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Learning to Write "Indian" by Amelia V. Katanski Pdf
Examines Indian boarding school narratives and their impact on the Native literary tradition from 1879 to the present Indian boarding schools were the lynchpins of a federally sponsored system of forced assimilation. These schools, located off-reservation, took Native children from their families and tribes for years at a time in an effort to “kill” their tribal cultures, languages, and religions. In Learning to Write “Indian,” Amelia V. Katanski investigates the impact of the Indian boarding school experience on the American Indian literary tradition through an examination of turn-of-the-century student essays and autobiographies as well as contemporary plays, novels, and poetry. Many recent books have focused on the Indian boarding school experience. Among these Learning to Write “Indian” is unique in that it looks at writings about the schools as literature, rather than as mere historical evidence.
Women Writing Race, Nation, and History by Sonita Sarker Pdf
This book presents how Nation and Narrative are bound together through the figure of the "N/native" as it appears in the non-fictional writings of Cornelia Sorabji, Grazia Deledda, Zitkála-Sá, Virginia Woolf, Victoria Ocampo, and Gwendolyn Bennett. It addresses two questions: How did women writers in the early twentieth century tackle the entangled roots of political and cultural citizenship from which crises of belonging arise? How do their narrative negotiations of those crises inform modernist practice and modernity, then and now? The "N/native" moves between "born in" and "first in" in the context of the modern nation-state. In the dominant discourses of post-imperial as well as de-colonizing nations, "Native" is relegated to Time (static or fetishized through nostalgia and romance). History is envisioned as active and contoured, associated with motion and progress, which the "native" inhabits and for whom citizenship is a political as well as a temporal attribute. The six authors' identities as Native, settler, indigenous, immigrant, or native-citizen, are formed from their gendered, racialized, and classed locations in their respective nations. Each author negotiates the intertwined strands of Time and History by mobilizing the "N/native" to reclaim citizenship (cultural-political belonging). This study reveals how their lineage, connections to land, experiences in learning (education), and their labor generate their narratives. The juxtaposition of the six writers keeps in focus the asymmetries in their responses to their times, and illustrates how relevant women's/feminist production were, and are in today's versions of the same urgent debates about heightened nativisms and nationalisms
In 1844, Lydia Sigourney asserted, "Man's warfare on the trees is terrible." Like Sigourney many American women of her day engaged with such issues as sustainability, resource wars, globalization, voluntary simplicity, Christian ecology, and environmental justice. Illuminating the foundations for contemporary women's environmental writing, Fallen Forests shows how their nineteenth-century predecessors marshaled powerful affective, ethical, and spiritual resources to chastise, educate, and motivate readers to engage in positive social change. Fallen Forests contributes to scholarship in American women's writing, ecofeminism, ecocriticism, and feminist rhetoric, expanding the literary, historical, and theoretical grounds for some of today's most pressing environmental debates. Karen L. Kilcup rejects prior critical emphases on sentimentalism to show how women writers have drawn on their literary emotional intelligence to raise readers' consciousness about social and environmental issues. She also critiques ecocriticism's idealizing tendency, which has elided women's complicity in agendas that depart from today's environmental orthodoxies. Unlike previous ecocritical works, Fallen Forests includes marginalized texts by African American, Native American, Mexican American, working-class, and non-Protestant women. Kilcup also enlarges ecocriticism's genre foundations, showing how Cherokee oratory, travel writing, slave narrative, diary, polemic, sketches, novels, poetry, and exposé intervene in important environmental debates.
"An unforgettable work of art."—The National Post Saul Indian Horse is dying. Tucked away in a hospice high above the clash and clang of a big city, he embarks on a marvellous journey of imagination back through the life he led as a northern Ojibway, with all its sorrows and joys. With compassion and insight, author Richard Wagamese traces through his fictional characters the decline of a culture and a cultural way. For Saul, taken forcibly from the land and his family when he's sent to residential school, salvation comes for a while through his incredible gifts as a hockey player. But in the harsh realities of 1960s Canada, he battles obdurate racism and the spirit-destroying effects of cultural alienation and displacement. Indian Horse unfolds against the bleak loveliness of northern Ontario, all rock, marsh, bog and cedar. Wagamese writes with a spare beauty, penetrating the heart of a remarkable Ojibway man. Drawing on his great-grandfather's mystical gift of vision, Saul Indian Horse comes to recognize the influence of everyday magic on his own life. In this wise and moving novel, Richard Wagamese shares that gift of magic with readers as well.
Author : United States. Bureau of Indian Affairs Publisher : Unknown Page : 934 pages File Size : 47,8 Mb Release : 1885 Category : Indians of North America ISBN : UOM:39015034627789
The histories told about American Indian and European encounters on the frontiers of North America are usually about cultural conflict. This book takes a different tack by looking at how much Indians and Europeans had in common. In six chapters, this book compares Indian and European ideas about land, government, recordkeeping, international alliances, gender, and the human body. Focusing on eastern North America in the 18th century, up through the end of the Seven Years War in 1763, each chapter discusses how Indians and Europeans shared some core beliefs and practices. Paradoxically, the more American Indians and Europeans came to know each other, the more they came to see each other as different, so different indeed that they appeared to be each other's opposite. European colonists thought Indians a primitive people, laudable perhaps for their simplicity but not destined to possess and rule over North America. Simultaneously, Indians came to view Europeans as their antithesis, equally despicable for their insatiable greed and love of money. Thus, even though American Indians and Europeans started the 18th century with ideas in common, they ended the century convinced of their intractable differences. The 18th century was a crucial moment in American history, as British colonists and their Anglo-American successors rapidly pushed westward, sometimes making peace and sometimes making war with the powerful Indian nations-the Iroquois and Creek confederacies, Cherokee nation, and other Native peoples-standing between them and the west. But the 18th century also left an important legacy in the world of ideas, as Indians and Europeans abandoned an initial willingness to recognize in each other a common humanity so as to instead develop new ideas rooted in the conviction that, by custom and perhaps even by nature, Native Americans and Europeans were peoples fundamentally at odds.
Recovering Native American Writings in the Boarding School Press by Jacqueline Emery Pdf
2018 Outstanding Academic Title, selected by Choice Recovering Native American Writings in the Boarding School Press is the first comprehensive collection of writings by students and well-known Native American authors who published in boarding school newspapers during the late nineteenth and early twentieth centuries. Students used their acquired literacy in English along with more concrete tools that the boarding schools made available, such as printing technology, to create identities for themselves as editors and writers. In these roles they sought to challenge Native American stereotypes and share issues of importance to their communities. Writings by Gertrude Bonnin (Zitkala-Sa), Charles Eastman, and Luther Standing Bear are paired with the works of lesser-known writers to reveal parallels and points of contrast between students and generations. Drawing works primarily from the Carlisle Indian Industrial School (Pennsylvania), the Hampton Institute (Virginia), and the Seneca Indian School (Oklahoma), Jacqueline Emery illustrates how the boarding school presses were used for numerous and competing purposes. While some student writings appear to reflect the assimilationist agenda, others provide more critical perspectives on the schools' agendas and the dominant culture. This collection of Native-authored letters, editorials, essays, short fiction, and retold tales published in boarding school newspapers illuminates the boarding school legacy and how it has shaped, and continues to shape, Native American literary production.
The Routledge Companion to Native American Literature by Deborah L. Madsen Pdf
The Routledge Companion to Native American Literature engages the multiple scenes of tension — historical, political, cultural, and aesthetic — that constitutes a problematic legacy in terms of community identity, ethnicity, gender and sexuality, language, and sovereignty in the study of Native American literature. This important and timely addition to the field provides context for issues that enter into Native American literary texts through allusions, references, and language use. The volume presents over forty essays by leading and emerging international scholars and analyses: regional, cultural, racial and sexual identities in Native American literature key historical moments from the earliest period of colonial contact to the present worldviews in relation to issues such as health, spirituality, animals, and physical environments traditions of cultural creation that are key to understanding the styles, allusions, and language of Native American Literature the impact of differing literary forms of Native American literature. This collection provides a map of the critical issues central to the discipline, as well as uncovering new perspectives and new directions for the development of the field. It supports academic study and also assists general readers who require a comprehensive yet manageable introduction to the contexts essential to approaching Native American Literature. It is essential reading for anyone interested in the past, present and future of this literary culture. Contributors: Joseph Bauerkemper, Susan Bernardin, Susan Berry Brill de Ramírez, Kirby Brown, David J. Carlson, Cari M. Carpenter, Eric Cheyfitz, Tova Cooper, Alicia Cox, Birgit Däwes, Janet Fiskio, Earl E. Fitz, John Gamber, Kathryn N. Gray, Sarah Henzi, Susannah Hopson, Hsinya Huang, Brian K. Hudson, Bruce E. Johansen, Judit Ágnes Kádár, Amelia V. Katanski, Susan Kollin, Chris LaLonde, A. Robert Lee, Iping Liang, Drew Lopenzina, Brandy Nālani McDougall, Deborah Madsen, Diveena Seshetta Marcus, Sabine N. Meyer, Carol Miller, David L. Moore, Birgit Brander Rasmussen, Mark Rifkin, Kenneth M. Roemer, Oliver Scheiding, Lee Schweninger, Stephanie A. Sellers, Kathryn W. Shanley, Leah Sneider, David Stirrup, Theodore C. Van Alst, Jr., Tammy Wahpeconiah
Global Approaches to Early Learning Research and Practice by Kenneth R. Pugh,Peggy McCardle,Annie Stutzman Pdf
The health, development, and learning of many young children living in disadvantage areas are at serious risk. Access to education has improved under the United Nations Millennium Development Goals, and there are now programs in low- and middle-income countries that are aimed at improving instruction and learning. The research and evaluation on the effectiveness of such programs show there are significant challenges, but also some successes. This issue features presentations of leading international scientists, representatives from key governmental and non-governmental organizations, and others working with programs in the developing world and disadvantaged populations. The presentations describe the goals, existing challenges, and potential approaches to providing evidence-based programs to young children in rural, remote, and poverty stricken areas. Topics covered include: the state of early childhood in low and middle income nations, programs that have shown some success, and innovative research approaches that have been often considered unfeasible in these contexts. This is the 158th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.
Trace My Name is India Tracing Books for Kids Ages 3-5 Pre-K & Kindergarten Practice Workbook This book has been **PERSONALIZED** with the child's name you see on the cover. Makes the perfect gift for kids ages 3-5, early learners, and preschool! Workbook Details: Personalized workbook for India 89 Pages Size 8.5 x 11 1 Page Coloring with their name 62 pages to trace their name 26 pages to practice writing their name from memory **Find your child's name on one of our personalized books, Please search: **BabaNana Publishing + personalized + their name**
Author : United States. Bureau of Indian Affairs Publisher : Unknown Page : 586 pages File Size : 41,8 Mb Release : 1939 Category : Indians of North America ISBN : UOM:39015034628225
Encyclopedia of American Indian Literature by Jennifer McClinton-Temple,Alan Velie Pdf
American Indians have produced some of the most powerful and lyrical literature ever written in North America. Encyclopedia of American Indian Literature covers the field from the earliest recorded works to some of today's most exciting writers. Th
