Cited by 1Indigenous Health, Education, and RightsPostcolonial and Cultural Literary StudiesMemory, Trauma, and Testimony

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The Residential School Experiences in Drew Hayden Taylor’s Motorcycles & Sweetgrass and Tomson Highway’s Kiss of the Fur Queen

Open access
Song, Chengcheng·2018·Theory and Practice in Language Studies

Abstract

In Canada, the residential school system established in the nineteenth century remains a dark chapter in the nation’s history. The schools operated under that system were one of the major instruments used by the government to assimilate Aboriginal people into mainstream Canadian society. Based on the assumption that children were easier to manipulate and control than adults, the residential school system targeted Aboriginal children. As a common theme in Canadian Aboriginal literature, residential school experiences are represented in Drew Hayden Taylor’s Motorcycles & Sweetgrass and Tomson Highway’s Kiss of the Fur Queen. The present paper focuses on the traumatic residential school experiences depicted in the two novels as well as their long-term effects. Healing the wounds of history remains a daunting task for the Canadian government.

Overview

AI snapshot

Written from the paper’s full text.

TL;DR

This paper reads Drew Hayden Taylor's *Motorcycles & Sweetgrass* (2010) and Tomson Highway's *Kiss of the Fur Queen* (1998) as literary representations of Canada's residential school system, arguing that the schools forcibly severed children from family, identity, language, and culture while exposing them to physical and sexual abuse with lifelong consequences. It frames these fictional depictions against a historical account of the system from its 17th-century missionary origins to the 1996 closure of the Gordon Residential School.

Key findings

  • Forced removal from home is shown as compulsory and legally enforced: the Indian Act was amended in 1920 to make attendance mandatory for Indian children aged seven to fifteen, and parents who refused faced legal penalties. In *Kiss of the Fur Queen*, Abraham cites the Indian Agent's "orders" and "the law" as the reason Jeremiah must go at seven.
  • Identity was stripped through forced haircuts, European uniforms, re-naming (Lillian/"Mizhakwan" becomes Lillian; Jeremiah's "Champion" becomes Jeremiah; Chugweesees becomes "Jane"), and Christian indoctrination — including a heaven-and-hell chart in which Jeremiah "could nevertheless not find a single Aboriginal person."
  • Native language was banned and punished: in *Motorcycles & Sweetgrass*, "words other than English or Latin were unchristian and those who used them were punished severely," and Sammy Aandeg is beaten "practically every day"; in *Kiss of the Fur Queen*, a token contest rewards boys for catching peers speaking Cree. Jeremiah loses Cree after his first year and later "can nevertheless not even understand the basics of Cree."
  • Abuse is pervasive: physical (beating, lashing, confinement in a shed) in both novels, and sexual abuse — portrayed only in Highway's novel — with Father Lafleur assaulting both Gabriel and Jeremiah. Long-term effects depicted include Sammy's "shell-shock," nightmares and alcoholism, Jeremiah's sadomasochistic tendencies, and Gabriel's promiscuity and eventual AIDS.

Methods

  • Comparative close reading of two novels — Taylor's *Motorcycles & Sweetgrass* and Highway's *Kiss of the Fur Queen* — organized thematically around four topics: forced separation from family, loss of identity, loss of language, and abuse.
  • Historical context drawn from secondary sources, chiefly the Truth and Reconciliation Commission reports (*The History*, Parts 1 and 2; *A Knock on the Door*), Miller (1996), Barman et al. (1986), Daly (2014), and Florence (2015), tracing the system from a 1620 Récollet boarding school near Québec City to the 1996 closure of the Gordon Residential School in Saskatchewan.
  • Literary-critical sources (McKegney 2005; Buzny 2011) are used to support interpretation of specific scenes, particularly the sexual abuse passages.

Limitations

  • Not stated in the paper: the article contains no explicit limitations section.
  • Evident from the text: the analysis is confined to two novels and does not engage other residential school narratives or survivor testimony directly; the historical section relies entirely on secondary and TRC sources rather than archival research; and the treatment of sexual abuse rests on a single novel, so the paper's broader claims about abuse are supported unevenly across its two primary texts.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.17507/tpls.0812.02

Cites

Statistics

Nothing to recompute.

Verification

Claims the paper makes

58 Own interpretation · 47 No basis given · 35 Sources not found · 12 Not checked yet · 1 Own result

  • Probably not a substantial claim. 113
  • It may state two separate claims as one. 29
117 of 117
  • The authors state this as an assumption.

    Children were easier to manipulate and control than adults.

    “Based on the assumption that children were easier to manipulate and control than adults, the residential school system targeted Aboriginal children.”
  • The paper relies on this without support.

    Most Aboriginal children forced to leave home for residential school felt very lonely and homesick.

    “Forced to leave home for residential school, most Aboriginal children felt very lonely and homesick.”
  • The paper relies on this without support.

    There were often attempts by some Aboriginal children to run away from residential school.

    “There were often attempts made by some of them to run away from school.”
  • The paper relies on this without support.

    If caught and brought back, runaway Aboriginal children would be severely punished.

    “But if they were caught and brought back, they would be severely punished.”
  • The paper relies on this without support.

    Native languages were widely viewed as inferior to English in colonialist ideology.

    “This mirrors the widespread colonialist view which sees Native languages as inferior to English.”
  • The paper relies on this without support.

    The two selected novels accurately reflect the residential school experiences and practices of Aboriginal children.

    “Upon entering residential schools, as evidenced by the two selected novels, children were forced to learn Christianity and perform Christian rituals.”
  • The paper relies on this without support.

    Aboriginal culture is usually passed on orally.

    “Given that Aboriginal culture is usually passed on orally, the loss of language is destined to cause enormous cultural losses to Aboriginal communities.”
  • The paper relies on this without support.

    Corporal punishment was frequently dished out to children to ensure their obedience and compliance.

    “Corporal punishment was frequently dished out to children to ensure their obedience and compliance.”
  • The paper relies on this without support.

    Many Aboriginal students gradually forgot their Native language during their long stay in English-speaking school environment.

    “During their long period of stay in the English-speaking school environment, many Aboriginal students gradually forgot their Native language.”
  • The paper relies on this without support.

    The residential school system effectively broke Aboriginal children's family ties by forcibly removing them from their families.

    “By forcibly removing Aboriginal children from their families, the residential school system effectively broke their family ties.”
  • The paper relies on this without support.

    The removal of Aboriginal children from their homes impedes their later reentry into their families and communities.

    “It is noteworthy that the removal of Aboriginal children from their homes impedes their later reentry into their families and communities.”
  • The paper relies on this without support.

    The loss of one's Native language is a painful aspect of the residential school experience.

    “The loss of one's Native language is another painful aspect of the residential school experience.”
  • The paper relies on this without support.

    The loss of language caused by the schools usually has a multigenerational effect on Aboriginal communities.

    “The loss of language caused by the schools usually has a multigenerational effect on Aboriginal communities.”
  • The paper relies on this without support.

    The painful memories of abuse usually haunt residential school survivors for the rest of their lives and lead them to adopt destructive coping methods.

    “The painful memories of abuse usually haunt residential school survivors for the rest of their lives and lead them to adopt destructive coping methods.”
14 of 14

Citations

Cites

Still being checked.

Research works printed but not linked: 7

  1. [1][1] Barman, Jean, Yvonne Hebert, & Don McCaskill. (1986). 'The Legacy of the Past: An Overview.' In Jean Barman, Yvonne Hebert, & Don McCaskill (eds), Indian Education in Canada . Vol. 1: The Legacy. Vancouver: University of British Columbia Press, 1-22. -
  2. [3][3] Daly, Kathleen. (2014). Redressing Institutional Abuse of Children. Houndsmill Basingstoke: Palgrave Macmillan. -
  3. [7][7] Miller, James Rodger. (1996). Shingwauk's Vision: A History of Native Residential Schools. Toronto: Toronto University Press. -
  4. [8][8] Steckley, John, and Bryan David Cummins. (2001). Full Circle: Canada's First Nations. Toronto: Prentice Hall. -
  5. [10][10] Truth and Reconciliation Commission of Canada. (2015). Canada's Residential Schools: The History, Part 1, Origins to 1939: The Final Report of the Truth and Reconciliation Commission of Canada. Vol. 1. Montreal: McGill-Queen's University Press. -
  6. [11][11] Truth and Reconciliation Commission of Canada. (2015). Canada's Residential Schools: The History, Part 2, 1939 to 2000: The Final Report of the Truth and Reconciliation Commission of Canada. Vol. 1. Montreal: McGill-Queen's University Press. -
  7. [12][12] Truth and Reconciliation Commission of Canada. (2015). A Knock on the Door: The Essential History of Residential Schools from the Truth and Reconciliation Commission of Canada. Winnipeg: University of Manitoba Press. <!-- image --> Chengcheng Song was born in Shandong, China in 1987. She majored in MA North American Studies and MA German as Foreign Language at Philipps University of Marburg. Her research interests include literature of the United States and Canada, American cultural studies, foreign language didactics, and German teaching and studies. Her doctoral dissertation is on the teaching and acquisition of grammatical genders of German nouns.

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Metadata

Authors
Song, C.
Affiliations
Philipps University of Marburg (DE)
Corresponding author
Song, Chengcheng
Venue
Theory and Practice in Language Studies
Published
2018-12-01
Volume
8
Issue
12
Pages
1575
ISSN
1799-2591 (ISSN-L)
OpenAlex
W2903237856
Cited by
1
References
0
Citations by year
2019: 1
FWCI
0.24
Type
journal article
Language
en
Open access
Locations
Theory and Practice in Language Studies (publishedVersion)
Topics
  • Social Sciences › Health › Indigenous Health, Education, and Rights
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Postcolonial and Cultural Literary Studies
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Memory, Trauma, and Testimony
Keywords
residential schools, indigenous children, Tomson Highway, Kiss of the Fur Queen, cultural assimilation, trauma, intergenerational effects, healing

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