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Learn, Teach, Challenge

Approaching Indigenous Literatures

Edited by Deanna Reder & Linda M. Morra
Subjects Literary Criticism, Indigenous Studies
Series Indigenous Studies Hide Details
Paperback : 9781771121859, 485 pages, July 2016
Ebook (EPUB) : 9781771121873, 485 pages, July 2016

Table of contents

Table of
Contents for Learn, Teach, Challenge:
Approaching Indigenous Literatures, edited by Deanna Reder and Linda M. MorraAcknowledgementsIntroduction
| Deanna
Reder and Linda Morra I • Position1
Introduction | Deanna
Reder2
Iskwewak Kah’ Ki Yaw Ni Wahkomakanak: Re-membering Being to Signifying Female
Relations | Janice
Acoose3
“Introduction” from How Should I Read These? Native Women
Writers in Canada | Helen Hoy4
Teaching Aboriginal Literature: The Discourse of Margins and Mainstreams | Emma LaRocque5
“Preface” from Travelling Knowledges: Positioning the
Im/Migrant Reader of Aboriginal Literatures in Canada | Renate Eigenbrod6
Strategies for Ethical Engagement: An Open Letter Concerning Non-Native
Scholars of Native Literatures | Sam McKegney7
A Response to Sam McKegney’s “Strategies for Ethical Engagement: An Open Letter
Concerning Non-Native Scholars of Native Literatures” | Robert Appleford8
Situating Self, Culture, and Purpose in Indigenous Inquiry | Margaret Kovach9
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 Myths10
Introduction | Linda
M. Morra11.
A Strong Race Opinion: On the Indian Girl in Modern Fiction | E. Pauline Johnson12
Indian Love Call | Drew Hayden Taylor13
“Introduction” and “Marketing the Imaginary Indian” from The Imaginary Indian: The Image of the Indian in Canadian Culture | Daniel Francis14
Postindian Warriors | Gerald Vizenor15
Postcolonial Ghost Dancing: Diagnosing European Colonialism | James (Sákéj) Youngblood
Henderson16
The Trickster Moment, Cultural Appropriation, and the Liberal Imagination | Margery Fee17
Myth, Policy, and Health | Jo-Ann Episkenew18
Final Section Response: Imagining beyond Images and Myths | Renae Watchman III • Deliberating Indigenous
Literary Approaches19
Introduction | Natalie
Knight20
“Editor’s Note” from Looking at the Words of Our People:
First Nations Analysis of Literature | Jeannette C. Armstrong21
Native Literature: Seeking a Critical Centre | Kimberly M. Blaeser22
Introduction. American Indian Literary Self-Determination | Craig S. Womack23
“Introduction” from Towards a Native American Critical
Theory | Elvira
Pulitano24
Afterword: At the Gathering Place | Lisa Brooks25
Gdi-nweninaa: Our Sound, Our Voice | Leanne Simpson26
Responsible and Ethical Criticisms of Indigenous Literatures | Niigaanwewidam James
Sinclair27
Final Section Response: Many Communities and the Full Humanity of Indigenous
People: A Dialogue | Kristina Fagan Bidwell and Sam McKegney IV • Contemporary Concerns28 Introduction | Daniel Morley Johnson29 Appropriating Guilt:
Reconciliation in an Indigenous Canadian Context | Deena Rymhs30 Moving beyond “Stock
Narratives” of Murdered or Missing Indigenous | Women: Reading the Poetry and
Life Writing of Sarah de Vries | Amber Dean31 “Go Away, Water!” Kinship
Criticism and the Decolonization Imperative | Daniel Heath Justice32 Indigenous Storytelling,
Truth-Telling, and Community Approaches to Reconciliation | Jeff Corntassel,
Chaw-win-is, and T’lakwadzi33 Erotica, Indigenous Style
| Kateri
Akiwenzie-Damm34 Doubleweaving Two-Spirit
Critiques: Building Alliances Between Native and Queer Studies | Qwo-Li Driskill35 Finding Your Voice:
Cultural Resurgence and Power in Political Movement Katsisorokwas Curran
Jacobs36 Final Section Response:
From haa-huu-pah to the Decolonization Imperative:
Responding to Contemporary Issues Through the TRC | Laura Moss V • Classroom Considerations37 Introduction | Deanna Reder and Linda M.
Morra38 The Hunting and
Harvesting of Inuit Literature | Keavy Martin39 “Ought We to Teach
These?”: Ethical, Responsible, and Aboriginal Cultural Protocols in the
Classroom | Marc
André Fortin40 Who Is the Text in This
Class? Story, Archive, and Pedagogy in Indigenous Contexts | Warren Cariou41 Teaching Indigenous
Literature as Testimony: Porcupines and
China Dolls and the Testimonial
Imaginary | Michelle
Coupal42 “Betwixt and Between”:
Alternative Genres, Languages, and Indigeneity | Sarah Henzi43 A Landless Territory?:
Augmented Reality, Land, and Indigenous Storytelling in Cyberspace | David Gaertner44 Final Section Response:
Positioning Knowledges, Building Relationships, Practising Self-Reflection, Collaborating
across Differences | Sophie McCall Works CitedAbout the ContributorsIndex

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.

Reviews

"Reder and Morra offer this anthology as a way to facilitate positive representation and inclusion of Indigenous texts and to foster solidarity in university settings that have historically marginalized Indigenous voices. Their offering is valuable contribution to the field for teachers and students alike. "

- Alexander Cavanaugh, Transmotion