Residential School System

To begin, P. W. Bennett’s article discusses the connection between consolidation, bureaucracy, and public education. It discusses how huge school system bureaucracies grew out of the post-war prosperity and expansion, which changed the organization and management. The notion that ‘bigger is better’ , there was a constant move to modernize everything about the school system. Michael B. Katz, in 1968, brought attention to a new way of looking at the origin and motives of publicly-funded education . Not many people were influenced by the article, but it did voice the opinion of local citizens who had been “steamrollered by the educational bulldozer otherwise known as school consolidation” . Katz suggested that school reform was driven by conservative
Williams, which discusses the use of segregation of First Nations people and placing them into separate educational institutions in order to assimilate them into society, namely the Residential School System. As well as the abuse within, and mental illness caused by, that system. The paper also looks at the educational policies inflicted on the indigenous people during the time of state formation/nation building, and its ties to it. There is a strong point made on how education was the main tool used to assimilate young first nations people because it forced the acquisition of the conquerors language and customs . The segregation and assimilation plan put forth by the government allowed for the construction of the residential school system, which separated young first nations children from their family and therefore from their influence. They were forced to learn the British way of life, punished for using their own languages, and were taught that they were inferior to the British . This system put forth by the Canadian government was all in an attempt to rid itself of the ‘other’ in their society, and in doing so chose to manipulate the education system for their own agenda. This system, whose last school did not close until 1996, caused widespread mental health problems among the children who survived it which is an impact that has lasted for generations . Canada has always focused on the idea of education for citizenship
It discusses the decentralized system of post-secondary education between provinces and its connection to how federal tax dollars for post-secondary will be spent, but also the structure of their post-secondary system itself. This article overall focuses on academic capitalism and presents data on post-secondary expenditures, contrasts provincial and federal policies, resource allocation, and revenue generation. It discusses policy initiatives that have actually increased Canadian academic capitalism, some which are very obviously entrepreneurial, even more so than that of the United States. This article was done in order to re-assess a previous paper done on the matter, and has brought forth the evidence that Canada has shifted to a structure of academic capitalism due the decreased public funding and increased private funding – public meaning from the provincial or federal level, and private from an institutional, tuition, and industrial level. Metcalfe’s paper discusses at length the Canadian Foundation for Innovation; the CFI is to be understood as an intermediating organization which is situated between government, academia, and industry . The CFI promotes the “institutionalization of entrepreneurial behaviour” within post-secondary education by requiring government funded research grants to be matched by industry. They are essentially increasing the ties between institutions and the private