Power, resistance and Spanish Residential School

This thesis explores the relationship between exercises of disciplinary power and acts of resistance as they relate to the negotiation of identities at Spanish Residential School between the years of 1878 and 1930. The school itself, originally Wikwemikong Industrial School, was administered by the Jesuits and the Daughters of the Heart of Mary and relocated to Spanish, Ontario in 1913. Various archival and printed sources have been used to reveal methods of disciplinary power that administrators used to reshape the Aboriginal students. However, despite their incessant efforts, the administrators of Spanish Residential School did not succeed in completely reforming their pupils. The documentary record, then, also suggests that students at Spanish Residential School, although confined in a very oppressive institution, creatively used opportunities to alter their circumstances.

William Still's Boarding House advertisement [n.d.]

Original advertisement for William Still's Boarding House, No. 832 South Street, below 9th, south side Philad'a [sic]. Not dated. The advertisement includes handwritten marginalia, possibly by William Still, on the left-hand side referring to St. Catharines. There is a small embossed stamp on the upper left-hand corner of the advertisement. This item was in the possession of the Rick Bell Family of St. Catharines.Handwritten marginalia (original spelling and punctuation): "Do remember me very kindly to all my enquiring friends _ I but seldom hear of late from St. Catherines" The street number printed in the original advertisement (374) has been crossed out in black ink and a handwritten "832" has been inserted. William Still was an African-American abolitionist from Philadelphia and clerk of the Anti-Slavery Society who by his own account assisted 649 slaves receive freedom. He kept records on fugitive slaves so their relatives could find them later. In 1872, he published his records in a book entitled, The Underground Railroad. Source: William Still Underground Railroad Foundation: http://www.undergroundrr.com/foundation/about.htm

Children's Bullying Experiences and Self-Worth Perceptions in a Private School

This study explored children's bullying experiences (as bully, victim, and bystander) and their self-worth perceptions in a private school in Ontario, Canada. Forty students from 12 different countries participated in a mixed methodology (both quantitative and qualitative) research design using a self-report questionnaire. Students reported involvement in bullying as a bully, victim, and bystander. The overall results reveal a pattern across the three roles where the degree of bullying observed as a bystander is the highest (57%) followed by the experiences as a victim (29%) and that performed as bully (21%). The bystanders reported direct bullying being witnessed, bullies reported indirect bullying interventions as being used, and victims of bullying reported indirect bullying being the most common type of bullying they experienced. Decreased feeling of self-worth is reported in the qualitative research data in regards to bullying. Boarding students reported issues regarding personal safety, need for social relationships, self-worth, and unacceptability of bullying. Implications for practice for the private school are discussed, focusing on the outcome of this study.