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Search Results (2)

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Keywords = violence against Indigenous girls

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15 pages, 249 KiB  
Article
Attention, Representation, and Unsettlement in Katherena Vermette’s The Break, or, Teaching and (Re)Learning the Ethics of Reading
by Cynthia R. Wallace
Humanities 2019, 8(4), 164; https://doi.org/10.3390/h8040164 - 16 Oct 2019
Viewed by 4627
Abstract
Theories of literary ethics often emphasize either content or the structural relationship between text and reader, and they tend to bracket pedagogy. This essay advocates instead for an approach that sees literary representation and readerly attention as interanimating and that considers teaching an [...] Read more.
Theories of literary ethics often emphasize either content or the structural relationship between text and reader, and they tend to bracket pedagogy. This essay advocates instead for an approach that sees literary representation and readerly attention as interanimating and that considers teaching an important aspect of an ethics of reading. To support these positions, I turn to Katherena Vermette’s 2016 novel The Break, which both represents the urgent injustice of sexualized violence against Indigenous women and girls and also metafictionally comments on the ethics of witnessing. Describing how I read with my students the novel’s insistent thematization of face-to-face encounters and practices of attention as an invitation to read with Emmanuel Levinas and Simone Weil, I explicate the text’s self-aware commentary on both the need for readers to resist self-enlargement in their encounters with others’ stories and also the danger of generalizing readerly responsibility or losing sight of the material realities the text represents. I source these challenges both in the novel and in my students’ multiple particularities as readers facing the textual other. Ultimately, the essay argues for a more careful attention to which works we bring into our theorizing of literary ethics, and which theoretical frames we bring into classroom conversations. Full article
(This article belongs to the Special Issue Ethics and Literary Practice)
16 pages, 223 KiB  
Article
Shock and Awe: Trauma as the New Colonial Frontier
by Natalie Clark
Humanities 2016, 5(1), 14; https://doi.org/10.3390/h5010014 - 5 Feb 2016
Cited by 25 | Viewed by 19952
Abstract
The health of Indigenous girls in Canada is often framed and addressed through health programs and interventions that are based on Western values systems that serve to further colonize girls’ health and their bodies. One of the risks of the recent attention paid [...] Read more.
The health of Indigenous girls in Canada is often framed and addressed through health programs and interventions that are based on Western values systems that serve to further colonize girls’ health and their bodies. One of the risks of the recent attention paid to Indigenous girls’ health needs broadly and to trauma more specifically, is the danger of contributing to the “shock and awe” campaign against Indigenous girls who have experienced violence, and of creating further stigma and marginalization for girls. A focus on trauma as an individual health problem prevents and obscures a more critical, historically-situated focus on social problems under a (neo)colonial state that contribute to violence. There is a need for programs that provide safer spaces for girls that address their intersecting and emergent health needs and do not further the discourse and construction of Indigenous girls as at-risk. The author will present her work with Indigenous girls in an Indigenous girls group that resists medical and individual definitions of trauma, and instead utilizes an Indigenous intersectional framework that assists girls in understanding and locating their coping as responses to larger structural and systemic forces including racism, poverty, sexism, colonialism and a culture of violence enacted through state policy and practices. Full article
(This article belongs to the Special Issue Decolonizing Trauma Studies: Trauma and Postcolonialism)
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