What is it about?
This article shows how Indigenous authors use the fictional residential school diary as a medium for restor(y)ing relationships with self, kin, and the land. By analyzing texts by Anishinaabe author Ruby Slipperjack and Nlakapamux author Shirley Sterling through the lens of Leanne Simpson’s concept of “generative refusal”, the article provides new ways of understanding how residential school literature and, more broadly, residential school testimony resist and rewrite colonial narratives.
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Why is it important?
By offering new ways of thinking about both resistance in residential schools and about witnessing and engaging with residential school testimony, Sterling’s and Slipperjack’s fictional diaries make important contributions to residential school literature and, more broadly, to the discourse of residential school testimony.
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This page is a summary of: "We Are Here Now": The Generative Refusal of Fictional Residential School Diaries, Studies in American Indian Literatures, January 2020, Project Muse,
DOI: 10.1353/ail.2020.0019.
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