In this Book

Learn, Teach, Challenge
summary

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.

Table of Contents

  1. Cover
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  1. Title Page, Copyright Page
  2. pp. i-vi
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  1. Contents
  2. pp. vii-x
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  1. Acknowledgements
  2. pp. xi-xii
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  1. Introduction: Learn, Teach, Challenge
  2. pp. 1-4
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  1. I: POSITION
  2. pp. 5-6
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  1. 1 Introduction: Position
  2. Deanna Reder
  3. pp. 7-18
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  1. 2 Iskwewak Kah’ Ki Yaw Ni Wahkomakanak: Re-membering Being to Signifying Female Relations
  2. Janice Acoose
  3. pp. 19-36
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  1. 3 “Introduction” from How Should I Read These? Native Women Writers in Canada
  2. Helen Hoy
  3. pp. 37-54
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  1. 4 Teaching Aboriginal Literature: The Discourse of Margins and Mainstreams
  2. Emma LaRocque
  3. pp. 55-72
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  1. 5 “Preface” from Travelling Knowledges: Positioning the Im/Migrant Reader of Aboriginal Literatures in Canada
  2. Renate Eigenbrod
  3. pp. 73-78
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  1. 6 Strategies for Ethical Engagement: An Open Letter Concerning Non-Native Scholars of Native Literatures
  2. Sam McKegney
  3. pp. 79-88
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  1. 7 A Response to Sam McKegney’s “Strategies for Ethical Engagement: An Open Letter Concerning Non-Native Scholars of Native Literatures”
  2. Robert Appleford
  3. pp. 89-94
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  1. 8 Situating Self, Culture and Purpose in Indigenous Inquiry
  2. Margaret Kovach
  3. pp. 95-106
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  1. 9. Final Section Response: “The lake is the people and life that come to it”: Location as Critical Practice”
  2. Allison Hargreaves
  3. pp. 107-110
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  1. II: IMAGINING BEYOND IMAGES AND MYTHS
  2. pp. 111-112
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  1. 10 Introduction: Imagining Beyond Images and Myths
  2. Linda M. Morra
  3. pp. 113-120
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  1. 11. A Strong Race Opinion: On the Indian Girl in Modern Fiction
  2. E. Pauline Johnson
  3. pp. 121-128
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  1. 12 Indian Love Call
  2. Drew Hayden Taylor
  3. pp. 129-138
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  1. 13 “Introduction” and “Marketing the Imaginary Indian” from The Imaginary Indian: The Image of the Indian in Canadian Culture
  2. Daniel Francis
  3. pp. 139-154
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  1. 14 Postindian Warriors
  2. Gerald Vizenor
  3. pp. 155-168
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  1. 15 Postcolonial Ghost Dancing: Diagnosing European Colonialism
  2. James (Sákéj) Youngblood Henderson
  3. pp. 169-188
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  1. 16 The Trickster Moment, Cultural Appropriation, and the Liberal Imagination
  2. Margery Fee
  3. pp. 189-200
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  1. 17 Myth, Policy, and Health
  2. Jo-Ann Episkenew
  3. pp. 201-214
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  1. 18 Final Section Response: Imagining Beyond Images and Myths
  2. Renae Watchman
  3. pp. 215-218
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  1. III: DELIBERATING INDIGENOUS LITERARY APPROACHES
  2. pp. 219-220
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  1. 19 Introduction: Deliberating Indigenous Literary Approaches
  2. Natalie Knight
  3. pp. 221-228
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  1. 20 “Editor’s Note” from Looking at the Words of Our People: First Nations Analysis of Literature
  2. Jeannette C. Armstrong
  3. pp. 229-230
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  1. 21 Native Literature: Seeking a Critical Centre”
  2. Kimberly M. Blaeser
  3. pp. 231-238
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  1. 22 Introduction. American Indian Literary Self-Determination
  2. Craig S. Womack
  3. pp. 239-254
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  1. 23 “Introduction” from Towards a Native American Critical Theory
  2. Elvira Pulitano
  3. pp. 255-266
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  1. 24 Afterword: At the Gathering Place
  2. Lisa Brooks
  3. pp. 267-288
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  1. 25 Gdi-nweninaa: Our Sound, Our Voice
  2. Leanne Simpson
  3. pp. 289-300
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  1. 26 Responsible and Ethical Criticisms of Indigenous Literatures
  2. Niigaanwewidam James Sinclair
  3. pp. 301-308
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  1. 27 Final Section Response: Many Communities and the Full Humanity of Indigenous People: A Dialogue
  2. Kristina Fagan Bidwell and Sam McKegney
  3. pp. 309-314
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  1. IV: CONTEMPORARY CONCERNS
  2. pp. 315-316
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  1. 28 Introduction
  2. Daniel Morley Johnson
  3. pp. 317-324
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  1. 29 Appropriating Guilt: Reconciliation in an Indigenous Canadian Context
  2. Deena Rymhs
  3. pp. 325-340
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  1. 30 Moving Beyond ‘Stock Narratives’ of Murdered or Missing Indigenous Women: Reading the Poetry and Life Writing of Sarah de Vries
  2. Amber Dean
  3. pp. 341-348
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  1. 31 “Go Away Water!” Kinship Criticism and the Decolonization Imperative
  2. Daniel Heath Justice
  3. pp. 349-372
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  1. 32 Indigenous Storytelling, Truth-Telling, and Community Approaches to Reconciliation
  2. Jeff Corntassel, Chaw-win-is, and T’lakwadzi
  3. pp. 373-392
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  1. 33 Erotica, Indigenous Style
  2. Kateri Akiwenzie-Damm
  3. pp. 393-400
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  1. 34 Doubleweaving Two-Spirit Critiques: Building Alliances between Native and Queer Studies
  2. Qwo-Li Driskill
  3. pp. 401-422
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  1. 35 Finding your Voice: Cultural Resurgence and Power in Political Movement
  2. Katsisorokwas Curran Jacobs
  3. pp. 423-428
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  1. 36 Final Section Response: From haa-huu-pah to the Decolonization Imperative: Responding to Contemporary Issues through the TRC
  2. Laura Moss
  3. pp. 429-436
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  1. V: CLASSROOM CONSIDERATIONS
  2. pp. 437-438
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  1. 37 Introduction
  2. Deanna Reder and Linda M. Morra
  3. pp. 439-444
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  1. 38 On the Hunting and Harvesting of Inuit Literature
  2. Keavy Martin
  3. pp. 445-458
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  1. 39 “Ought We to Teach These?” Ethical, Responsible, and Aboriginal Cultural Protocols in the Classroom
  2. Marc André Fortin
  3. pp. 459-466
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  1. 40 Who Is the Text in This Class? Story, Archive, and Pedagogy in Indigenous Contexts
  2. Warren Cariou
  3. pp. 467-476
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  1. 41 Teaching Literature as Testimony: Porcupines and China Dolls and the Testimonial Imaginary
  2. Michelle Coupal
  3. pp. 477-486
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  1. 42 “Betwixt and Between”: alternative genres, language, and indigeneity
  2. Sarah Henzi
  3. pp. 487-492
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  1. 43 A Landless Territory? Augmented Reality, Land, and Indigenous Storytelling in Cyberspace
  2. David Gaertner
  3. pp. 493-498
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  1. 44 Final Section Response: Positioning Knowledges, Building Relationships, Practising Self-Reflection, Collaborating Across Differences
  2. Sophie McCall
  3. pp. 499-502
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  1. Works Cited
  2. pp. 503-538
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  1. About the Contributors
  2. pp. 539-548
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