In Dying from Improvement, Sherene H. Razack argues that, amidst systematic state violence against Indigenous people, inquiries and inquests serve to obscure the violence of ongoing settler colonialism under the guise of benevolent concern. They tell settler society that it is caring, compassionate, and engaged in improving the lives of Indigenous people – even as the incarceration rate of Indigenous men and women increases and the number of those who die in custody rises.

For five consecutive generations, from roughly 1880 to 1980, Indigenous children in the United States and Canada were forcibly taken from their families and relocated to residential schools. The stated goal of this government program was to "kill the Indian to save the man." Half of the children did not survive the experience, and those who did were left permanently scarred. The resulting alcoholism, suicide, and the transmission of trauma to their own children has led to a social disintegration with results that can only be described as genocidal. "This book is essential reading for anyone concerned with the ravages of settler state colonialism or the effects of transgenerational trauma." - -Natsu Taylor Saito, Professor of Law, Georgia State University

The legacy of the residential school system ripples throughout Native Canada, its fingerprints on the domestic violence, poverty, alcoholism, drug abuse, and suicide rates that continue to cripple many Native communities. Magic Weapons is the first major survey of Indigenous writings on the residential school system, and provides groundbreaking readings of life writings by Rita Joe (Mi’kmaq) and Anthony Apakark Thrasher (Inuit) as well as in-depth critical studies of better known life writings by Basil Johnston (Ojibway) and Tomson Highway (Cree). Magic Weapons examines the ways in which Indigenous survivors of residential school mobilize narrative in their struggles for personal and communal empowerment in the shadow of attempted cultural genocide. By treating Indigenous life-writings as carefully crafted aesthetic creations and interrogating their relationship to more overtly politicized historical discourses, Sam McKegney argues that Indigenous life-writings are culturally generative in ways that go beyond disclosure and recompense, re-envisioning what it means to live and write as Indigenous individuals in post-residential school Canada.* 2008 Choice Magazine Outstanding Academic Title.