Marhamah Sohail

Zygmunt Bauman’s Modernity and the Holocaust and the Residential Schools in Canada: A Bureaucratic Analysis

Introduction

Zygmunt bauman’s modernity and the holocaust and the residential schools in canada: a bureaucratic analysis . Examine Canadian residential schools and cultural genocide through Zygmunt Bauman's "Modernity and the Holocaust." Explores bureaucracy's role in rationalizing the "Indian problem" and its modern implications.

Abstract

Presently, the issue of the residential schools in Canada has gained traction due to its ‘civilizing’ process that has uniquely been identified as a ‘cultural genocide.’ The aim of this paper is to use the concepts outlined in Zygmunt Bauman’s Modernity and the Holocaust and apply them to the residential schools, not to make a comparison between the two, but rather to analyze how bureaucracy and its instruments made the ‘Indian problem’ completely ‘rational,’ just like how the Holocaust was ‘rational’ because the ‘Jewish problem’ was also seen as ‘rational.’ This essay surveys reports from the Department of Indian Affairs 1880 to 1919, to further expand on the use of bureaucracy in carrying out this ‘cultural genocide.’ This question also addresses a key issue: if the Holocaust was considered ‘modern’ because it came from ‘Enlightened’ thinking that made the ‘Jewish problem’ ‘rational,’ then can the residential schools and subsequent cultural genocide, also be described as a modern genocide?  

Review

This paper proposes a compelling and timely analysis, leveraging Zygmunt Bauman’s seminal work *Modernity and the Holocaust* to illuminate the bureaucratic mechanisms underlying the Canadian Residential School system. This theoretical lens promises a nuanced understanding of how the 'cultural genocide' enacted through the schools was rendered 'rational' within a specific administrative and ideological framework. The central question—whether the residential schools and their consequences can be understood as a 'modern genocide' in Bauman's sense—is highly pertinent and contributes significantly to ongoing critical discourse concerning colonial practices and their classification within genocide studies. A key strength of this proposed study lies in its explicit intention not to draw direct comparisons between the Holocaust and the residential schools, but rather to use Bauman's conceptual apparatus to analyze the bureaucratic rationalization of harm in the latter context. This careful methodological distinction is crucial and avoids common pitfalls in such analyses. The abstract clearly outlines a historical empirical approach, specifically a survey of Department of Indian Affairs reports from 1880 to 1919. This primary source engagement is well-chosen to demonstrate the institutional machinery and policy narratives that facilitated the "Indian problem's" perceived rationality, mirroring Bauman’s insights into the "Jewish problem." The research question is sharply defined, directly engaging with the core tenets of Bauman's work and applying them to a distinct historical context. While the proposed framework is robust, the paper could benefit from further elaboration on certain aspects. Specifically, how will the paper delineate the precise *mechanisms* of bureaucratic rationalization in the residential school context that align with Bauman’s analysis of the Holocaust, beyond simply stating both problems were seen as 'rational'? A deeper engagement with Bauman’s specific concepts—such as the role of technology, moral disengagement, and the compartmentalization of tasks—would strengthen the analytical bridge. The argument for the residential schools as a 'modern genocide' also invites further theoretical unpacking: what specific criteria, beyond the 'Enlightened' thinking aspect, will be used to firmly anchor this classification within Bauman's framework, and how will it navigate potential differences in scale, intent, and execution compared to the Holocaust, while still maintaining the conceptual utility of the 'modernity' aspect? These considerations will refine the contribution and ensure a rigorous application of Bauman's complex theories.

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