Tuesday, November 24, 2015

Fiction about indigenous / Native Americans

I have really enjoyed books by Caucasian authors Stan Jones about the Iñupiat, by Aimee and David Thurlo about the Navajo, by Tony and Anne Hillerman about the Navajo, William Kent Krueger about the Ojibwe of Minnesota, Margaret Coel about a metis Arapaho. When is it appropriation, when not?

Interesting posts:
Fine Print: 7 American Indian Women Novelists You Have to Read by Tanya H. Lee
1/15/14, http://indiancountrytodaymedianetwork.com/2014/01/15/fine-print-7-american-indian-women-novelists-worth-reading-153023
and
http://www.bachelorsdegreeonline.com/blog/2011/the-20-essential-american-indian-novels/
and
http://www.cynthialeitichsmith.com/lit_resources/diversity/native_am/nat_lit/native_lit_novels.html
and
Debbie Reese. American Indians in Children's Literature http://americanindiansinchildrensliterature.blogspot.com/


Carole laFavor about the Ojibwe. Linda Hogan. Susan Deer Cloud. Nicholas Black Elk.

Wednesday, November 18, 2015

Adrienne Keene


Yesterday I attended the Professionals of Color Lecture Series Presents: Dr. Adrienne Keene: Conversation on Cultural Appropriation & Pop Culture.

From the events blurb: "Adrienne Keene (Cherokee Nation) is a Native scholar, writer, blogger and activist. She is passionate about reframing how the world sees contemporary Native cultures. She is the creator and author of "Native Appropriations," a blog discussing cultural appropriation and stereotypes of Native peoples in fashion and other forms of pop culture. Her 3 foci were: increasing awareness of Native Americans in today’s society and how the history of marginalization and discrimination are still challenges in today’s society, insights into how contemporary Native Americans are working towards social change, and how Native Americans are negatively portrayed in media, sporting events and pop culture and the direct connection to continued oppression, discrimination and marginalization of their communities."

She has spent the last 5 years learning how to talk about these complex ideas in public, often through her blog. Stereotyping shrinks the diversity of Indian country to a few images and erases contemporary existence: there are 567 federally-recognized tribes and many more not recognized. Native identity is complex and racialized, involving political citizenship and culture. Cultural appropriation is taking from a culture no one's own instead of participating in an equal exchange of sharing. There are economic and moral issues: the designs are intellectual property, copyrighted and trademarked. E.g., the Navajo Nation hold the trademark for "Navajo." Urban Outfitters violated it in 2011, making a lot of money from products while the Navajo Nation did not. Morally, appropriation interferes with self-identity, self-definition, violates sacred aspects of a culture, and interferes with cultural sovereignty and survival. (This is so similar to issues of gender identity and sexual orientation!) Stereotypical images continue the dehumanization and colonization processes (emphasizing white supremacy). Native appearance, cultures, and languages were made illegal in the attempt to wipe out or assimilate them.

Fashion is an accessory that can be put on and taken off, different from identity. Yet there aren't hard lines between appropriation and exchange. Consider the 3 S's: source, significance, similarity. In 2012, the Paul Frank Fashion Night Out was marketed as
"Dream Catchin’ Pow wow." After Adrienne blogged about it, the President wrote to and phoned her to discuss ways to address the situation. The company pulled all "Native" designs from their digital art, pulled all products using that art, presented at the industry conference, and collaborated with Native artists to produce new designs and products (an e.g. of ("interest convergence"). When given the opportunity, many people want to do the right thing, but there are still challenges.

As an academic, Adrienne wondered how to process and deal with hate mail. She made a spreadsheet of tweets and analyzed the data, producing a scholarly article to be presented at a conference, thus reclaiming the hate mail language.

How can we incorporate Native designs respectfully? Buy from Native designers, know the background of the work, where/whom it's from. Don't buy or wear items which have sacred or religious significance. Let Native Americans represent themselves by buying directly from them or shops such as Beyond Buckskin Boutique.

Gender Justice, Transgender Day of Remembrance

Cael Keegan spoke on "What Now? Gender Justice and the LGBTQ Movement After Marriage."

In 2014 there were 12 transgender people murdered. In 2015, there have been 22 transgender people murdered so far. Despite the news media focus on transgender issues, awareness is not at the "tipping point." Where is the coverage of the increasing transgender "eradication!" Why is it missing?

The Houston Equal Rights Ordinance that would have protected classes of people from discrimination based on 15 characteristics including gender identity and sexual orientation failed to gain enough votes because of an anti-trans ad campaign which focused on sex offenders in bathrooms. Cael named this an part of a continuity of anti-trans rhetoric and cited Michael Warner's book The Trouble with Normal and Susan Stryker's work, in which she makes the point that the abililty for transpeople to marry doesn't bring security: it is not equal to transgender rights and privileges because the marriages can be challenged and legally dissolved against the will of the married couple.

Cael pointed to neoliberalism and the current silence about the AIDS crisis, a silence which is "pointed and performative," having the power of preventing action. Lisa Duggan's book The Twilight of Equality? neoliberalism, cultural politics, and the attack on democracy states that since Reagan, the reduction of public health, welfare, etc., comes from the idea that the only "public good" is wealth and that those who fail have failed to manage their lives as if they were investment portfolios.

Prior to this time, there were 2 positives: Roe v Wade made abortion legal in 1973, and homosexuality was removed from the DSM. However, in 1976 the death penalty was reinstated, transgender was pathologized by being added to the DSM as "gender dysphoria" in 1980 and in 1981 was excluded from Medicare coverage. In 1985, gay men could no longer be blood donors. From 1986-96, sodomy laws were upheld, people with HIV+ status couldn't emigrate, "Don't Ask Don't Tell" became military policy, and the Defense of Marriage Act (DOMA) was passed; however these 4 were overturned from 2003-2015. In 1994, ENDA failed to be passed, and in 2007 GENDA, a trans-inclusive version of ENDA, failed. In 2008, there were 81,542 deaths from AIDS: where is our memorial, our permanent structure for public mourning and recovery? Why has no one been held accountable for this medical neglect?

The drive for marriage equality divided transgender people and people of color from lesbians and gays; it seems to have come as a direct response to AIDS, institutionalizing and removing radicalism. The erasure of AIDS became the erasure of brilliant and creative activists. Publicizing trans-positive organizations such as Transgender Gender Variant Intersex Justice Project, the Critical Media Project, and Fierce, helps to reverse silence and denial. Cael stated that we need larger societal reforms: prison reform, decriminalization of drugs, removing the death penalty, de-capitalization of the state, and de-gendering institutions which help people.

Tuesday, November 17, 2015

Gamification, searching, and Writing 150

Some of my colleagues designed a card game for students to learn how to construct a search query out of a research questions/statements with randomly-drawn keywords, Boolean connectors AND/OR, and wildcards. I modified it a bit in the section of Writing 150 I worked with, so that students collaborated in groups but groups competed with each other for points (which I forgot to keep track of, but I also asked for the rest of the class to both judge and help the group at the front making their query, so the points became irrevelant). The class session felt chaotic to me, as there was a lot of confusion and many questions. At the end of the class session, I had the groups talk me through demonstrating on the computer what those search queries would look like in the "Summon" / "Find articles, books, & more" box, Google, and advanced search in a database or catalog.

I went to the computer lab for this section a week later to find that both the instructor and the students felt that the game had been very effective. More than 3/4 of the students had found their 5 scholarly sources after that game session. Only a few students with very complex topics had difficulty, and I was happy to work with them individually.

Gender Fluidity: sex, gender, & orientation

This morning I did my 2nd talk plus Q&A for 2 sections of Social Work 300 taught by Mirta Paola León, who is also the photographer of the exhibit Paya Lliklla, Las Tejedoras de Chari, Peru: Reweaving Tradition in the 21st Century. I was really nervous before the 1st one - preparation anxiety led me to do some research to answer student questions before the classes, combined with "coming out" anxiety. Both sections went well - I used the students' questions to prep, emphasized the suspension of judgment, lifelong learning, love. At the beginning of the 2nd section, the prof showed a 7-minute video from the MSU LGBT Resource Center on Sexuality and Gender 101. Really informative. (I thought, "but don't we have one from GVSU like that?" I found the GVSU LGBT RC YouTube channel, but most of the relevant videos are long, over an hour.)

I drew definitions from Gender Spectrum and Catalyst. I drew from my own life experiences, and referred to friends who have undergone sex reassignment. The prof talked about labelling transgender as "gender dysphoria" in the DSM V and we both talked about health needs, issues with choosing an intersex baby's sex/gender, lack of insurance coverage. I used some photos to give some visual understanding of fluidity and transition, historical norms and current cultural fashions. I answered questions, acknowledged the perspectives shared by students, and was, although nervous, unashamedly myself. Sex-assigned-from-birth as female and preferring pronouns she, her, hers, although identifying as androgynous; lesbian; married to another woman - never having believed that this would happen in my lifetime. Sometimes wearing men's shirts, sometimes women's - the differing quality of cloth and colors along with button placement and the stupidity of women's pants being side-zippered on the left. The difficulty of coming out, the changes in GVSU culture, challenging what "conservative Christian" means. The importance of introducing oneself with preferred name and pronouns as an opening to provide safe space for sharing self-identification instead of making assumptions or labelling. And today, about the Michigan Secretary of State's decision on changing gender on driver's licenses as backward, not inclusive. Derogatory vs in-group language and labels. Drawing inward physically and emotionally in order to hide from others, paralyzing anxiety, rage, suicidal depression about being different. And the stupidity of labelled bathrooms - I asked if any of them had grown up in a house or apartment or whatever with labelled, separate bathrooms. None had. So why do we have them in institutions? And as a British friend observed, why hadn't U.S. engineers designed bathroom stalls which truly allowed privacy instead of big gaps between frame and door, between floor and bottom of the door? Wow.

Afterward, I attended a talk by Adrienne Keene about stereotyping, colonizing/assimilating, and appropriating Native American culture - so many of the issues are so very similar to gender issues.

Tuesday, September 8, 2015

Teaching secondary research



Encourage students to write before they start looking for their 10 sources: what they know about the topic/problem/question, why it interests them, why it’s important, etc. It only needs to be a paragraph or so.

As they come across sources, they should stop with ones that resonate with them or provoke a strong reaction, and make a note of why (along with the citation info). Does the information support what they thought – how, why? Does it challenge it – how, why?

Secondary research/scholarship is a conversation that starts with where the scholar/researcher is, describes others’ viewpoints and information, and addresses/responds to those sources!

Primary research incorporates secondary as a literature review.
(Research/scholarship might advocate for one point of view or solution over others, propose a new solution, create something new, point out areas that need to be researched, but those come later in the process.)

Wednesday, June 24, 2015

Photography communication intro

Ask students: "Do you remember what communication is?" Listen to replies.

"Sender--message--receiver/s. I'm here to help you craft your message so that your receiver-readers understand. As the sender, you are telling your own story--in words and images. And to put your story into context, you include other "messages" in your work. So, in thta way, you're also a receiver--looking for the right messages to flesh out your own. That's what research and scholarship are--creating your story/message, including the "back story" how other people's stories support yours, and getting/putting your story out there for other people to learn from or experience. Your message can be your understanding of something or someone too. However, you don't just recite facts. You include your perspective on them and how they inform your life.

"Learning technical processes means practicing your technique until it reflects your message, and your message is clear. Writing and making images are both technical processes which have to be practiced."

Friday, June 19, 2015

Scholarly Communication & Information Literacy Retreat

June 11, 2015
  1. As an intro to library session, ask prof to address what kind & why certain formats of info & theorists/practitioners are preferred/noted in the discipline, & why students are being asked to create certain forms.
  2. In order to grasp theory, students need to understand concepts. In order to practice, they need skills.
  3. Ads provide a different funding model, not "free info." Info is never free - takes labor to create & disseminate it. Who is funding it: grants, corporation, institution, university, government, publisher, creator?
  4. Also, I rewrote one of my lesson plans.

Friday, May 1, 2015

Sabbatical thoughts / Threshold Concepts

Ray Land stated that liminality is part of threshold concepts, and Barbara Fister wrote that the learner on the threshold becomes "practiced at navigating uncertainty" (6) and learns "how to join an unfamiliar community and become a member of it" (6). However, "A learner may also grasp the material to be learned but choose to take a critical stance rather than become a convert to a particular way of knowing. The ability to manage transitional states might be, then, a transferrable learning experience, one that involves increasing self-knowledge and confidence" (6).

As I learned at QUT in Brisbane, Australia, and as I wrote about in my experiences in the Seventh-day Adventist church, a sabbatical is also liminal. I will have to join the Spanish higher education librarian community even though I will not become a member; I will need a theoretical stance to help me keep my balance (as the Quakers grounded me). I want to examine UD's infolit theory as practiced, within the larger Spanish context, compared & contrasted to the U.S. theories & practices, and see if there is anything I can bring back to GVSU, and if there is anything I can give back to UD's librarians.

Fister summarizes the new ACRL Framework's definition ("Information literacy is the set of integrated abilities encompassing the reflective discovery of information, the understanding of how information is produced and valued, and the use of information in creating new knowledge and participating ethically in communities of learning.") as "understanding the systems of communication within which people participate in making meaning" (7). Isn't this also a definition of communication itself?

When Fister states that IL "has to be learned in multiple contexts, because information always comes in contexts that matter. It has to be learned over several years, because it’s complicated and needs lots of practice. It’s experiential learning that involves skills, dispositions, emotions, and varying degrees of intrinsic motivation. You learn how information works by encountering, using, and creating it. Having good guides helps, but this kind of learning only happens in the doing of it" (7), it reminds me of Christine Bruce's discoveries.

A university library is a learning commons: "We design our libraries to be inviting places where our students can feel a sense of belonging, right in the middle of innumerable ongoing conversations, conversations that they have the right to join. The library as a social institution is a safe liminal place, a site that appears orderly but where ideas come into conflict, where there are lots of answers, none of them definitive, a place a colleague of mine once called “the palace of ambiguity.” Our libraries embody that liminal state of questioning and probing" (7-8).

Fister states that librarians must minimize "our emphasis on how to search (something they [students] don’t find all that challenging, anyway, even if they don’t do it the way we would) and spending more time helping them think about what they are looking for and how to rethink a search based on what they’ve uncovered" (9). And, "It seems to me important to describe research as a process of learning about an issue, weighing people’s insights, and applying your own critical and moral choices as you make up your mind. I want students to be prepared to rethink their assumptions if what they learn leads them to change their minds. I also want them to realize that addressing challenges to their ideas can strengthen them" (9).

"Beyond that, where I think we need to refocus many of our efforts is in providing faculty a place to discuss their pedagogy, to share ideas, to learn from one another. It’s not enough to get a bit of class time carved out for us. We end up working with students at a point here and a point there during a messy, complex learning process during which their relationship to information changes profoundly. Instead, we can use our time and skills to help the faculty help one another to figure out how this kind of learning will take place across campus for all students, wherever it can be practiced in their courses, in their majors, or in general education. As we learned with our threshold concepts project, faculty love having opportunities for conversation, particularly with colleagues from other departments. Any chance we have to give faculty opportunities to share their teaching ideas will pay off – potentially far more than those chunks of time we coax out of them for us to meet with their students" (9).

As with Danielle & Victoria....

Fister, Barbara. The Liminal Library: Making Our Libraries Sites of Transformative Learning. LILAC 2015. Retrieved:1 May 2015, from http://www.lilacconference.com/WP/past-conferences/lilac-2015.

Saturday, March 28, 2015

SPA Spanish Sabbatical Prep: to read

Lesbian realities/lesbian fictions in contemporary Spain. Lewisburg: Bucknell University Press, 2011. http://library.catalog.gvsu.edu/record=b3394827

Robbins, Jill. Crossing through Chueca: lesbian literary culture in queer Madrid. Minneapolis: University of Minnesota Press, 2011. http://library.catalog.gvsu.edu/record=b3171970


Thursday, March 19, 2015

SPA Sabbatical Prep: Deusto

Cobo Ortega, A., Rocha Blanco, R., & Alberto Vanti, A. (2013). Information Management in Global Environments: Swarm Intelligence in multilingual economic document repositories. Informacao & Sociedade: Estudos, 23(1), 27-38. Retrieved from http://search.proquest.com.ezproxy.gvsu.edu/docview/1493870830?accountid=39473



Garcia-Zubia, J., P. Orduña, U. Hernández, I. Angulo, and J. Irurzun. 2009. "Students' review of acceptance, usability and usefulness of WebLab-Deusto." Journal Of Digital Information Management 7, no. 3: 173-180. Library, Information Science & Technology Abstracts, EBSCOhost (accessed March 19, 2015). http://go.galegroup.com.ezproxy.gvsu.edu/ps/i.do?id=GALE%7CA206395375&v=2.1&u=lom_gvalleysu&it=r&p=AONE&sw=w&asid=5e67f1a5f43ad1d028cfd26b80055018

Sáenz, Josune, Nekane Aramburu, and Carlos E. Blanco. (2011). Knowledge sharing and innovation: the case of Spanish and Colombian high-tech firms. Proceedings Of The [12th] European Conference On Knowledge Management [v.2], 863-871. Library, Information Science & Technology Abstracts, EBSCOhost (accessed March 19, 2015). http://ezproxy.gvsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=98280691&site=ehost-live&scope=site
(not available anywhere)
AND
Aramburu, Nekane, Josune Sáenz, Marta Buenechea, Mika Vanhala, and Paavo Ritala. 2014. "Comparison of the Intellectual Capital Between Finland and Spain." Proceedings Of The European Conference On Knowledge Management 1, 55-62. Library, Information Science & Technology Abstracts, EBSCOhost (accessed March 19, 2015). http://ezproxy.gvsu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=99225163&site=ehost-live&scope=site

Monday, March 9, 2015

My androgynous journey

From the time I was very young, I never felt comfortable with "girl" clothes or activities. Skirts and dressed were uncomfortable, showed my legs, were impractical, but pants were for boys/men. I always felt alone, different, scared. I clearly was not a boy but a tomboy - and that term was often used pejoratively. I was athletic but cried easily. As a 9- and 10-year-old, I ran a mile every day before school, and ran the 50-yard dash for the school track team. When I wore shorts in the summer, my dad asked why my legs were so big - my runner muscles deemed "ugly." I never liked wearing shorts again in public until recently. Both growing up and as a young adult I only ever felt safe outdoors and alone, where I could be just me, no one watching or judging.

Puberty was a nightmare. I didn't have any role models. My flannel shirts hid my femaleness but also led to others mistaking my gender--I didn't like either "miss" or "sir." Being female meant I was vulnerable to rape: a constant lack of safety. Being "lesbian" meant I was afraid that every girl/woman would think I was trying to hit on them. I feared being victimized if I outwardly expressed femininity or masculinity.

Being post-hysterectomy is so much better. Even though I have gained weight and look more clearly female, I am happier now with my body. But, having survived childhood sexual abuse, I still have to set clear boundaries with others over and over.

In high school I started reading LeGuin, which helped me understand gender differently, especially The Left Hand of Darkness. In university, I read Marge Piercy's Woman on the Edge of Time, which used the androgynous "per" (short for person?) instead of he or she. That made sense to me. Later, Minnie Bruce Pratt's S/he and Barrie Jean Borich's My Lesbian Husband also helped me place myself.

When I came to work in GR in 1990, I was told by one lesbian not to come out until I was tenured, as her resignation had been demanded when she was publicly out(ed). She refused and fought to retain her position. One of my librarian colleagues told our director before he hired me, "You know she's a lesbian" in her judgmental and denigrating way, but he respected my privacy until I chose to tell him myself. In 1991, the university was discussing multiculturalism, which only included African-American issues, not other races/ethnicities and certainly not religion or lgbt. I asked to speak at the Faculty Forum and was reluctantly put on the agenda. The first few speakers were all white men who read their speeches (mostly anti-multiculturalism). I only had a few notes on one index card and spoke about the lack of representation of an invisible minority, both in books and in classroom discussions, passionately pleading for lesbians and gay men to be included in this definition of multiculturalism. The white man who followed me stood up and began to sing "Homo on the Range." No one stood up; no one called him on it; no one protested.

In the early 1990's, I volunteered at the LGBT Network of West Michigan. One of my friends came out as a female-to-male transgender man. I valued this friend, his confidence in me, and I learned through our conversations what this meant, as he learned himself. I learned to address and refer to him differently. I witnessed the difficulty he had with the medical system, without insurance, trying to get the right hormones. When he had the double mastectomy, I brought food and changed his drains, squeamish though I am, because he didn't have money for nursing care. When I read about feminist separatism, it did make some emotional sense to me, but not at all practical sense, as I had so many men friends. Michigan Womyn's Music Festival's policy of admitting women-biologically-born-women only was hateful to MTF transgender women, and it did not fit my views on equality. I joined Allies & Advocates at work, the LGBT Fungroup and later iteration Faculty & Staff Association. I became a convinced Quaker partly because of their views on the equality of all people and social justice activism trying to make the world better for all. When my wife and I became a couple, I experienced coming out all over again. But I faced my discomfort and fears, worked through them. Finally, these groups gave me a sense of safe community, where I am accepted as I am. And I keep learning, though other transgender friends, through my reading.

Lately I experienced an act of emotional/verbal violence in what was supposed to be a safe place and discussion, by someone who knows nothing of my story but who exercised his priviledge and power to label me, incorrectly, as "cisgender," i.e., born biologically female and identifying as female. His labelling was an act of aggression, trying to silence me. By labeling me instead of asking me to identify myself or asking for more of my story, he engaged in de-legitimizing and implicitly denying my perspectives, experiences, understanding, beliefs. No one stood up; no one called him on it; no one protested. And that motivated me to write some of my story here.

So here I am, an androgynous lesbian, an activist for most of my life. Setting boundaries, taking care of myself (with the help of wife, friends, therapist, psychiatrist), and hoping to challenge this man to learn to communicate nonviolently and facilitate difficult discussions without reacting with emotional/intellectual violence.

Friday, March 6, 2015

Information Literacy and Social Justice Activism

Consciousness-raising articles:

Beilin, Ian. "Beyond the Threshold: Conformity, Resistance, and the ACRL Information Literacy Framework for Higher Education." In the Library with the Lead Pipe. Feb. 25, 2015. http://www.inthelibrarywiththeleadpipe.org/2015/beyond-the-threshold-conformity-resistance-and-the-aclr-information-literacy-framework-for-higher-education/

Wow, this is for the social activist! Similarly, this:
Beatty, Joshua. "Locating Information Literacy within Institutional Oppression." In the Library with the Lead Pipe. Sep. 24, 2014. http://www.inthelibrarywiththeleadpipe.org/2014/locating-information-literacy-within-institutional-oppression/

Joshua Beatty writes that the threshold concept framework bolsters prevailing power structures, especially when using capitalist metaphors such as "information marketplace" or "information ecosystem" and "authority" or "credentials" as judgments for "good" or "scholarly" resources. I think back to these 2 articles, which offer a more holistic view:
The framework does mandate, “understand that authority is the degree of trust that is bestowed and as such, authority is both contextual and constructed” and “understand that the quality and usefulness of a given piece of information is determined by the processes that went into making it.” For me, these come close to seeking to understand and remedy underlying issues that contribute to inequity and violence. Expertise cannot be limited to people with "higher" education degrees.

Interestingly enough, patron-driven acquisitions helps balance the disparity between librarians-as-experts choosing the "best" materials and students choosing their own materials. And I look to scientists as the best proponents of open access against the capitalist-driven publishing industry. However, I recognize that as an academic myself, I am both part of an inequality-creating/maintaining institution, and as a Quaker, am resistant. Paradox, anyone?

Monday, February 23, 2015

Music findability

I just read this article:

Dougan, Kirstin. “Finding the Right Notes: An Observational Study of Score and Recording Seeking Behavior of Music Students.” The Journal of Academic Librarianship 41, no. 1 (2015): 61-67. http://www.sciencedirect.com/science/article/pii/S0099133314001888

They are using “a local federated search tool with a module specific to the Music and Performing Arts Library (MPAL Easy Search)”: http://www.library.illinois.edu/blog/music/2012/06/mpal_easy_search.html ). I don’t know what the difference between that and a “commercial discovery layer (Primo)” is – and which is the equivalent of GVSU's Summon?

Kirstin says, "When we educate our patrons about our specialized recording databases and how to search for music, we should not hesitate to give them concrete examples showing how the catalog and library streaming tools compare to Google and YouTube. This will help patrons see the benefits of each type of tool rather than generate the feeling that we aren't keeping up with the tools they already use." [emphasis added]

Yes, I already show/discuss Google & Wikipedia compared to Oxford Music Online, and should also ask what other tools they use (e.g., YouTube) and show those compared to our tools!





Tuesday, January 20, 2015

Indigenous North America

On December 3, 2014, I attended a forum on Gi-gikinomaage-min, a GVSU-Grand Rapids project of recording urban Native American experience, co-sponsored by the Kutsche Office of Local History and the University Libraries/Archives. I'd like to be a volunteer interviewer. This spurred me to continue learning:
 
In late December I watched a 3-part sports documentary, Iroquois Lacrosse, about the Iroquois Nationals (Haudenosaunee) playing in the 2014 World Lacrosse Championships, and then the dramatized version, Crooked Arrows, about the original, ancient game and contemporary players coming together as a team, developing both skills and Haudenosaunee character. The Nationals were not allowed to go to the Olympics because their sovereign passports were not accepted by Great Britain.

I just finished reading Unraveling the Spreading Cloth of Time: Indigenous Thoughts Concerning the Universe by MariJo Moore and Trace A. Demeyer, a 2013 compilation. Interesting, thought-provoking pieces. I loved "Tangled" by Kim Shuck, would like to read more by Odilia Galván Rodríguez, Doris Seale (a librarian who compiled books like A Broken Flute: The Native Experience in Books for Children), and Susan Deer Cloud, who has several books of poetry out. Update 3/1/15: I've read 2 of Deer Cloud's chapbooks: The Last Ceremony, and Braiding Starlight. She wrote a poem of local interest, called Stuck in Grand Rapids Airport, Our Words Make Peace Cranes.

I came across the book above when I met Siobhan Senier via some friends during Thanksgiving weekend. She is an English prof who specializes in New England Indigenous literature (e.g., Dawnland Voices: An Anthology of Indigenous Writing from New England and its accompanying website Writings of Indigenous New England). She recommended the author Tomson Highway, a Canadian First Nations writer, and said that I might start with Kiss of the Fur Queen (GVSU 4th floor PR9199.3.H472 K57). She also recommended David Treuer's Hiawatha (MEL). David and Anton Treuer are brothers, Ojibwe from Minnesota. I had already read Anton's Everything You Wanted to Know about Indians but Were Afraid to Ask, a greatly informative book, because he had visited GVSU in the fall semester but I had missed his talk. I had also already sampled pieces from Voice on the water: Great Lakes native America now edited by Grace Chaillier and Rebecca Tavernini; it is an Anishanaabe (Ojibwe) anthology project from Northern Michigan University's Center for Native American Studies in Traverse city.

I would like to read at least portions of In the Hands of the Great Spirit: The 20,000-year History of American Indians by Jake Page (GVSU 2nd floor E77.P14 2003), perhaps "We are still here": American Indians since 1890 by Peter Iverson and Wade Davies (2015) and That dream shall have a name: native Americans rewriting America by David L. Moore, Centering Anishinaabeg studies: understanding the world through stories (search for urban), Living with animals: Ojibwe spirit powers by Michael Pomedli, Anishinaabe ways of knowing and being by Lawrence W. Gross, and most definitely The queerness of Native American literature by Lisa Tatonetti. And Fighting colonialism with hegemonic culture: native American appropriation of Indian stereotypes by Maureen Trudelle Schwarz. Look for Michigan in Encyclopedia of Native American music of North America. Look at the last chapter of Imagic moments: indigenous North American film.

I read: Unsettling America: the uses of Indianness in the 21st century by C. Richard King. Amazing book, eye-opening. He discussed Blue Corn Comics' Peace Party, and from there, I found Newspaper Rock, a forum subtitled, "Where Native America meets pop culture."

Here is a searchable in English or Ojibwe pronouncing Ojibwe People's Dictionary, from Minnesota, Ontario, Wisconsin.

March 7: Reading The queerness of Native American literature by Lisa Tatonetti. Based on the film chapter, I looked for and watched several documentaries from this organization: Basic Rights Oregon (BRO), Our Families “Native American LGBT Two Spirit”
Discovered filmmaker Carrie House. And website Native Out.
Next to read: Sovereign erotics : a collection of two-spirit literature

Quaker fiction

Green means best in my opinion, purple means I have it, yellow means I would like to have it (a.k.a. wish list), turquoise means look for it to read.
 
To try:
  • Dark, Alice Elliott: Fellowship Point
  • Brand, Irene: Mountains Stand Strong
  • Prescott, M. Lee: A Friend of Silence (Roger and Bess mystery = 1st) 
  • Baker, Tace (Edith Maxwell): I read Speaking of Murder - ok; am interested in reading Bluffing is Murder/Murder on the Bluffs (not in KDL or MeL)
  • Gloss, Molly. The Dazzle of Day.
  • Kidd, Sue Monk. The Invention of Wings.
  • Michener, James A. Chesapeake.
  • Maxwell, Edith: 
    • A Tine to Live, A Tine to Die (Local Foods mystery) - ok. 
    • Enjoyable: The Quaker Midwife mysteries (1st Delivering the Truth, 2nd Called to Justice, 3rd Turning the Tide about the Suffragists, 4th Charity's Burden (MeL), 5th Judge Thee Not, 6th Taken Too Soon; then a set of short stories A Questionable Death and Other Historical Quaker Midwife Mysteries. As of Jan 2024, there are 7 books and a short story collection in this set. 
  • Remmes, Brenda Bevan: Home to Cedar Branch (A Quaker Cafe novel #2) from KDL.
Already read: 
  • Newman, Daisy. I Take Thee, Serenity; Indian Summer of the Heart.
  • Turnbull, Ann. Quaker trilogy, #1 No Shame, No Fear, #2 Forged in the Fire, and #3 is Seeking Eden. These are about early Friends, 1860's-1880's, persecuted, beaten, jailed, transported from England. The 2nd deals with the plague and Great Fire in London. The 3rd is set in early Pennsylvania and engages the issue of slavery. Excellently-written historical fiction. I don't have the strength to do passive resistance as they did, though.
  • Fisher, Suzanne Woods. Historical fiction trilogy about Quakers on Nantucket Island (Massachusetts) in the 1800's and in the "story within a story" journal, 1600's, Nantucket Legacy. Enjoyed the 2nd one, Minding the Light, read the 1st, Phoebe's Light and then the 3rd, The Light before Day.
  • Chevalier, Tracy. The Last Runaway
  • Dobson, Melanie. The Winter Rose. This historical novel followed 2 women protagonists - Grace was a Quaker who helped Jewish children escape Nazi-occupied France via the AFSC (le Secours Quaker américain), returned to live on her grandparents' Oregon farm with 3 of the youngsters, and then returned to France. The other, Addie, was an evangelical, pregnant widow who was mentored by the eldest of the 3, Charlie, and searched for Grace and Marguerite as potential bone marrow donors for Charlie. Good storylines although a little evangelical for my comfort.
  • Luetke, Barbara Schell. The Kendal Sparrow.
  • Nicholls, SallyThings a Bright Girl Can Do.
  • The Quakers of New Garden (Romancing America series) has 4 stories of different generations:
    1.  Taylor, Jennifer Hudson: AWFUL! She clearly did not do any research and is a poor writer.
    2. Schrock, Ann E.: excellent story about the Underground Railroad, well written.
    3. Sanders, Claire: good story about a woman who stays true to her Quaker beliefs and practices even when "married out." 
    4. Williams, Suzette: a contemporary story, good, or even excellent until the end, when the protagonist leaves her Meeting to join an evangelical church - what about this makes it a Quaker romance? Williams puts herself on the same level as Beverly Lewis, whose so-called "Amish" romances all have the same message: Old Order Amish are not fine as they are but need to become born again--truly an evangelical message--so why not have the characters move to the Evangelical Friends branch if being Liberal (Friends General Conference) was too uncomfortable for the writer? 
  • Schmidt, Anna: Peacemakers series (All God's Children = 1st, about being Quaker in WWII Germany and the White Rose, 2nd, Simple Faith about helping children escape across the French Pyrenees into Spain, and 3rd, Safe Haven - about the "refugee settlement" in Oswego, NY) - all were excellent. 
  • A Quaker Christmas (Romancing America), compilation with 4 stories:
    1. A Crossroad to Love by Lauralee Bliss.
    2. Simple Gifts by Ramona K. Cecil.
    3. Pirate of My Heart by Rachael Phillips
    4. Equally Yoked by Claire Sanders.
On the whole, a gentle collection of stories about 1800's Quakers, explaining that Friends consider each day as holy/sacred, which takes the pressure off the huge expectations of gifts, huge meals, etc. Sanders' "Equally Yoked" nicely demonstrated the dangers faced by abolitionists.

Some minor quibbles: one of the authors (Bliss, I think) used "thee" as the formal and "you" as informal and clearly didn't understand that "thee" was used in place of "thou" --the singular informal, and that "you" is the plural formal--considered incorrect to use when addressing one person, especially as used in 1600s England to address "betters" such as titled landowners and church officials. "Friend" was also used as a formal title used with the last name, again the opposite, as Friends don't use titles. To be formal, one uses first and last name: "John Davis" for example, or "Friend John."  

One major quibble: Phillips used the stereotype of Shawnee river cave pirates, which I found detestable. That is truly comodification - just trying to make money off of a bad idea. 
  • Cote, Lyn. Honor. About Quakers in 1819-20, slavery, and the Underground Railroad. I enjoyed the story, although Cote used "thee" as the plural, when addressing multiple people. Clearly doesn't understand the grammar. Interestingly, in the Historical Note at the end, Cote mentions Elizabeth Margaret Chandler, an abolitionist and poet who moved to Michigan, and the first woman to write about abolition. Cote included one of her poems in Honor. I read the 2nd one, BlessingFaith, 3rd one, has the same grammatical problem. It's set during the Civil War, about a nurse, and maybe it's not the right book at the right time? Finding it difficult to get engaged.
  • Ellis, Mary. The Quaker and the Rebel - I can see if the 1st few pages that she has done as little research on Quakers as she has on the Amish (the protagonist has ribbons on her dress, curtsies, uses "sir" and "ma'am" and the title of "Miss" to introduce herself. Meh. 
  • Allen, Irene: I read all 4 of her novels but didn't really enjoy them. 
  • Gale, Patrick. Notes from an Exhibition. Didn't enjoy this either.