This paper contends that unfree Indigenous student labour at residential schools was a key—and underappreciated—component of settler colonialism in Canada. Colonial administration and the churches attempted to “civilize” and assimilate Indigenous people—and prepare the frontier for white settlers—through residential schooling. Labour, in accordance with Euro‐Canadian gender norms, was expected to usher Brandon Industrial Institute (later Brandon Residential School) students from the “backwardness” of traditional lifeways to the industriousness and assimilation necessary for their roles in the serving classes of modern society. I use archival sources—newspapers, unpublished reports, Department of Indian Affairs documents, and United Church correspondence and photographs—and employ a version of Norman et al.'s “settler‐colonial grid of recognizability” to examine student labour. This paper argues that the Department of Indian Affairs and church officials at Brandon Residential School sought to make Indigenous youth “legible” under the settler‐colonial grid of recognizability through agricultural and manual work for boys and domestic labour for girls, both of which ensured the school's financial viability. I propose that this under‐explored aspect of settler colonialism could be understood through three main themes—imperial settler‐humanitarianism, the logic of containment, and productive bodies—that are traced across the lifetime of the school.

中文翻译：

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布兰登住宿学校的土著学生劳工和定居者殖民主义

本文认为，在寄宿学校中不自由的土著学生的劳动是加拿大定居者殖民主义的关键但未被重视的组成部分。殖民地行政机构和教堂试图通过居住学校教育来“文明”和吸收土著人民，并为白人移民做准备。按照欧洲-加拿大的性别规范，劳工有望将布兰登工业学院（后来的布兰登住宅学校）的学生从传统生活方式的“落后”带入勤奋和同化，以使其在现代社会的服务阶级中发挥作用。我使用档案资源-报纸，未发表的报告，印度事务部的文件以及联合教会的信件和照片-并使用Norman等人的版本。的“可确认的殖民者殖民地网格”，以检查学生的劳动情况。本文认为，布兰登寄宿学校的印度事务部和教堂官员试图通过对男孩的农业和体力劳动以及对女孩的家政劳动，使移民在“定居者-殖民地”可承认的殖民地网格下“清晰易读”。学校的财务可行性。我建议，可以通过贯穿学校生命周期的三个主要主题来理解定居者殖民主义的这一未充分探索的方面：帝国主义定居者人道主义，遏制逻辑和生产性主体。本文认为，布兰登寄宿学校的印度事务部和教堂官员试图通过对男孩的农业和体力劳动以及对女孩的家政劳动，使移民在“定居者-殖民地”可承认的殖民地网格下“清晰易读”。学校的财务可行性。我建议，可以通过贯穿学校生命周期的三个主要主题来理解定居者殖民主义的这一未充分探索的方面：帝国主义定居者人道主义，遏制逻辑和生产性主体。本文认为，布兰登寄宿学校的印度事务部和教堂官员试图通过对男孩的农业和体力劳动以及对女孩的家政劳动，使移民在“定居者-殖民地”可承认的殖民地网格下“清晰易读”。学校的财务可行性。我建议，可以通过贯穿学校生命周期的三个主要主题来理解定居者殖民主义的这一未充分探索的方面：帝国主义定居者人道主义，遏制逻辑和生产性主体。。