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In this book, author Helene Thiesen recounts her experience of
being removed from her family in Greenland as a young Inuk child,
to be 're-educated' in Denmark and an orphanage in Greenland. The
practice of forcible assimilation of Indigenous children into
colonial societies through 'education' has echoes in North America
and Australasia, and the painful legacy of these practices remains
under-acknowledged. In this poignant book, Helene recounts in
detail the process of being taken from her family in 1951, aged
seven, along with twenty-one other children, in the attempt to
re-make them into 'model Danish citizens', in a social 'experiment'
led by the Danish government and Save the Children Denmark. When
the children returned to Greenland a year and a half later, they
were sent to live in a Danish Red Cross orphanage, where they were
forbidden to speak their native languages, and were compelled to
adopt Danish language, culture and customs. With a detailed
introductory analysis from Dr Stephen James Minton, who also
provides the translation, Helene's account serves as a compelling
and powerful testimony of a devastating colonial experiment. Richly
illustrated with forty photos to help to situate the reader, this
book provides an invaluable case study for researchers and students
in the fields of Indigenous Studies, Critical Pedagogy and
Education, Psychology, European History, and Cultural Studies.
In this book, author Helene Thiesen recounts her experience of
being removed from her family in Greenland as a young Inuk child,
to be 're-educated' in Denmark and an orphanage in Greenland. The
practice of forcible assimilation of Indigenous children into
colonial societies through 'education' has echoes in North America
and Australasia, and the painful legacy of these practices remains
under-acknowledged. In this poignant book, Helene recounts in
detail the process of being taken from her family in 1951, aged
seven, along with twenty-one other children, in the attempt to
re-make them into 'model Danish citizens', in a social 'experiment'
led by the Danish government and Save the Children Denmark. When
the children returned to Greenland a year and a half later, they
were sent to live in a Danish Red Cross orphanage, where they were
forbidden to speak their native languages, and were compelled to
adopt Danish language, culture and customs. With a detailed
introductory analysis from Dr Stephen James Minton, who also
provides the translation, Helene's account serves as a compelling
and powerful testimony of a devastating colonial experiment. Richly
illustrated with forty photos to help to situate the reader, this
book provides an invaluable case study for researchers and students
in the fields of Indigenous Studies, Critical Pedagogy and
Education, Psychology, European History, and Cultural Studies.
Good indications as to the incidence rates concerning bullying,
aggressive behaviour and violence in schools have been developed
both in Ireland and internationally. This book presents and
discusses a study of 2,794 students from eight post-primary schools
in the Republic of Ireland who completed a specially-designed
38-item questionnaire, administered according to standardised
instructions by class teachers in normal school time. Across the
sample, around one in seven students reported having been
cyber-bullied over the past couple of months, and around one in
eleven reported having taken part in the cyber-bullying of others
at school within the past couple of months. This research study
confirms that the incidence of cyber-bullying amongst post-primary
students in schools in Ireland is significant, and that its
seriousness as an issue should not be underestimated.
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