PRIMARY SOURCE ANALYSIS

Issa Hussain
HIE101
Dr. Mckercher
November 17, 2023
 The primary source for this assignment is Meghna Chakrabarti’s piece called “Stories

From Canada's Indigenous Residential School Survivors”, which is an interview highlighting

John Jones' experiences at the Alberni Residential School. It's a firsthand account that provides

personal insights and recollections of his time at the school. The interview was conducted to shed

light on the experiences of indigenous children in Canadian residential schools, focusing on the

hardships, abuse, and cultural genocide they faced. It serves to document and share personal

narratives as part of a broader historical record. The secondary source for this assignment written

by David MacDonald and Graham Hudson is called "The Genocide Question and Indian

Residential Schools in Canada,". It delves whether the actions of the Canadian federal

government and various churches, in their attempt to forcibly assimilate Aboriginal peoples in

residential schools, could be classified as genocide. In summary, while Jones’ interview provides

a personal and detailed account of the experiences within the IRS system, MacDonald and

Hudson’s article offers a critical analysis of these experiences in the broader context of legal and

historical definitions of genocide, particularly as it pertains to cultural genocide.

Incorporating Meghna Chakrabarti's background into the analysis of her interview with

John Jones adds another layer of understanding to the primary source. Chakrabarti, as a journalist

of Indian descent working in a predominantly Western media landscape, brings a unique

perspective to her reporting1. This cross-cultural experience might provide her with a broader

view of colonialism's impacts, as both India and Canada have histories of colonial rule. This

understanding could enable her to draw parallels and explore the deeper implications of such

systems on indigenous and marginalized populations. Moreover, Chakrabarti's race and gender

may also play a role in how she connects with and presents John Jones' story. As a woman of

color in the media industry, she might have a heightened awareness of the nuances and
1
1. “Meghna Chakrabarti,” Wikipedia, September 14, 2023, https://en.wikipedia.org/wiki/Meghna_Chakrabarti.
sensitivities involved in discussing topics related to marginalized communities. This awareness

could lead to a more empathetic and insightful approach to interviewing and storytelling, which

is evident in her handling of Jones' deeply personal and traumatic experiences. Overall,

Chakrabarti's background — encompassing her race, gender, nationality, occupation, and

educational class — seems to enable her to approach John Jones' story with a combination of

empathy, insight, and a commitment to social justice. This approach is critical in effectively

conveying the gravity of Jones' experiences and the broader historical context of the Canadian

residential school system.

The interview reflects on events from the 1960s, a time when the residential school

system was actively trying to assimilate indigenous children, a policy that continued from the

late 19th century until the late 1990s. Not long after 1920, where the Indian Act was amended to

make it compulsory for Status Indian children to attend either an Indian Residential school 2, This

period was characterized by a forced stripping away of cultural identities and traditions, which

Jones' experiences exemplify. While the interview does not specify its location, it delves into life

at the Alberni Residential School on Vancouver Island, offering insights into the day-to-day

realities and abuses that occurred there.

The intended audience for this interview is broad, encompassing the general public,

historians, and those interested in the rights and histories of indigenous peoples. Through Jones'

narrative, the interview aims to educate and raise awareness about the historical and ongoing

challenges faced by indigenous communities in Canada. It seeks to invoke empathy and

understanding, highlighting the need for reconciliation and healing as demonstrated through.

This account serves not just as a historical document, but also as a call to action, urging society
2
David B. MacDonald and Graham Hudson, “The Genocide Question and Indian Residential Schools in Canada,”
Canadian Journal of Political Science 45, no. 2 (2012): 427–49, https://doi.org/10.1017/s000842391200039x, 430.
to acknowledge and address the long-lasting impacts of such traumatic experiences on

indigenous peoples.

David B. MacDonald and Graham Hudson's article delves deeply into the complex issue

of defining and applying the concept of genocide within the context of the Canadian Indian

Residential Schools (IRS) system. The authors critically analyze whether the Canadian federal

government and various churches' efforts to forcibly assimilate Aboriginal peoples in these

schools could be legally and historically categorized as genocide. They scrutinize the legal

definitions and interpretations of genocide under both international and Canadian law, providing

a detailed historical backdrop of the IRS system 3. Specifically, MacDonald and Hudson trace the

genesis of the IRS system back to the mid-19th century, noting its strong influence from similar

institutions in the United States. They detail how these schools were initially conceptualized

partly under benign intentions to help Aboriginal people adapt to life in a predominantly white

society. This aspect of the framework shows the gradual shift from a system that was initially

perceived as beneficial to a more coercive and assimilationist approach.

When this scholarly article is juxtaposed with the primary source interview of John Jones

conducted by Meghna Chakrabarti, a nuanced understanding emerges, bridging personal

narratives and academic discourse. Jones’s personal account of his time at the Alberni

Residential School vividly captures the essence of MacDonald and Hudson’s analysis. His

recollections of “abuse” and “cultural erasure” 4 underpin the systemic issues highlighted in the

article. For historians, Jones’ interview is a treasure trove of tangible evidence, substantiating the

scholarly claims regarding the IRS system as a potential vehicle for cultural genocide.

3
David B. MacDonald and Graham Hudson, 432
4
Meghna Chakrabarti, “Stories from Canada’s Indigenous Residential School Survivors,” On Point, July 28, 2021,
https://www.wbur.org/onpoint/2021/07/28/stories-from-survivors-of-canadas-indigenous-residential-schools.
 In their article, MacDonald and Hudson discuss the legal definition of genocide and its

applicability to the IRS system, highlighting the necessity of proving intent to destroy a

particular group5. Specifically, Macdonald and Hudson use an aspect of Lemkin’s definition of

genocide, the “Forcible transferring of children of the group to another group” and “prohibition

of the use of the national language even in private intercourse” 6 to prove that the IRS system was

within bounds to be defined as genocide. John’s personal experience of being “ Forcibly

removed from family” and getting “whipped”7 for speaking his native tongue exemplifies this

aspect of Lemkin’s definition further proving Hudson’s point. Moreover, The debate around

cultural genocide is thoroughly explored, referencing legal standards and historical evidence

such as the UNGC and Canadian criminal code to determine whether IRS fits the criteria to be

considered an act of genocide. The experiences of Jones being “ physically tortured” and

witnessing his friends “getting strapped”8 for misbehaving align with current Canadian Criminal

Codes and the UNGC with what constitutes cultural genocide, Further adding to McDonald and

Hudson’s journal and to the narrative of IRS as a whole. Adversely, it is also important to note

that while Jones’ interview is powerful, it represents a singular perspective and does not fully

address broader issues such as the overall effectiveness of the IRS system in achieving its

assimilative goals or the full range of governmental policies involved, which was a key aspect in

determining whether IRS where considered a cultural genocide in the secondary source.

Together, Jones’ personal account and MacDonald and Hudson's academic discussion

offer a rich, multifaceted view of the IRS system. While Jones provides a direct, human

5
David B. MacDonald and Graham Hudson, 437

6
David B. MacDonald and Graham Hudson, 437

7
Meghna Chakrabarti, “Stories from Canada’s Indigenous Residential School Survivors,”
8
Meghna Chakrabarti, “Stories from Canada’s Indigenous Residential School Survivors,”
perspective on the abuses within the system, MacDonald and Hudson place these experiences

within a larger narrative of legal and historical analysis. This combination offers a

comprehensive understanding of the historical, cultural, and personal impacts of the IRS system.

Bibliography

Chang, Jonathan, Meghna Chakrabarti, and Tim Skoog. “Stories from Canada’s

Indigenous Residential School Survivors.” On Point, July 28, 2021.

residential-schools.

MacDonald, David B., and Graham Hudson. “The Genocide Question and Indian

Residential Schools in Canada.” Canadian Journal of Political Science 45, no. 2 (2012): 427–49.

https://doi.org/10.1017/s000842391200039x.

“Meghna Chakrabarti.” Wikipedia, September 14, 2023.

https://en.wikipedia.org/wiki/Meghna_Chakrabarti.