Milloy, John

Since 2007, Aboriginal education initiatives in Ontario have been supported by the Aboriginal Education Strategy (Strategy) under provincial Liberal governments. Using a comparative analysis, this thesis seeks to identify how the Strategy supports and/or does not support components of critical pedagogy to promote transformational learning for all students in Ontario's publicly funded schools. A brief historical timeline of Aboriginal education in Canada and the current situation of educational attainment for Aboriginal and non-Aboriginal peoples provides context for the thesis. Through an examination of policy documents and resources related to the Strategy, I identify both strengths and areas for improvement in the Strategy to meet expectations of critical pedagogy. Finally, I suggest recommendations to improve the Strategy in order to achieve its potential for the benefit of all students in Ontario's public schools.

Author Keywords: Aboriginal students, Critical pedagogy, Education, Ontario, Policy

Forensic scientific practice is conventionally understood as a solution to absence. With every technological advance the power and span of the archive grows and with it revives hopes of uncovering facts and locate bodies that might put genocide denial and/or negationism to rest. Destruction, however, continues to define the reality and conditions

for testimony in the aftermath of mass atrocity. This means that even as forensic scientific practice grows in its capacity to presence that which was previously unpresentable, destruction and the concomitant destruction of archive require that we consider what it means to remember with and without the archive alike. This dissertation explores the impact of forensic science on cultural memory through a choice of two case studies (set in Kosovo and Srebrenica respectively) where forensic scientific methods

were involved in the investigation of atrocities that were openly denied.

This dissertation makes an agnostic argument that the biblical example of the empty tomb can serve as a paradigm to understand the terms of witnessing and testifying to absence in the era of forensic scientific investigations. Specifically, it posits the following theses with regards to the empty tomb: it is a structure and an event that emerges at the intersection of forensic science's dual property as an indexical technique and as a witness

function, it cannot be validated through historiographic or forensic scientific methods (it is un-decidable) and as such serves as a corrective the fantasy of the total archive, is represented in the contemporary genre of forensic landscape; and because it breaks with the forensic imperative, it compels alternative uses for testimony and memorial practices that need not be defined by melancholia as it can accommodate forms of testimony that

are joyous and life affirming.

Author Keywords: Absence, Archive, Forensic, Memory, Testimony, Witness

The Truth and Reconciliation Commission of Canada (TRC) convened in 2008 and focused on the impact of the residential school on Indigenous people in Canada. It was intended to initiate healing in Indigenous communities while contributing to new understandings between Indigenous and non-Indigenous Canadians. In 2015, the TRC's mandate must be completed, and its final task is creating a National Research Centre (NRC) at the University of Manitoba that will hold all of the documentation generated and collected throughout the TRC's tenure. In this thesis I examine many of the challenges the NRC faces, such as lack of funding, institutional oversight, and the enormity of balancing the needs of Indigenous survivors and their communities against building an accessible archive. At a broader level, questions remain about how successful the TRC has been in achieving reconciliation between Indigenous and non-Indigenous Canadians, and how the NRC can work to fulfill this goal.

Author Keywords: archives, Canada, Indigenous, museums, residential schools, truth and reconciliation