Special Problems in Teaching Leslie Marmon Silko's "Ceremony"

Allen, Paula Gunn

doi:10.2307/1184964

Cited by 45 publications

(3 citation statements)

References 2 publications

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“…Krista Comer (1999) argues that the novel displays stereotypes of Native Americans as being romanticized in tandem with an idealized notion of wilderness; it thus (despite significant violence and trauma in the novel) invites cultural appropriation and a whitewashing of colonial violence against Native Americans. In a more culturally specific critique, Native literary scholar Paula Gunn Allen (1990) writes that the novel includes sacred stories that are not to be told outside the clan; as a result, she writes: "I could no more do (or sanction) the kind of investigation of Ceremony done by some researchers than I could slit my mother's throat" (p. 383). Finally, Robert Nelson (2008) points out that the stories woven throughout Ceremony had already been published by a white (in fact German-born) anthropologist, Franz Boas, for an academic audience.…”

Section: Content: Reading Fairy Tales As Intervention In a Debatementioning

confidence: 99%

Decolonizing Folklore? Diversifying the Fairy Tale Curriculum

Peabody

2021

Die Unterrichtspraxis

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This article describes strategies that the author employed to make a general education course titled "Fairy Tales and Folklore" more diverse and inclusive. Students read primary texts and secondary articles as part of ongoing debates, then form their own arguments within the debate, thus coming to understand how fairy tales are embedded within open and ongoing critical discussions about contemporary culture. Further, students analyze a classic work of Native American literature that, like the Grimm Brothers' Kinder-und Hausmärchen, employs folklore within a project of cultural nationalism, but with very different implications due to systems of power and oppression that emerge at the intersection of folklore and colonization. Finally, students create new tales out of their own experiences. Through analysis of diverse texts, debate, and creative writing that emphasize the role of storytelling as resistance, the course described here takes first steps toward turning the fairy-tale classroom into a space of empowerment.

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Section: Content: Reading Fairy Tales As Intervention In a Debatementioning

confidence: 99%

Decolonizing Folklore? Diversifying the Fairy Tale Curriculum

Peabody

2021

Die Unterrichtspraxis

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“…None the less there have been critics like Paula Gunn Allen who have criticized such writing traditions. Allen (1990) asserts that the tribal stories "are not to be told outside the clan" (p. 383). Sherman Alexie's The Absolutely True Diary of Part-Time Indian shares with Momaday and Silko the possibility and presentation of a bicultural scenario, presenting it in a semi-autobiographical work.…”

Section: Literature Reviewmentioning

confidence: 99%

Bicultural Subjectivity and Modern Native American Identity in Alexie's The Absolutely True Diary of a Part Time Indian

Saleem

Amin

Javed

2021

GLR

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The colonial enterprise of Euro-Americans, since its first contact, flourished on the false notions of Indianness, fixating the image of Native Americans as primitive and savages without any claim to civilization or history. This fixity and lack of presence involuntarily led to an absence marked by a lack of identity and subjectivity for the Indians. The current article explores Sherman Alexie's The Absolutely True Diary of a Part-Time Indian through the theoretical lens of Jana Sequoya, affirming bicultural subjectivity propagated by mixed-blood writers on the nexus of inside-outside as a suitable solution to the paradoxes that constitute Indian identity. Denying the rigid approach of the insularity of cultures, this bicultural work offers the possibility of Indianization of American forms and adaptation and acculturation of those dominant forms that are integral for the advancement of Indians in the modern world. The current research also deduces that such a presence can powerfully combat and confound the discursive dichotomy and representation of Indians as the binarized version of modern and civilized Whites.

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“…Of these voices, the most influential were Maori scholars Bishop (1998) and Smith (1999) and a host of Indigenous scholars from North America (Momaday 1969;Deloria 1991;Cajete 1994;Crazy Bull 1997;Allen 1998;Battiste 1998Battiste , 2000Fixico 1998;Champagne 1998;Mihesuah 1998;Swisher 1998;Grande 2000aGrande , 2000bGraveline 2000;Lomawaima 2000;Cook-Lynn 2001;Deloria & Wildcat 2001;Cole 2002). Of the many ideas I encountered in this literature, I will mention here three interrelated concerns of particular relevance for a non-indigenous person seeking to engage in a research relationship with an Indigenous community: clarifying benefit, decentering power relations and respecting Indigenous knowledge.…”

Section: International Journal Of Qualitative Studies In Education 179mentioning

confidence: 99%

By their very presence: rethinking research and partnering for change with educators and artists from Long Island’s Shinnecock Nation Cultural Center and Museum

Caracciolo¹

2009

International Journal of Qualitative Studies in Education

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Special Problems in Teaching Leslie Marmon Silko's "Ceremony"

Cited by 45 publications

References 2 publications

Decolonizing Folklore? Diversifying the Fairy Tale Curriculum

Decolonizing Folklore? Diversifying the Fairy Tale Curriculum

Bicultural Subjectivity and Modern Native American Identity in Alexie's The Absolutely True Diary of a Part Time Indian

By their very presence: rethinking research and partnering for change with educators and artists from Long Island’s Shinnecock Nation Cultural Center and Museum

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