Learn, teach, challenge : approaching indigenous literatures /

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"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 (Cr...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Morra, Linda M (Editor ), Reder, Deanna, 1963- (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Waterloo, Ontario, Canada : Wilfrid Laurier University Press, [2016]
Colección:Indigenous studies series.
Temas:
Canadian literature > Indian authors > History and criticism.
Canadian literature > Indian authors > Study and teaching.
Canadian literature (English) > Indigenous authors > History and criticism.
Canadian literature (English) > Indigenous authors > Study and teaching.
Littérature canadienne-anglaise > Auteurs autochtones > Histoire et critique.
Littérature canadienne-anglaise > Auteurs autochtones > Étude et enseignement.
LITERARY CRITICISM > American > General.
Canadian literature > Indian authors
Criticism, interpretation, etc.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • I. Position
  • 1. Introduction
  • 2. Iswewak Kah' Ki Yaw Ni Wahkomakanak : re-membering being to signify female relations
  • 3.?Introduction? from How should I read these? Native women writers in Canada
  • 4. Teaching aboriginal literature : the discourse of margins and mainstreams
  • 5.?Preface? from Travelling knowledges : positioning the im/migrant reader of aboriginal literatures in Canada
  • 6. Strategies for ethical engagement : an open letter concerning non-Native scholars of Native literatures
  • 7. A response to Sam McKegney's?Strategies for ethical engagement : an open letter concerning non-Native scholars of Native literatures?
  • 8. Situating self, culture, and purpose in Indigenous inquiry
  • 9. Final section response :?the lake is the people and life that come to it? : location as critical perspective
  • II. Imagining beyond images and myths
  • 10. Introduction
  • 11. A strong race opinion : on the Indian girl in modern fiction
  • 11. Indian love call
  • 13.?Introduction? and?Marketing the imaginary Indian? from The imaginary Indian : the image of the Indian in Canadian culture
  • 14. Postindian warriors
  • 15. Postcolonial ghost dancing : diagnosing European colonialism
  • 16. The trickster moment, cultural appropriation, and the liberal imagination
  • 17. Myth, policy, and health
  • 18. Final section response : imagining beyond images and myths
  • III. Deliberating indigenous literary approaches
  • 19. Introduction
  • 20.?Editor's note? from Looking at the words of our people : First Nations analysis of literature
  • 21. Native literature : seeking a critical centre
  • 22. Introduction. American Indian literary self-determination
  • 23.?Introduction? from Towards a Native American critical theory
  • 24. Afterword : At the gathering place
  • 25. Gdi-nweninaa : our sound, our voice
  • 26. Responsible and ethical criticisms of indigenous literatures
  • 27. Final section response : many communities and the full humanity of indigenous people : a dialogue
  • IV. Contemporary concerns
  • 28. Introduction
  • 29. Appropriating guilt : reconciliation in an indigenous Canadian context
  • 30. Moving beyond?stock narratives? of murdered or missing indigenous women : reading the poetry and life writing of Sarah de Vries
  • 31.?Go away, water!? : kinship criticism and the decolonization imperative
  • 32. Indigenous storytelling, truth-telling, and community approaches to reconciliation
  • 33. Erotica, indigenous style
  • 34. Doubleweaving two-spirit critiques : building alliances between Native and queer studies
  • 35. Finding your voice : cultural resurgence and power in political movement
  • 36. Final section response : from haa-huu-pah to the decolonization imperative : responding to contemporary issues through the TRC
  • V. Classroom considerations
  • 37. Introduction
  • 38. The hunting and harvesting of Inuit literature
  • 39.?Ought we to teach these?? : ethical, responsible, and aboriginal cultural protocols in the classroom
  • 40. Who is the text in this class? : story, archive, and pedagogy in indigenous contexts
  • 41. Teaching indigenous literature as testimony : Porcupines and China dolls and the testimonial imaginary
  • 42.?Betwixt and between? : alternative genres, languages, and indigeneity
  • 43. A landless territory? : augmented reality, land, and indigenous storytelling in cyberspace
  • 44. Final section response : positioning knowledges, building relationships, practicing self-reflection, collaborating across differences.

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