https://library.icmglt.org/files/original/9304d57df08ed51590708c13a5a727f5.png 9e989d4ad307df3d7af2addfd6d86a77 https://library.icmglt.org/files/original/ec6a3af0ac2ed9d75e0a47264f47c85f.pdf bb6b95f2c20264fc3b7a4e6915c2d962 Electronic Resource View Source <a href="https://doi.org/10.25430/pupj-PHRG-2025-AOF-6">https://doi.org/10.25430/pupj-PHRG-2025-AOF-6</a> Document Type Journal article Author(s) Indira Boutier, Conor Hill Volume Vol. 9 Issue No. 1 Publisher Padova University Press (Padua, Italy) Journal Name Peace Human Rights Governance Publication Date 2025 ISBN 25323474 Region Canada Language English Access Open Access Abstract This article explores Canada’s legal and institutional responses to the residential school system, arguing that symbolic recognition has often come at the expense of substantive structural reform. While the Indian Residential Schools Settlement Agreement and the Truth and Reconciliation Commission have offered a framework for redress, they remain embedded within the same legal architecture that facilitated historical injustices. A decade after the Truth and Reconciliation Commission’s 94 Calls to Action, progress on implementation remains uneven, revealing persistent gaps in resource allocation, institutional accountability, and public trust. The analysis adopts an interdisciplinary approach, combining legal doctrine, historical inquiry, and human rights analysis. It further examines how digital activism and mediated forms of memory operate as counterpoints to state-led reconciliation. These digital interventions expose the inertia of legal institutions by reframing the temporality of justice: while legal mechanisms proceed within procedural and bureaucratic logics, digital platforms demand immediacy, visibility, and affective engagement. This tension underlines a deeper paradox – namely, that visibility may increase disillusionment when not accompanied by institution transformation. The article situates reconciliation within the broader continuity of settler colonialism, contending that legal responses often reify the state’s dual role as both perpetrator and redeemer. Consequently, the article questions whether such frameworks can meaningfully deliver justice. Cataloger Haley Lesemann Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Between Acknowledgement and Inertia: Reflections on the Legacy of Canada's Residential School System Subject The topic of the resource Boarding schools--Canada--History Boarding Schools Collective Memory Colonialism Decolonization Human Rights Indigenous Children Indigenous peoples Reparations Social Media Transitional Justice