Learn, Teach, Challenge

Description

This is a collection of classic and newly commissioned essays about the study of Indigenous literatures in North America. The contributing scholars include some of the most venerable Indigenous theorists, among them Gerald Vizenor (Anishinaabe), Jeannette Armstrong (Okanagan), Craig Womack (Creek), Kimberley Blaeser (Anishinaabe), Emma LaRocque (Métis), Daniel Heath Justice (Cherokee), Janice Acoose (Saulteaux), and Jo-Ann Episkenew (Métis). Also included are settler scholars foundational to the field, including Helen Hoy, Margery Fee, and Renate Eigenbrod. Among the newer voices are both settler and Indigenous theorists such as Sam McKegney, Keavy Martin, and Niigaanwewidam Sinclair.

The volume is organized into five subject areas: Position, the necessity of considering where you come from and who you are; Imagining Beyond Images and Myths, a history and critique of circulating images of Indigenousness; Debating Indigenous Literary Approaches; Contemporary Concerns, a consideration of relevant issues; and finally Classroom Considerations, pedagogical concerns particular to the field. Each section is introduced by an essay that orients the reader and provides ideological context. While anthologies of literary criticism have focused on specific issues related to this burgeoning field, this volume is the first to offer comprehensive perspectives on the subject.

Sujets

• Positional good
• Gendér
• Pedagogy
• Eurocentrism
• Tribalism
• Literary criticism
• Indigenous peoples
• Universalism
• Sovereignty
• Ethics
• Storytelling

Informations

• Publié par: Wilfrid Laurier University Press
• Date de parution: 15 juillet 2016
• Nombre de lectures: 3
• EAN13: 9781771121873
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

This e-book is an uncorrected pre-publication proof and is not the final text. Changes may be made to the final print and digital versions of this text. When quoting from the text please check against final copy, or with Wilfrid Laurier University Press for confirmation.
For more information please contact [e-mail] .
Wilfrid Laurier University Press 75 University Avenue West Waterloo, ON N2L 3C5 Canada
Phone: [phone] ext. 2665 Website: www.wlupress.wlu.ca Facebook: www.facebook.com/wlupress Twitter: http://twitter.com/wlupress Pinterest: http://pinterest.com/wlupress/
Print books are distributed by University of Toronto Press in Canada and Ingram Publisher Services in the United States, available through your preferred bookseller. E-books are available from Academic Pub/Sharedbook, Amazon Kindle, Apple iBooks, Barnes Noble s Nook, Baker Taylor s Blio, EBSCO/NetLibrary, EBL/Ebooks Corporation, Ebrary/Canadian Electronic Library, Google Editions, IngramDigital/MyiLibrary, Kobo, Overdrive, Paper C GMB, Project MUSE (UPCC), and Sony Reader. Course Pack use can be explored through Academic Pub/Sharedbook.
LEARN, TEACH, CHALLENGE
Indigenous Studies Series
The Indigenous Studies Series builds on the successes of the past and is inspired by recent critical conversations about Indigenous epistemological frameworks. Recognizing the need to encourage burgeoning scholarship, the series welcomes manuscripts drawing upon Indigenous intellectual traditions and philosophies, particularly in discussions situated within the Humanities.
Series Editor: Dr. Deanna Reder (M tis), Assistant Professor, First Nations Studies and English, Simon Fraser University
Advisory Board: Dr. Jo-ann Archibald (Sto:lo), Professor, Associate Dean, Indigenous Education, University of British Columbia
Dr. Kristina Fagan Bidwell (NunatuKavut), Associate Professor, English, University of Saskatchewan
Dr. Daniel Heath Justice (Cherokee), Professor, English, Canada Research Chair in Indigenous Literature and Expressive Culture, University of British Columbia
Dr. Eldon Yellowhorn (Piikani), Associate Professor, Archaeology, Director of First Nations Studies, Simon Fraser University
For more information, please contact: Siobhan McMenemy Senior Editor Wilfrid Laurier University Press 75 University Avenue West Waterloo, ON N2L 3C5 Canada Phone: [phone], ext. 3782 Fax: [phone] Email: [e-mail]
LEARN, TEACH, CHALLENGE
Approaching Indigenous Literatures

Deanna Reder and Linda M. Morra, editors
Wilfrid Laurier University Press acknowledges the support of the Canada Council for the Arts for our publishing program. We acknowledge the financial support of the Government of Canada through the Canada Book Fund for our publishing activities. This work was supported by the Research Support Fund.


Library and Archives Canada Cataloguing in Publication
Learn, teach, challenge : approaching indigenous literatures / Deanna Reder and Linda M. Morra, editors.
(Indigenous studies series)
Includes bibliographical references and index. Issued in print and electronic formats. ISBN 978-1-77112-185-9 (paperback).-ISBN 978-1-77112-186-6 (pdf).-ISBN 978-1-77112-187-3 (epub)
1. Canadian literature (English)-Native authors-History and criticism. 2. Canadian literature (English)-Native authors- Study and teaching. I. Morra, Linda M., editor II. Reder, Deanna, 1963-, editor III. Series: Indigenous studies series
PS8089.5.I6L42 2016 C810.9 897 C2016-900267-5 C2016-900268-3

Front-cover image by XXXXX. Cover design by XXXX and text design by Janette Thompson (Jansom).
2016 Wilfrid Laurier University Press Waterloo, Ontario, Canada www.wlupress.wlu.ca
This book is printed on FSC certified paper and is certified Ecologo. It contains post-consumer fibre, is processed chlorine free, and is manufactured using biogas energy.
Printed in Canada
Every reasonable effort has been made to acquire permission for copyright material used in this text, and to acknowledge all such indebtedness accurately. Any errors and omissions called to the publisher s attention will be corrected in future printings.
No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written consent of the publisher or a licence from the Canadian Copyright Licensing Agency (Access Copyright). For an Access Copyright licence, visit http://www.accesscopyright.ca or call toll free to 1-800-893-5777.
Dedicated to and in loving memory of Jo-Ann Episkenew, teacher, mentor, friend
CONTENTS
Acknowledgements
Learn, Teach, Challenge: Introduction
Introduction
Deanna Reder and Linda Morra
I POSITION
1 Introduction
Deanna Reder
2 Iskwewak Kah Ki Yaw Ni Wahkomakanak: Re-membering Being to Signifying Female Relations
Janice Acoose
3 Introduction from How Should I Read These? Native Women Writers in Canada
Helen Hoy
4 Teaching Aboriginal Literature: The Discourse of Margins and Mainstreams
Emma LaRocque
5 Preface from Travelling Knowledges: Positioning the Im/Migrant Reader of Aboriginal Literatures in Canada
Renate Eigenbrod
6 Strategies for Ethical Engagement: An Open Letter Concerning Non-Native Scholars of Native Literatures
Sam McKegney
7 A Response to Sam McKegney s Strategies for Ethical Engagement: An Open Letter Concerning Non-Native Scholars of Native Literatures
Robert Appleford
8 Situating Self, Culture and Purpose in Indigenous Inquiry
Margaret Kovach
9. Final Section Response: The lake is the people and life that come to it : Location as Critical Practice
Allison Hargreaves
II IMAGINING BEYOND IMAGES AND MYTHS
10 Introduction
Linda M. Morra
11. A Strong Race Opinion: On the Indian Girl in Modern Fiction
E. Pauline Johnson
12 Indian Love Call
Drew Hayden Taylor
13 Introduction and Marketing the Imaginary Indian from The Imaginary Indian: The Image of the Indian in Canadian Culture
Daniel Francis
14 Postindian Warriors
Gerald Vizenor
15 Postcolonial Ghost Dancing: Diagnosing European Colonialism
James (S k j) Youngblood Henderson
16 The Trickster Moment, Cultural Appropriation, and the Liberal Imagination
Margery Fee
17 Myth, Policy, and Health
Jo-Ann Episkenew
18 Final Section Response: Imagining Beyond Images and Myths
Renae Watchman
III DELIBERATING INDIGENOUS LITERARY APPROACHES
19 Introduction
Natalie Knight
20 Editor s Note from Looking at the Words of Our People: First Nations Analysis of Literature
Jeannette C. Armstrong
21 Native Literature: Seeking a Critical Centre
Kimberly Blaeser
22 Introduction. American Indian Literary Self-Determination
Craig S. Womack
23 Introduction from Towards a Native American Critical Theory
Elvira Pulitano
24 Afterword: At the Gathering Place
Lisa Brooks
25 Gdi-nweninaa: Our Sound, Our Voice
Leanne Simpson
26 Responsible and Ethical Criticisms of Indigenous Literatures
Niigaanwewidam James Sinclair
27 Final Section Response: Many Communities and the Full Humanity of Indigenous People: A Dialogue
Kristina Bidwell and Sam McKegney
IV CONTEMPORARY CONCERNS
28 Introduction
Daniel Morley Johnson
29 Appropriating Guilt: Reconciliation in an Indigenous Canadian Context
Deena Rymhs
30 Moving Beyond Stock Narratives of Murdered or Missing Indigenous Women: Reading the Poetry and Life Writing of Sarah de Vries
Amber Dean
31 Go Away Water! Kinship Criticism and the Decolonization Imperative
Daniel Heath Justice
32 Indigenous Storytelling, Truth-Telling, and Community Approaches to Reconciliation
Jeff Corntassel, Chaw-win-is, and T lakwadzi
33 Erotica, Indigenous Style
Kateri Akiwenzie-Damm
34 Doubleweaving Two-Spirit Critiques: Building Alliances between Native and Queer Studies
Qwo-Li Driskill
35 Finding your Voice: Cultural Resurgence and Power in Political Movement
Katsisorokwas Curran Jacobs
36 Final Section Response: From haa-huu-pah to the Decolonization Imperative: Responding to Contemporary Issues through the TRC
Laura Moss
V CLASSROOM CONSIDERATIONS
37 Introduction
Deanna Reder and Linda M. Morra
38 On the Hunting and Harvesting of Inuit Literature
Keavy Martin
39 Ought We to Teach These? Ethical, Responsible, and Aboriginal Cultural Protocols in the Classroom
Marc Andr Fortin
40 Who Is the Text in This Class? Story, Archive, and Pedagogy in Indigenous Contexts
Warren Cariou
41 Teaching Literature as Testimony: Porcupines and China Dolls and the Testimonial Imaginary
Michelle Coupal
42 Betwixt and Between : alternative genres, language, and indigeneity
Sarah Henzi
43 A Landless Territory? Augmented Reality, Land, and Indigenous Storytelling in Cyberspace
David Gaertner
44 Final Section Response: Positioning Knowledges, Building Relationships, Practising Self-Reflection, Collaborating Across Differences
Sophie McCall
Works Cited
About the Contributors
ACKNOWLEDGEMENTS
We are immensely grateful to all those who attended How Shall We Teach These?, the workshop staged at Simon Fraser University in February 2014, and who provided us with invaluable feedback that contributed to the shape and content of this anthology: Caitlin Barter, Tracy Bear, Lesley Belleau, Kristina Fagan Bidwell, Blake Bilmer, Miriam Brown-Spiers, Tenille Campbel