Full metadata
Title
Haudenosaunee good mind: tribalographies recognizing American Indian genocide and restoring balance in literature classrooms by shifting literary criticism and educational curricula
Description
The question of whether there has been an American Indian genocide has been contested, when genocide is defined according to the 1948 Convention on the Prevention and Punishment of the Crime of Genocide. Yet, I argue that both social and cultural genocide of American Indians has had volatile consequences for both Native and non-Native peoples. Because of the contested nature of this genocide, American Indian Studies scholars contend that Indigenous people's experiences often get marginalized and reconstructed, relegating stories to the category oppression, rather than proof of genocide, which has created intellectual and social absences (Vizenor 2009). Other American Indian Studies scholars argue for reform within American Indian educational settings, where Indigenous nations use their values and traditions within curricula to combat national absences. Despite excellent work on American Indian education, scholars have not addressed the central questions of how such absences affect both Native and non-Native students, why those absences exist, and why the U.S. dialogue around genocide is a rhetoric of avoidance and erasure, once any comparison begins with other genocide victims. Without adequate analysis of both American Indian genocide and absences within curricula, particularly humanities courses such as literature, where stories about American Indians can have a prominent space, we undervalue their impact on America's past and present histories, as well as current knowledges and values. Erasure of American Indian presence affects both Native and non-Native youth. Many American Indians are traumatized and believe their tribe’s stories are not worthy of inclusion. As well many non-Natives are unaware of Indigenous experiences and often left with stereotypes rather than realities.
A Haudenosaunee paradigm of Good Mind can re-situate how we think about the canon, literature, and the classroom. The Good Mind allows for a two-way path where ideas pass back and forth, respecting differences, rather than replacing those differences with one ideology. This path is meant to open minds to connections with others which are kind and loving and lead to peaceful relationships. Theorizing literary erasure and genocide of the mind through experiences from Native and non-Native students and teachers embodies the Good Mind.
A Haudenosaunee paradigm of Good Mind can re-situate how we think about the canon, literature, and the classroom. The Good Mind allows for a two-way path where ideas pass back and forth, respecting differences, rather than replacing those differences with one ideology. This path is meant to open minds to connections with others which are kind and loving and lead to peaceful relationships. Theorizing literary erasure and genocide of the mind through experiences from Native and non-Native students and teachers embodies the Good Mind.
Date Created
2017
Contributors
- Michal, Melissa (Author)
- Maring, Heather (Thesis advisor)
- Kelsey, Penelope (Thesis advisor)
- Poe, Mya (Committee member)
- Fredrick, Sharonah (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Native American Studies
- Education
- literature
- Erasure
- Genocide
- Haudenosaunee
- pedagogy
- Indians in literature--Study and teaching--United States.
- Indians in literature
- Indians in literature--Study and teaching--Canada.
- Indians in literature
- Genocide in literature--Study and teaching--United States.
- Genocide in literature
- Genocide in literature--Study and teaching--Canada.
- Genocide in literature
- Culturally relevant pedagogy--United States.
- Culturally relevant pedagogy
- Culturally relevant pedagogy--Canada.
- Culturally relevant pedagogy
Resource Type
Extent
viii, 316 pages
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.43996
Statement of Responsibility
by Melissa Michal Slocum
Description Source
Viewed on July 10, 2017
Level of coding
full
Note
Partial requirement for: Ph.D., Arizona State University, 2017
Note type
thesis
Includes bibliographical references (pages 302-316)
Note type
bibliography
Field of study: English
System Created
- 2017-06-01 01:21:26
System Modified
- 2021-08-26 09:47:01
- 2 years 8 months ago
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