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ERIC Number: EJ841793
Record Type: Journal
Publication Date: 2003
Pages: 30
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0095-182X
"Survivance" in Sami and First Nations Boarding School Narratives: Reading Novels by Kerttu Vuolab and Shirley Sterling
Kuokkanen, Rauna
American Indian Quarterly, v27 n3-4 p697-726 Sum-Fall 2003
Educational institutions have played a central role in colonizing Indigenous peoples. The colonial school system has also been a very effective tool in implementing racist theories and indoctrinating them in children (Indigenous and non-Indigenous alike) worldwide. In this paper, the author demonstrates how, despite the vast differences in actual colonial processes, colonial education has produced very similar effects in different parts of the world. These effects include cultural intrusion, conflicts and confusion between cultures and values, and various strategies of survival and resistance. The author's particular focus is the way in which these effects are represented through literary works. Here, the author considers two novels--Kerttu Vuolab's "Ceppari Carahus" (1994) and Shirley Sterling's "My Name is Seepeetza" (1992)--both telling the story of a young Indigenous girl attending a boarding school. The author discusses the various coping mechanisms and survival strategies the girls employ (and learn to employ) in order to maintain their cultural identities and thus, self-esteem. The analysis of the forms of resistance and strategies of survival in the novels is guided particularly by Gerald Vizenor's notion of "survivance"--a concept which, combining survival and resistance, challenges dualistic notions of dominance and victimhood. (Contains 66 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada