Interview with Gong Jiyoung

Fulton, Bruce; Fulton, Ju-Chan; Chang, Soohyun

doi:10.1353/aza.2011.0015

Cited by 1 publication

(3 citation statements)

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“…Because I didn't really want to go back. I didn't want to face it again” (Fulton, 2017). Like Gerald's response to bullying, discussed in the previous section, Lloyd's reactions to physical harassment were an act of “refusal.” As theorized by Audra Simpson (2014), refusal is both a political stance that rejects settler‐colonial systems of governance (e.g., voting, taxation, citizenship, education) and an ethical position that resists efforts to disappear Indigenous identities, cultures, and histories.…”

Section: Stories Of Violence Narratives Of Hopementioning

confidence: 99%

“…What I see is they, my grandkids, run out to go catch the bus. They're excited about going to school” (Fulton, 2017). Lloyd's statement describes a new outlook on education in which school is a desirable place to be rather than a space of oppression.…”

Section: Stories Of Violence Narratives Of Hopementioning

confidence: 99%

“…they need that college education because there's so much you have to know and understand. (Fulton, 2017)…”

Section: Complicating Damage‐based Narratives Of Historical Traumamentioning

confidence: 99%

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“You have harmed us”: Stories of violence, narratives of hope among the Port Gamble S'Klallam

Montgomery

2023

American Anthropologist

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In 2015, the Canadian Truth and Reconciliation Commission (TRC) released a formal report containing hundreds of testimonies documenting the physical, psychological, and epistemological violence inflicted on Indigenous youth in federally funded and church-run residential schools. The TRC is part of a growing body of academic and publicly oriented scholarship that takes a documentary approach to reckoning with historical trauma in North America. By focusing on harm and loss, this sort of damagecentered research unintentionally reinforces unidimensional narratives of Indigenous history and personhood. As Eve Tuck (2009) argues, a desire-based approach grounded in notions of complex personhood offers an alternative framework for grappling with the legacy of settler-colonial violence. In this article, I draw on Tuck's approach to interpret a body of object-based interviews with Port Gamble S'Klallam community members. During these interviews, objects and historic photographs shared with community members elicited stories of interpersonal and structural violence around their experiences with education. Importantly, these materials also evoked stories of refusal, cultural resiliency, and hope. In revealing the complexity of Indigenous experiences with Western-style education, object-based interviews present archaeologists with a holistic method for documenting Indigenous histories in ways that challenge damage-based narratives.

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Section: Stories Of Violence Narratives Of Hopementioning

confidence: 99%

Section: Stories Of Violence Narratives Of Hopementioning

confidence: 99%