The increased emphasis on ethics that emerged in the 1960s has given rise to a decolonizing trend in research, policy and education that both acknowledges and aims to redress the injustices of colonization. The Residential Schools Legacy provides a good example of assimilative attitudes underlying British and later-Canadian government colonization policies, and of attempts to reform these attitudes. In cartography, maps have a history of aiding colonizers with a thirst for power over land, resources, people and rights. Reflecting the trend toward decolonization, many contemporary cartographers have adopted new attitudes, and are seeking instead to understand and use cartography’s power to tackle complex social and economic challenges. The Cybercartographic Atlas Framework provides a useful context for the theoretical and applied development of decolonizing cartographic projects, including the Lake Huron Treaty Atlas. The Residential Schools component of the Atlas provides an innovative tool for transitional justice with respect to the intergenerational effects of Residential Schools. This paper begins to explore the benefits of this Atlas component to Residential Schools reconciliation processes by appealing to David Crocker’s [1999] transitional justice-oriented approach to reckoning with past wrongs as an interpretative framework.

Additional Metadata
Persistent URL dx.doi.org/10.5623/cig2015-204
Journal Geomatica
Citation
Pyne, S. (Stephanie), & Taylor, D.R. (2015). Cybercartography, transitional justice and the residential schools legacy. Geomatica, 69(2), 173–187. doi:10.5623/cig2015-204