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Learn, Teach, Challenge

Approaching Indigenous Literatures

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

Table of contents

Table ofContents for Learn, Teach, Challenge:Approaching Indigenous Literatures, edited by Deanna Reder and Linda M. Morra


Introduction| DeannaReder and Linda Morra


I • Position

1Introduction | DeannaReder

2Iskwewak Kah’ Ki Yaw Ni Wahkomakanak: Re-membering Being to Signifying FemaleRelations | JaniceAcoose

3“Introduction” from How Should I Read These? Native WomenWriters in Canada | Helen Hoy

4Teaching Aboriginal Literature: The Discourse of Margins and Mainstreams | Emma LaRocque

5“Preface” from Travelling Knowledges: Positioning theIm/Migrant Reader of Aboriginal Literatures in Canada | Renate Eigenbrod

6Strategies for Ethical Engagement: An Open Letter Concerning Non-NativeScholars of Native Literatures | Sam McKegney

7A Response to Sam McKegney’s “Strategies for Ethical Engagement: An Open LetterConcerning Non-Native Scholars of Native Literatures” | Robert Appleford

8Situating Self, Culture, and Purpose in Indigenous Inquiry | Margaret Kovach

9Final Section Response: “The lake is the people and life that come to it”:Location as Critical Practice | Allison Hargreaves


II • Imagining Beyond Imagesand Myths

10Introduction | LindaM. Morra

11. A Strong Race Opinion: On the Indian Girl in Modern Fiction | E. Pauline Johnson

12Indian 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

14Postindian Warriors | Gerald Vizenor

15Postcolonial Ghost Dancing: Diagnosing European Colonialism | James (Sákéj) YoungbloodHenderson

16The Trickster Moment, Cultural Appropriation, and the Liberal Imagination | Margery Fee

17Myth, Policy, and Health | Jo-Ann Episkenew

18Final Section Response: Imagining beyond Images and Myths | Renae Watchman


III • Deliberating IndigenousLiterary Approaches

19Introduction | NatalieKnight

20“Editor’s Note” from Looking at the Words of Our People:First Nations Analysis of Literature | Jeannette C. Armstrong

21Native Literature: Seeking a Critical Centre | Kimberly M. Blaeser

22Introduction. American Indian Literary Self-Determination | Craig S. Womack

23“Introduction” from Towards a Native American CriticalTheory | ElviraPulitano

24Afterword: At the Gathering Place | Lisa Brooks

25Gdi-nweninaa: Our Sound, Our Voice | Leanne Simpson

26Responsible and Ethical Criticisms of Indigenous Literatures | Niigaanwewidam JamesSinclair

27Final Section Response: Many Communities and the Full Humanity of IndigenousPeople: A Dialogue | Kristina Fagan 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 “StockNarratives” of Murdered or Missing Indigenous | Women: Reading the Poetry andLife Writing of Sarah de Vries | Amber Dean

31 “Go Away, Water!” KinshipCriticism 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| KateriAkiwenzie-Damm

34 Doubleweaving Two-SpiritCritiques: Building Alliances Between Native and Queer Studies | Qwo-Li Driskill

35 Finding Your Voice:Cultural Resurgence and Power in Political Movement Katsisorokwas CurranJacobs

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 The Hunting andHarvesting of Inuit Literature | Keavy Martin

39 “Ought We to TeachThese?”: Ethical, Responsible, and Aboriginal Cultural Protocols in theClassroom | MarcAndré Fortin

40 Who Is the Text in ThisClass? Story, Archive, and Pedagogy in Indigenous Contexts | Warren Cariou

41 Teaching IndigenousLiterature as Testimony: Porcupines andChina Dolls and the TestimonialImaginary | MichelleCoupal

42 “Betwixt and Between”:Alternative Genres, Languages, 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, Collaboratingacross Differences | Sophie McCall


Works Cited

About the Contributors



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.


"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