Kleinian Reparation: A Psychoanalytic Exploration of Residential School Apology in Canada. by Barbara Greenberg A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department for the Study of Religion University of Toronto © Copyright by Barbara Greenberg 2012 Kleinian Reparation: A Psychoanalytic Exploration of Residential School Apology in Canada Barbara Greenberg Doctor of Philosophy Department for the Study of Religion University of Toronto 2012 Abstract The work of mid-twentieth century psychoanalyst Melanie Klein stresses the importance of the phantasy world and its role within the human psyche. For Klein innate human destructive phantasies coexist with feelings of love, guilt, and reparation. Love and hate exist in tension with one another and one must cope with balancing these feelings. I will use the psychoanalytic concept of reparation as understood by Klein to explore the performance of apology and reparation. Reparation, for Klein, refers to the psychological need to make things good, that is to say, to mend and repair relationships with others. Using this concept this work will examine the United Church of Canada's 1986 and 1998 apologies to First Nations peoples for its involvement in the residential school system, as well as the Canadian government's “Statement of Reconciliation” and 2008 apology for residential schools. This work asks the question: are these apologies effective in their attempts to make amends for past injustices or are they examples of what Klein calls “manic reparation”, which works to conceal, hide, or preserve phantasies of aggression? Klein's theories will provide a new and evaluative theoretical lens to discuss apology. The academic study of apology currently seeks to find “categorical elements”, which are then used to decide if the apology is a “success.” But this approach is missing the important component of the ii implied reparative concept within an apology. An apology is not only a written text but also an act that can work to conceal or reveal the perpetrators’ view of their transgressions. Exploring the manifest and latent content of apologies will provide a richer insight into the apology process. iii Acknowledgments During this last year I began to realize that the process of completing a dissertation is much like my experiences of long distance racing: you start out feeling fabulous, begin to doubt yourself midway through the run, and then close to the end you come back with a great kick. During this very “long run” I had a very excellent support team that appeared at various points to cheer me on, and I would like to take a moment to thank them for their help and encouragement to get me across the finish line. This thesis would not have been possible without the help of my Supervisor, Dr. Marsha Hewitt, who was always been very encouraging about my work. I always left a meeting with Marsha feeling much better than when I walked in the room – a testament to her patience and support of my work. Marsha, I am truly thankful for your help and guidance. I am grateful to my committee members Dr. Phyllis Airhart and Dr. James Dicenso, both of whom provided me with excellent feedback for my drafts and were very flexible for my timetable for completion. Thank you both. I would like to thank my colleagues and friends Bonnie de Bruijn and Nicholas Dion, both of whom have made excellent sounding boards for my ideas. It was a pleasant surprise to find colleagues with similar theoretical interests, and I am very grateful for having met you both. I must show my gratitude to my Mom, Dad, and my sister who each provided moral support throughout this lengthy process. Yes, family, it’s true: I finished!! And, at last (certainly not least!), I am forever indebted to my husband Patrick for his never-ending support and encouragement. There never was a better cheerleader (or editor!) through this process. In moments of despair and moments of happiness, you helped get me to the finish line. Thank you so much! (High five!) iv Table of Contents Table of Contents ACKNOWLEDGMENTS........................................................................................................................ IV TABLE OF CONTENTS ...........................................................................................................................V LIST OF APPENDICES .........................................................................................................................VII INTRODUCTION THE RISE OF APOLOGY........................................................................................1 A. THE AGE OF APOLOGY?........................................................................................................................1 B. WHY APOLOGIES? WHY NOW? ............................................................................................................2 C. CANADA: A “SORRY STATE”?..............................................................................................................5 D. EXAMINING APOLOGY: USING A PSYCHOANALYTIC APPROACH ........................................................7 E. WHAT’S TO COME: THE STRUCTURE OF THIS WORK .........................................................................11 CHAPTER 1...............................................................................................................................................13 PSYCHOANALYSIS AND THE THEORIES OF MELANIE KLEIN...............................................13 1.1 MELANIE KLEIN .............................................................................................................................13 1.2 THE PHANTASY WORLD ....................................................................................................................14 1.3 MANAGING ANXIETIES: INTROJECTION AND PROJECTION ...............................................................15 1.4 THE POSITIONS: PARANOID-SCHIZOID POSITION AND DEPRESSIVE POSITION.................................16 1.5 REPARATION......................................................................................................................................18 1.6 KLEIN’S REPARATION AND APOLOGY...............................................................................................20 CHAPTER 2...............................................................................................................................................29 PSYCHOANALYSIS: ANALYZING TEXT AND ACTION ...............................................................29 2.1 FREUD’S DEFENCE OF PSYCHOANALYSIS .........................................................................................31 2.2 RICOEUR AND PSYCHOANALYSIS AS A TOOL TO INTERPRET TEXT AND ACTION.............................36 2.3 MANIFEST AND LATENT CONTENT....................................................................................................38 2.4 FREUD ON CULTURE AND A MODEL FOR ETHICS..............................................................................38 CHAPTER 3...............................................................................................................................................43 SAYING “SORRY”...................................................................................................................................43 3.1 THE COLLECTIVE: THE RISE OF COLLECTIVE GUILT LEADING TO APOLOGY..................................45 3.2 THE ELEMENTS OF A CATEGORICAL APOLOGY ................................................................................54 3.3 CORROBORATED FACTUAL RECORD .................................................................................................56 3.4 ACCEPTANCE OF CAUSAL RESPONSIBILITY ......................................................................................58 3.5 IDENTIFY MORAL WRONGDOING ......................................................................................................60 3.6 COMMITMENT TO VIOLATED MORAL PRINCIPLES............................................................................62 3.7 CATEGORICAL REGRET .....................................................................................................................63 3.8 PERFORMANCE OF APOLOGY ............................................................................................................65 3.9 REFORM AND REPARATION ...............................................................................................................69 3.10 STANDING........................................................................................................................................72 3.11 INTENTIONS .....................................................................................................................................72 3.12 WHY APOLOGIZE? ...........................................................................................................................73 CHAPTER 4...............................................................................................................................................78 THE BIBLE AND THE PLOUGH: THE HISTORY OF RESIDENTIAL SCHOOLS IN CANADA .....................................................................................................................................................................78 4.1THE THREE PHASES OF RELATIONS BETWEEN FIRST NATIONS AND EUROPEAN SETTLERS .............79 v 4.2 THE MYTH OF THE “NOBLE SAVAGE” AND OTHER ASSUMPTIONS ABOUT FIRST NATIONS BY COLONIZERS