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radiantfracture: Beadwork bunny head (Default)
Content note: this poem is about processing the body of an animal.

One morning I, Navajo, wake up in Tiwa country )

I love the way the speaker keeps repeating "buffalo," like she can't get enough of the word.

This feels beautifully paced to me, full of wry observation and joy and ceremony.

{rf}
radiantfracture: a white rabbit swims underwater (water rabbit)


Coast of Many Faces (1979) seems to have a startlingly modest origin story.

This is the remarkable collection of photographs and brief interviews / oral histories I quite randomly took down from the shelf one sleepy afternoon in the library of Royal Roads University, which campus resides in the northern part of lək̓ʷəŋən territory, currently known as Colwood.

I have two copies now, a paperback purchased from Russell Books, and a hardcover just arrived from a seller in California.

Material culture notes on the two copies )

Photographer: Ulli Steltzer

Before I opened this book to a black and white photograph of octogenarians flirting in the tiny ferry terminal at Alert Bay, I had never heard of Ulli Steltzer, yet she worked all over the world for forty years as a photographer-activist. Not quite a journalist -- a photo documentarian, maybe? Is that a thing?

The jacket copy tells me that Steltzer's "powerful photographs have been commented on by reviewers around the world for their 'remarkable quality of direct engagement' and 'poignant discernment,'" which I think also reflects my own response.

The jacket also notes that Steltzer "perceptively photographed ... Adlai Stevenson, Robert Oppenheimer and Martin Buber" (!).2

Steltzer died only in 2018. She has a brief Wikipedia page, just longer than a stub. From this and some useful sources like the Canadian Women Artists History Initiative at Concordia, I have begun to get a rough sense of her life.

Stelzer's biography will need a longer post of its own -- here is a sketch. )

Co-Interviewer: Catherine Kerr

It is more difficult to find information on Kerr, and the most I've learned about her so far comes from her eulogy for Steltzer. Kerr recalls meeting Steltzer:
My friendship with Ulli started in 1975 when I was a fledgling editor with Douglas & McIntyre and she a distinguished photographer whose project, Indian Artists at Work, the company was understandably excited to publish. While the book designer was crafting the graphic layout, my happy assignment was to review the text with a copy editor’s eye.

So at that point in their collaboration, Stelzer was the sole interviewer (unless she worked with someone else on the first book).

The arrival of my hardcover cleared up Kerr's role on Coast: she was a co-interviewer and editor, who "selected from the transcript a vital mixture of narrative, explanation and personal commentary."

I wonder if there are extant transcripts or recordings of the longer interviews in an archive somewhere. That would be amazing.

There's not much more in the book that frames its purpose; the introduction talks about their process but not the thinking behind it. Steltzer and Kerr must have taken for granted that the reader/viewer would recognize the value of these images and words on first encounter -- and also that they would share the collaborators' own readings. A book like this, created now, would do a lot of work situating the project and its intentions. I feel a little adrift without that context.

There's an odd justification for the interviews:
[E]ach of her portraits capture circumstance as well as expression, each landscape speak[s] eloquently of its people. But since people must sometimes speak of history, of fact, and of the future to explain what can be seen in a photograph, the words of today's coast people have been recorded in this book.

-- which makes the voices sound supplemental and almost unwished-for. Perhaps it is my bias towards language, but it seems to me that the voices are what elevate this book beyond a beautiful collection of photographs to -- well, to an oral and visual history, though I'd like a grander word.

Let's finish with an image, though.

Here is my very bad copy of Stelzer's photograph of oolichans at Fishery Bay (p.10):



-- what I notice is the way Steltzer has noticed that the diagonal lines of the oolichan heap and the tarp on top echo the forms of the mountains; to me, it also looks like a cutaway geological illustration, so that the oolichans become both the landscape and its underlying strata, the foundations of the world.

{rf}

Notes

1. In full, the inscription reads as follows: "for Ken – I know you appreciate the rugged coast of BC and are fascinated by the many different people who each lend their own special charm to each magical place. I hope you enjoy the stories and truly magnificent photographs. Love, Marilyn & Ken".

2. A rabbit hole opened up under my feet concerning the Oppenheimer photography: you can follow it here at this post from 2012 on Restricted Data: The Nuclear Secrecy Blog if you wish.

3. Steltzer also created a book about this experience, A Haida Potlatch (1985), which earned a brief review in the Atlantic. It also sounds like an extraordinary record.

Sources

https://en.wikipedia.org/wiki/Ulli_Steltzer

https://cwahi.concordia.ca/sources/artists/displayArtist.php?ID_artist=5651

https://www.theatlantic.com/magazine/archive/1985/05/a-haida-potlatch/667235/

https://celebratingullisteltzer.wordpress.com/2018/09/01/catherine-kerr/

https://vancouversun.com/news/local-news/obituary-ulli-steltzer-photographer-with-a-social-conscience

https://blogs.princeton.edu/manuscripts/2018/08/03/ulli-steltzer-1923-2018-photographer/

Steltzer, Ulli, and Catherine Kerr. Coast of Many Faces. U of Washington P, 1979.
radiantfracture: Gouache portrait of my face with jellyfish hat (Super Jellyfish 70s Me)
Today I picked up Métis playwright Marie Clements' Burning Vision (2003) from the library. [personal profile] jasmine_r_s recommended it for its lyrical stage directions.

In leafing through this copy, I find after only a few seconds that one of the characters is
Little Boy -- A beautiful Native boy. Eight to ten years old. The personification of the darkest uranium found at the centre of the earth.
And another is
Fat Man -- An American bomb-test dummy manning his house in the late 1940's and 1950's. He gets more and more human as the bombs draw closer. Unlikeable in a likeable way.
And then another is
The Radium Painter -- A beautiful American woman who paints radium on watch dials in the 1930s. She is looking for the answers to the glow and death of her life.

So I'm all in on page 2. Then there's a timeline that begins with a Dene prophecy, carries through 1930s radium mining at Great Bear Lake (NWT), follows the atomic bomb to Japan, and ends with the play itself. I didn't know that Dene people were the ones who carried the ore out of the Eldorado mine.

Okay. This is going to be really, really good.

[personal profile] jasmine_r_s suggested I look at Clements' fusion of the structural/formal aspects of the play with the performance/literary aspects as an inspiration for how to write the games I'm making (which sit somewhere between story and instruction manual). I admit that although I had proposed that plays and games had a lot in common (and therefore it is fine to teach a game instead of a play in a literature survey course), it hadn't occurred to me to, you know, read any plays to see what they might tell me about games.

I'm a little dazed by the lyrical power Clements shows before the play even starts.

Here are the opening stage directions for Movement One, "The Frequency of Discovery":
Intense darkness is pierced by light that reveals foreboding scenes of human suffering: pain, grief, loss, and isolation.

The sound of loud, strange noises from deep in the earth.

The sound of a radio dial gliding from frequency to frequency, creating different cultural tones and telling different stories. It is as if they are waiting on the radio waves, ready to be heard, and a sense of discovery is heightened.

Of course as soon as J. recommended a play to me, I began to wonder if it would work for teaching. Choosing a play is always tricky. In the winter, the Belfry always puts on a work by an Indigenous playwright, so that's easy -- you can take the students to it, often get student discounts on the tickets and even a speaker to come to class, because the theatre is really friendly to educators -- but I teach in the summer and fall, when they put on no such play. So I will read also with my Teaching Eyes for what this play might yield in the room.

What I need to do now, though, is to finish re-reading Louise Erdrich's novel LaRose so that I can participate in a video discussion for a friend's Indigenous Literatures course. Since I am still having a lot of trouble with concentration, even on this beautiful book, I am using an old studying strategy and taking it into the bath with me, where I can't get away.

Good night.

{rf}



radiantfracture: Beadwork bunny head (Default)
I've just finished Maria Campbell's collection Stories of the Road Allowance People,1 which I both ordered online in the 1995 edition and put on hold at the library in the 2010 edition, because impatient. The 2010 edition includes one more story and a CD with fiddle music, which I alas cannot play on my computer -- I'll have to make a rare journey in to the office.

The transcription of these stories is interestingly complicated. Most were, if I understand properly, first told to Campbell in Michif2. Then they were translated into Village English, the dialect of English used in Campbell's community. So the stories are translated into English with a Michif accent.

Two interesting linguistic features of Campbell's transcription of Village English:

1. Campbell writes can when the person says can't. I think this is because the final T of can't is dropped. That's similar to the BC Interior accent I have, where can is usually said more like kn and can't is kaʔ with a nasalized vowel. I cn do it. I ca' do it.

As a reader, you just have to figure out from context that this is can' rather than can.

2. Campbell's Village English doesn't have gendered pronouns, so everyone is "he" in these stories. I enjoy that a lot.

Campbell learned the stories from old men in Métis communities (4). She doesn't name the individual storytellers, so a reader can't tell how many voices are here, though I think you can hear different ways of telling come through.

What I find most captivating about these stories is the way that big history is so familiar and so recent in them. So there are some great tall tales, and a story about shapechangers, but also there are stories about Gabriel Dumont and Louis Riel and the North-West Resistance. Often these are all the same story. The storytellers weave these elements so fluidly that it's possible to miss how masterful that movement often is.

There's a version of the story of Almighty Voice, which could make a really beautiful lesson combined with Daniel David Moses' play Almighty Voice and His Wife, one of the first Indigenous-authored plays to see mainstream production (in 1992, six years after The Rez Sisters), and, say, an encyclopedia-style version of the story for contrast.

My favorite story, which I would love to research further, is "Joseph's Justice."

The story is about a Métis man who doesn't fight in the Resistance -- he just wants to live his life.

Then Joseph runs into the English general who is taking Louis Riel to Regina:

Dah Anglais General he takes Louis
and dah udder mans to Regina
where hees gonna put dem in dah jail so dey can go to
dah court.
Of cours he never got all of dem
jus Louis
cause Louis him
he gives hees self up.
Dah udder ones
dey was capture but not Gabriel dough.
Oh no!
Him and Michel Dumas
dey run away to dah States an hide.
Ooh Gabe him
he die before he give hisself up.
Dats dah kine of mans he was.
Louis him
he was differen.
Differen from Gabe and all dah udders.
I guess you can say he was a spirit man. (93)

The intimacy with Riel and Dumont and Dumas is so moving.

Joseph is walking home with his gun and beaver pelts (95) and the soldiers decide to arrest him, even though he's had nothing to do with the war. He is dragged into court, but the judge believes him and he's released. Then Joseph asks for his gun and his furs back:

He say dah judge and all dah government peoples
dey jus laugh at him
an dey tell him
he should be grateful he don get hanged or go to
Stony Mountain Jail. (100)

But Joseph is not taking any more shit, so he files charges against the general. An Irish lawyer helps him out, and, after a long struggle, he wins! But he still doesn't get his stuff back.

And then the storyteller says this:

Dat General
he become a hell of a hero for putting down dah
Breeds of Batoche.
Fars I'm concern
he don have much to brag bout.
Five tousan of dem an less den a hundred of us.
....
My ole uncle Alcid
he was dere
an he say dere was less den a hundred at Batoche.

And I stop, and I count.

It's 1995 when this book is published, probably a little earlier when Campbell writes down the story. Say the storyteller is 70 in 1995; then he's born in 1925. The North-West Resistance was in 1885. Say his uncle was 70 in 1935 to tell him this story at age 10. That would put his uncle's birth in 1865 -- 20 at the time of the Resistance. This guy, hanging out in his kitchen telling Maria Campbell this story -- his uncle was there.

That kind of intimacy between 1995 and 1885 isn't something I have experienced or even really imagined. I can see why it would be so for the storyteller, for Campbell, but I have nothing like that in my sense of community, of time, of history.

Anyway, I'd love to teach that story, too, for its beautiful braiding of personal and national history, of satire and comedy and tragedy. It's like a Victor Hugo novel in miniature.

* * * * * *

The book is one of many mentioned in Jo-Ann Archibald's Indigenous Storywork. From the list I made of her suggestions, I ordered this, and George Clutesi's books, and Keeping Slug Woman Alive, an earlier book about teaching storywork.

{rf}


Notes

1. Campbell on the title: "You will have to do your own research .... however, I can tell you that the name Road Allowance People was coined by white government officials and land owners to describe the dispossessed Métis people who, having nowhere to go after the Resistance of 1885, built their homes on unoccupied crown lands, more often land that had been set aside for highways or roads" (4).

2. Michif is the Metis language, grown out of Cree and French, with some English and Anishinaabe elements (The Canadian Encyclopedia).

In searching for more information about Michif I found some very exciting statistics like "94% of Michif nouns come from French and 99% of the verbs come from Cree" (The Polyglot Files). That kind of information makes me all dreamy.

radiantfracture: The words Learn Teach Challenge imposed on books (Learn Teach Challenge)


(Imperfect Offering is a series for Indigenous History Month about Indigenous authors and storytellers who have meant a lot to me and to the students I teach.)

George Clutesi
(Tse-shaht)
(1905-1988)
Artist, writer, scholar, actor

Okay, I’m cheating a bit by including George Clutesi, because I haven’t taught his work yet. I’m researching him now because I want to give more focus to authors and storytellers from this and surrounding regions, and because I want the class to follow a thread that starts with Basil Johnston (IO 1) and gets to George Clutesi by way of Kahentinetha Horn (IO 5) and Expo 67.

It’s going to be fun. (The Expo 67 connection came to me via this excellent two-part story from The Secret Life of Canada.)

Born in Port Alberni, Clutesi was a member of the Tseshaht First Nation, which is a part of the Nuu-chah-nulth Tribal Council.

From his youth, he was recognized as a gifted artist, and his art sustained him through residential school. He also wrote essays for The Native Voice, one of the earliest Indigenous newspapers in Canada, was on the CBC, and acted in TV and film (you may have seen him in Dreamspeaker (1976) or Spirit Bay (1982-7) or in an episode of The Beachcombers). He was an eloquent advocate for Indigenous cultures.

Because I am extra interested in the story of Indigenous theatre, I was thrilled to read that Clutesi wrote a play in 1949 -- I wonder if I can find out its production history (tseshaht.com).

Clutesi was key to the preservation and revival of Tse-shaht teachings through songs and dances. And he wrote down versions of traditional Tse-shaht teaching stories in Son of Raven, Son of Deer (1967), and ceremonial practices in Potlatch (1969) -- only eighteen years after the lifting of the Potlatch ban (The People and the Text).

I recently obtained a copy of Son of Raven, Son of Deer (1967).




In the first story, "How the Human People Got the First Fire," Clutesi tells how Son of Deer stole fire from the Wolf people to give to humanity. The story acts on my brain this way: it tells the reader about the power of art and artists to outwit greed and tyranny, and about how being young and seemingly unimportant can be a great cover story. A very good story for students.

As I read the introduction to the collection, I could not help but observe that the messages from Indigenous knowledge keepers and Elders -- about orature and its centrality, about Indigenous education practices and their strength for the whole person -- these have been clear and consistent all along, from contact to 1967 to now.

Clutesi, a residential school survivor himself, writes that in traditional education, "the young were taught through the medium of the tales that there was a place in the sun for all living things" and that because of the imposition of oppressive "education" systems on Indigenous students, "there is, in fact, a broken link in [their] life-growing period” (11-13).

I wish this message had been treated with the respect it deserves. It feels both a little desolate and oddly hopeful to see the same message delivered in 1967 that I see restated in new textbooks and hear in contemporary workshops, classrooms, law courts.

Clutesi actually died in Victoria. According to the Internet, he is buried in the Alberni Valley Memorial Gardens.

{rf}
radiantfracture: Beadwork bunny head (Default)
(Imperfect Offering is a series for Indigenous History Month about Indigenous authors and storytellers who have meant a lot to me and to the students I teach.)


A photo of Kanien'ke:haka activist Kahentinetha Horn from about 1966

(Photo Credit Doug Griffin; Picture from Toronto Star Archives, Toronto Public Library)

Kahentinetha Horn
Kanien’ke:haka Bear Clan, Kahnawake
1940-
Activist, civil servant, fashion model, storyteller


Listen, do you know about Kahentinetha Horn? Because if you don’t, you need to.

In all the informational entries about her scattered across the Internet, she’s listed as an “activist, model, and civil servant” in some order. “Advocate, troublemaker, revolutionary” might work, too.

Here, this is from an article by Lisa Gregoire at the Carleton Newsroom: “Horn was a successful fashion model in the 1960s, but it wasn’t enough. She used her fame and political clout to overturn just about every well-set colonial table of oppression she came across.”

My favourite way to get to know more about her is to listen to the podcast she made with her daughter, actor and broadcaster Kaniehtiio Horn — Coffee with My Ma.

There's this one episode, "Ma Steals Larry the Cree Baby, Surviving the 60s Scoop." I assign this story in Indigenous Literatures and Oratures because it is a perfect story — it’s about the resourcefulness of and mutual care between Indigenous women, the love of community, and triumphant resistance to horrifying tyranny — and Horn also manages to be hilarious, which is some feat under the circumstances.

Horn does that thing Daniel Heath Justice asks for — she tells stories that (unavoidably) involve oppression without making them stories of lack. In her story, Horn is young and she’s broke, but she’s not helpless — she’s incredibly resourceful, and she creates community wherever she goes.

I'm following a thread here. Basil Johnston cites Horn as a cultural force at the beginning of “Is That All There Is?” And “her career in fashion involved daily modelling at the Canada Pavilion during the Expo 67 World’s Fair in Montréal,” according to Library and Archives Canada. And all this ties into the next profile...

{rf}


* * * * * *

Note: Horn’s name is also spelled Kahn-tineta on some sites, but I’m using the spelling she and her daughter use on the Coffee with My Ma site.

radiantfracture: Beadwork bunny head (Default)
(A series for Indigenous History Month about Indigenous authors who have meant a lot to me as an instructor and to the students I teach.) Leanne Betasamosake Simpson leans on a teal wall
(Photo Credit: Nadya Kwandibens)

Where do I even start with Leanne Betasamosake Simpson -- scholar, philosopher, essayist, musician, short-story writer, filmmaker?

From her website: Simpson's "work breaks open the intersections between politics, story and song—bringing audiences into a rich and layered world of sound, light, and sovereign creativity."

Sovereign creativity. Maybe I start with her passionately attentive ethical exploration of how to carry forward the philosophical principles of Nishnaabeg thought? That might be my favourite thing about her work.

Something that’s great about teaching Simpson’s writing is that she situates herself in relation to the intellectual lineage of Basil Johnston (I.O. #1).

She takes care to explain that their traditions are not identical, but this connection means the students and I can follow a thread of Anishinaabeg philosophy from Johnston to Simpson, especially through the word debwewin (whose meaning, as I understand it, is very roughly triangulated by ideas like truth, the limitations of personal knowledge, and the sound of the heart). I often teach her essay "Gdi-nweninaa: Our Sound, Our Voice," which takes up four ethical principles through exploring the definitions of four Anishinaabe words.

So if you checked out some Johnston and liked it, try Simpson; or if you were intrigued by Jo-Ann Archibald's ideas about storywork, read that essay for parallels in what research looks like when it's embedded in -- inseparable from -- cultural practice.

Or read something else entirely. There's a lot to choose from. Simpson’s short stories are beautiful; some are also songs and spoken-word pieces. I often teach the first story in her collection Islands of Decolonial Love (2013), “All of My Relatives” — it is this incredibly concentrated meditation on perception, self-perception, fear, internalized colonialism, and decolonial love. Also it's funny.

But there are any number of other amazing stories, beautiful in craft and in thinking. Simpson has also created short films and videos — so as an instructor, I can bring in all kinds of media for the class to engage with. Her essays are dazzling.

We’re almost exactly the same age and she has written seven amazing books and edited or contributed to many more and I, well now I have written this note.

{rf}

radiantfracture: The words Learn Teach Challenge imposed on books (Learn Teach Challenge)
(A series for Indigenous History Month about Indigenous authors who have meant a lot to me as an instructor and to the students I teach.)

* * * * * *
Photo of Metis author Maria Campbell

(Photo Credit: Ted Whitecalf)

Maria Campbell

I know this seems like another obvious choice -- Maria Campbell (b. 1940) is a household name and a beloved Métis author, broadcaster, and Elder (CBC.ca). Her 1973 autobiographical book, Halfbreed, is one of the best-known books from that late-60's / early-70s wave of Indigenous publishing in the mainstream. If that was all she'd done, it would be important, but she's done a lot of other things.

The Book of Jessica

It might be less well-known that Campbell is also a playwright. Flight, her first play, was the first all-Indigenous public production in what we currently call Canada. Her play Jessica is also important in the story of Indigenous theatre here.

The Book of Jessica: A Theatrical Transformation
tells, in dialogue, a fascinating (and very frustrating) story about the play's creation, as Campbell collaborates with the settler actor/playwright, Linda Griffiths, who performed the play. I mean, if you want to hear colonialism talk (and talk and talk), this is your book -- but also Campbell's voice is here, honest and brilliant.

I'd love to teach from this book sometime, if I could figure out how to do it.


Censorship of Halfbreed

If you follow Canadian publishing and academic writing, you may also know that Halfbreed was censored by the publishers, McClelland and Stewart. It was, first, edited down from 2000 pages to 200. (The longer manuscript, so far as I know, is lost, though we can always hope.)

However, after editing, the book was then censored again at the last minute, without Campbell's consent.
CW: sexual violence )

Jack McClelland himself said that "the RCMP would issue an injunction and stop the book from ever seeing the light of day." I don't know how he felt he knew that. I think, though, about what this act of silencing and his reasoning around it did to delay bringing the truth of Campbell's life and of colonialism's violence to the larger conversation -- and what that act and that thinking expose about how this nation really works, if he was right, or even thought he was.

In 2018, the missing two pages were re-discovered in an archive by Alix Shield, research assistant of Cree-Métis scholar Deanna Reder. Halfbreed has since been re-issued with the pages restored.

Here's Shield's timeline of the Halfbreed publication history.

Reder is a co-editor of Learn, Teach, Challenge, a brilliant collection of critical works on studying and teaching Indigenous literatures. According to Shield, she and Reder are developing "
the People and the Text, building a digital database of Indigenous authors in Northern North America." Obviously this sounds amazing.

* * * * * *

A colleaguefriend and I watched Campbell's 2020 keynote at the Gabriel Dumont Institute on Saturday -- we meant to watch a more recent talk, but it wasn't available online yet. It's very quiet and personal and I liked it a lot.

{rf}

radiantfracture: The words Learn Teach Challenge imposed on books (Learn Teach Challenge)

For Indigenous History Month, an imperfect offering: some posts about Indigenous authors who have inspired my work and the students I teach.

* * * * * *



(Photo credit Alex Nguyen)


Joanne Archibald, Q’um Q’um Xiiem (Sto:lo)

Last week and this week some colleaguefriends and I are reading Jo-Ann Archibald’s Indigenous Storywork: Educating the Heart, Mind, Body and Spirit (2008), a book that has been foundational to my approach to teaching Indigenous literature and oratures — and that I would like to underlie my approach to teaching everything.

Archibald is of course part of a larger discussion among Indigenous thinkers about what oral knowledge is and how you do philosophy with it and in it -- Basil Johnston among them.

Archibald's Indigenous Storywork is a book directed specifically at educators and researchers. There are quite a few books now about Indigenizing and decolonizing methodologies -- my sense is that this is among the first, but I am not an expert. She is the one who coined the word "storywork" (3).

In the book, Archibald explores, but more importantly models, good practices in reading, researching, teaching about, and teaching with traditional stories.

What I mean is that she doesn't just list principles: she describes her whole process of thinking, interacting, asking, being, listening, reflecting, returning.

Inescapably, although we start from the idea of talking about traditional stories, if we are thinking about that in a serious way, it leads us towards a different paradigm of education, one that is embedded in relation -- not just ways of knowing, but ways of being ways of acting in the world.

Foundational to Archibald’s approach is the truth that knowledge can’t be separated from the relationship and situation in which it is transmitted.

To talk about traditional stories is always also to talk about the foundational philosophies of Indigenous cultures, which are -- if I am understanding Archibald correctly -- active philosophies, applied philosophies. That is, to study it is also to do it, or you’re not really studying it.

We talked Friday about many of her ideas, and especially a lot about teaching literature in relationship and as relationship, rather than as an object of study.

When I think about how to respond in my own practice to the truth of the violence “education” has perpetrated in this country — one small thing that comes to me is to try to be the opposite kind of teacher to those who collaborated in that violence — to be instead the kind of teacher who sustains life.

Archibald has a lot to teach about that.

I recommend this book to those, like me, travelling the long road of trying to decolonize our teaching and research practice.

* * * * * *

Note: You get a few more notes than Instagram because I perceive this format as more spacious. This mixes in some of my introduction from the book group with the Insta post.

I was lucky enough to see Archibald honoured at the STENISTOLW conference in, I believe, 2017.

{rf}

radiantfracture: The words Learn Teach Challenge imposed on books (Learn Teach Challenge)
Okay, here’s my imperfect offering. I was posting these to my personal Instagram and then it occurred to me that someone over here might like to see them too.

* * * * * *


It’s Indigenous History Month, and I thought I might do a little series on some of the Indigenous authors I teach about in my classes and the role of these folks in cultural resurgence.

Mine is a pretty limited and flawed settler perspective, but I hope the awesomeness of these folks will shine through anyway.

First off is an obvious one:

Basil H. Johnston (1929 - 2015) -- Anishinaabe language revitalizer, author, scholar, storyteller, and teacher

Johnston is one of the breakthrough authors who, in the 1960s and 1970s, began to create space for Indigenous voices in Canadian publishing. Using his position at the Royal Ontario Museum, Johnston did incredible work in Anishinaabe language revitalization, gathering and saving traditional stories and creating language curricula.

Johnston’s two essential essays from Canadian Literature issues 124 (1990) and 128 (1991), “One Generation from Extinction” and “Is That All There Is?” are available for free online. In these essays, Johnston identifies and critiques the way settler scholarship fetishized physical objects while ignoring and/or belittling the profound knowledge and philosophy of the peoples who created them.

His clarity about the power and philosophy embedded in his language has been transformative for me as a reader and student of Indigenous literatures. Anishinaabe scholars and writers like Leanne Simpson and Louise Erdrich develop on his discussions of language and philosophy, and he was an influence on myriad Indigenous authors in the generation following him (Thomas King, Drew Hayden Taylor, etc.).

 * * * * * *

When I posted this to Instagram, I found out that a friend of mine knew Johnston during the 1980s and had family connections to him (he used to babysit her brother). I wouldn't have known that unless I posted this little profile, so that was a fantastic outcome in itself.

{rf}

radiantfracture: Beadwork bunny head (Default)
Gregory Cajete spoke on our campus today about Indigenous Science. The Indigenous Studies department brought him in, and he was their big speaker of the term (& even with his visit already planned they were really supportive of Daniel's visit).

I ate nothing but almonds all morning, so by 12:30 the inside of my mouth felt like a wood chipper and I wasn't at all sure I didn't want a sandwich more than a lecture.

Yet as always I'm really glad I went -- the talk was profoundly intellectually enlivening, even for someone in my state of mid-term demoralization.

Cajete presented us with a brief visual survey of Indigenous scientific knowledge, mostly astronomical, and its material evidence. What was most stirring was the profoundly unfamiliar-to-me way of thinking about recording, retrieving and using information -- in three dimensions, in the real world.

I sent a bunch of garbled notes to the work co-conspirator afterwards (n.b.f.f. he was there at the talk -- I just needed to debrief.) I share it with you now in case you have comments/insights/experiences of your own you'd like to offer.

This is the sort of ridiculous email you get sooner or later if you work with me:

SUBJECT: Reasons that was cool
  • I teach that orature situates knowledge/philosophy in mnemonic relationship to landscape – like memory palace, etc.
    • Ex. see poplar tree; remember “The Shivering Tree” & its lessons
    • Relation is of speaker to story to listener to land, memory to imagination
  • Cajete is talking about representing knowledge as a relation between memory and a visual-spatial artifact
  • Representing / anchoring knowledge in the physical, multipurpose object
  • The object both records the knowledge and performs the function or even other functions
    • Ex. star-viewing mound is also house
    • Ex. the Hokulei’a, Polynesian wayfinding vessel, *is* itself a navigational device – the stern is square so you can orient it east/west at sunrise/sunset and marks along the sides of the vessel correspond to the star compass
    • So you don’t have a chart you ARE a chart and you’re IN a chart1
  • Also layering of knowledge on top of other knowledge
    • Ex. the correspondences in the medicine wheel being referents for other bodies of knowledge, not “just” symbolic alignments
Just this way of thinking of representing knowledge in a spatial/visual way rather than through writing but still representing and recording relationships of bodies of knowledge
Is COOL
 
Although it makes it more and more unlikely that I’m qualified to talk about any of it

{rf}

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1. Of course you can also have a chart.
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