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ERIC Number: EJ767447
Record Type: Journal
Publication Date: 2007
Pages: 15
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0161-6463
EISSN: N/A
Conjuring the Colonizer: Alternative Readings of Magic Realism in Sherman Alexie's "Reservation Blues"
Belcher, Wendy
American Indian Culture and Research Journal, v31 n2 p87-101 2007
Sherman Alexie's "Reservation Blues" has inspired both admiration and castigation. Critics such as Stephen Evans, Adrian C. Louis, Joseph Coulombe, and James Cox have praised Alexie's satiric upending of stereotypes about Native Americans, claiming that Alexie's work "uses stereotypes...of the...Indian, in new and entirely moral and ethical ways." Other critics such as Gloria Bird, Elizabeth Cook-Lynn, Kenneth Lincoln, and Louis Owens have argued instead that Alexie's work "simply reinforces all of the stereotypes desired by white readers [of]... absurd and aimless Indians." Yet in his review of the positive and negative scholarship on Alexie, Evans insists that Alexie is "a consciously moral satirist" and not a "cultural traitor." In this article, the author contributes to this debate by suggesting a further reason to see Alexie's work as subversive rather than complicit. In contrast to quite a bit of "multicultural lit," Alexie's "Reservation Blues" does not associate magic with Indian culture so much as with white culture. Much of "Reservation Blues" turns expected magical tropes on their heads, with American Indians presented as the antithesis of magic and the embodiment of rationality. Whether intentionally or not, Alexie confronts stereotypes with their opposites. The text thus inheres magic in the Western rather than in the indigenous, articulating the material struggle at the heart of the colonial relationship. (Contains 28 notes.)
American Indian Studies Center at UCLA. 3220 Campbell Hall, Box 951548, Los Angeles, CA 90095-1548. Tel: 310-825-7315; Fax: 310-206-7060; e-mail: sales@aisc.ucla.edu; Web site: http://www.books.aisc.ucla.edu/aicrj.html
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A