canada