Bruchac reading from SKELETON MAN

Update on Sep 30 2023: I (Debbie Reese) no longer recommend Bruchac's work. For details see Is Joseph Bruchac truly Abenaki?

One of my favorite books by Joseph Bruchac is Skeleton Man. Click here to hear him read from the book.

Cassie Edwards Plagiarized THE WAY TO RAINY MOUNTAIN

Some of you may recall that Cassie Edwards, author of romance novels (including the "SAVAGE" Indian series) was caught plagiarizing last year. The site "Smart Bitches" catalogued a lot of the plagiarized passages.

I didn't follow all of it carefully last year, and missed this:

Edwards plagiarized from N. Scott Momaday's The Way To Rainy Mountain. The novel is read in a lot of high school English/Lit courses, which makes me think that teachers who teach it might want to add a segment on plagiarism to their unit.

Cassie Edwards, Savage Whispers is a passage-by-passage comparison of Edwards' novel and Momaday's writings. It is astounding. It's on a LiveJournal that belongs to "wombat" dated Feb. 29, 2008. (Note: I've got an LJ, too, under my name, Debbie Reese. When you click on the hyperlink, you might get an "Are you 14?" page. If that happens answer the question and you'll then go to the correct page. At that point, I'm not sure how the page will look on your screen. My computer defaults to my LJ, and it plops wombat's analysis on my page. Maybe if you do not have an LJ, you'll go right to wombat's LJ.)

Here's wombat's opening paragraph, followed by the paragraph where she says what was plagiarized, followed by one example. Do go to wombat's page and read the entire thing. Wombat writes:

This is one of Edwards' older books, and it shows: presumably she wasn't yet able to coast on her reputation (and was twenty years younger), so the prose actually has some description and flow, and the plot is noticeably more complex-- compared to her recent routine, it's almost mindbogglingly frenetic.

...

Edwards makes extensive use of Momaday's book (abbreviated below as WRM), as well as his article/essay "A First American Views His Land", first published with various photos as pp 13-19 National Geographic, Vol. 150 No.1, July 1976, and later reprinted (text-only) in his anthology The Man Made of Words, McMillan 1998 (abbreviated below as FAVL; page #s are via antho MMW or magazine NG).

----

SW p 2 (author's note):

After a bloody fight at Palo Duro Canyon, the Kiowa came in, a few at a time, to surrender at Fort Sill in Oklahoma. Their horses and weapons were confiscated and they were imprisoned. In a field just west of the post, the Indian ponies were destroyed. Nearly eight hundred horses were killed outright. Two thousand more were sold, stolen, and given away.

Momaday, WRM p. 67:

After the fight at Palo Duro Canyon, the Kiowas came in, a few at a time, to surrender at Fort Sill. Their horses and weapons were confiscated, and they were imprisoned. In a field just west of the post, the Indian ponies were destroyed. Nearly 800 horses were killed outright; two thousand more were sold, stolen, given away.

I'm grateful to wombat for doing this analysis and letting me know about it. Momaday and the UNM Press have been informed. If there's any news on action, I'll let you know.

We the People 2009

Last night I learned that Louise Erdrich's Birchbark House was on the 2009 "We the People" bookshelf. I mentioned that books on that shelf in previous years had been disappointing. This morning, JPM submitted an excellent comment to that post, so I'm reposting it here:

This is an interesting "first" from a group that so far seems to have focused its selections on perpetuating the dominant narrative of "American history". I'm curious about some of their other choices this year. Am not familiar with Kathleen Krull's book on Cesar Chavez (illustrated by award-winner Yuyi Morales), but I see that she also wrote something titled Pocahontas: Princess of the New World (illustrated by David Diaz, whose cover "princess" has a romanticized look) which according to the author's Web site is "fascinating birth-to-death account of this true American princess."

A Chavez book that would have been VERY interesting to see on the list is Rudolfo Anaya's Elegy on the Death of Cesar Chavez. Though "too old" for the age group NEH has chosen for the Krull bio, Elegy is a straight-from-the-heart look at what Cesar Chavez meant to many, many Mexican-Americans and countless others who observed, took part in, and/or benefited from his tireless activism. AND the dust jacket is this amazing time-line poster, perfect for teachers. Illustrator Gaspar Enriquez did some remarkable work. So I am curious about the decision-making process for that "Picturing America" option.

Two other WTP selections raise questions for me regarding representations of indigenous people in this year's "Bookshelf". For example, what does The Captain's Dog have to say about the Lewis and Clark project, especially about the Native people encountered encountered by the expedition? And Freedman's Life and Death of Crazy Horse I read years ago - but what might have been the reason to choose it over a biography by someone of indigenous background? Insider perspectives continue to be a problematic absence for the WTP bookshelves; let's hope that the inclusion of Birchbark House signals the beginning of a trend.

Also noted: this year's shelf has a repeat -- a version of the Paul Revere "midnight ride" story was also part of the 2005-06 Bookshelf on "Freedom". Wonder if the committee/s had any conversation about choosing David Hackett Fischer's Paul Revere's Ride instead (for older readers) which unlike the Longfellow poem, focuses on historical accuracy.

And if you want to read past posts on this discussion, here they are:

June 7, 2007: "We" the People?

April 4, 2009: BIRCHBARK HOUSE is on "We the People" Bookshelf, 2009

BIRCHBARK HOUSE is on "We the People" Bookshelf, 2009

Through January 30, 2009, librarians were invited to submit a proposal to win a set of books on the 2009 "We the People" bookshelf. Schools winning a set are being announced this month.

The big news, for me and readers of American Indians in Children's Literature is that Louise Erdrich's book, Birchbark House, is among the books this year. The theme is "Picturing America."

I've been disappointed (furious, actually) with some of the selections in years past. I'm delighted, though, that over 4000 schools in the country will be receiving a copy of Birchbark House book from the National Endowment for the Humanities.

Congratulations to Erdrich, and to all students who will have this book in their library.

Interview

While I was at Westfield, MA earlier this year, I was interviewed by Evan Dobelle, President of Westfield State College for One on One with Evan Dobelle. It was the longest interview I've given (30 minutes), and it was tough. The interview is online if you want to see it. Dobelle's questions were far-ranging, some of them in areas of study that are not my focus, hence its tough nature. I don't think I made huge gaffes, but, when I've got more time, I'll study the interview. I've gone one-on-one with university presidents and chancellors before (here at UIUC), but being taped is a different experience.

WE SHALL REMAIN

Writers, reviewers, editors, teachers... anyone whose work in some way touches American Indian cultures/histories... Please watch the upcoming PBS series WE SHALL REMAIN. It starts on Monday night. Native scholars and leaders were deeply involved in the series. At the website there are guides for teachers to use with students and an abundance of additional materials.

A colleague has a clip from the episode that covers boarding schools. The clip is on Facebook. Cut and paste this link in your browser to view it.
http://www.facebook.com/home.php#/video/video.php?v=656887999169

It starts with children singing "Ten Little Indians." The visuals start with animated ledger art of a school bus, with Native children boarding that bus. The animated ledger-art is interspersed with black and white photos, and interviews with Native people who were in the schools. The clip is from one of the episodes that will air later.

It is a powerful clip. In spite of the boarding schools, we are still here, and as is made clear by the series itself and the interviews and activities of Native people today, it is clear why the series is called "We Shall Remain." I don't mean that to sound melodramatic. I do mean to say that Native people are pushing back in greater numbers and in greater ways to the ways that we our cultures and histories are taught and presented in the media, in school, in books, etc.

Here's a preview:



In that preview you see tanks. That's from the Wounded Knee episode (#5 scheduled for May 11th). Previously on this site I've written about the takeover of Alcatraz Island and the activism of Native people during the 60s and 70s. Wounded Knee is part of that. The Wounded Knee episode of WE SHALL REMAIN was an Official Selection of the 2009 Sundance Film Festival. One of the advisors for that segment is Robert Warrior, Osage, currently working here at the University of Illinois Urbana-Champaign as Director of our American Indian Studies. If you wish to read (in advance) of that episode, get a copy of a book he wrote along with Paul Chaat Smith, Like a Hurricane: The Indian Movement from Alcatraz to Wounded Knee. Oyate also has some excellent books filled with photographs of the takeover.


Debbie

"But that's what they thought back then"

When reading popular and award winning books historical fiction for children (such as Little House on the Prairie or Matchlock Gun), people defend those books by saying "but that's the way they thought back then."

It's a typical defense of said books and their ilk, but I want to push us all to think carefully about that statement. There's a range of possibilities. Here's three:

Some people said that Indians were savages, blood-thirsty murderers, etc, but did they believe it?

Some people believe it.

Some people did not believe it.

Let's fast forward to today and think about the war in Iraq. Certain segments of the media, and certain political leaders give us overly broad statements about Iraqi's. They collapse a lot of people into a single frame. Or they use fear in an attempt to convince us of the need for a certain action. They repeat these things again and again, enough so that polls tell us that, for example, most Americans believe things about the Iraq war that are not true.

Now let's skip ahead 50 years. What will 'historical fiction' of the present time look like in 50 years? How are writers going to tell children about the war with Iraq? Are they going to create American characters who say that all Iraqi's were brutal killers?

Maybe the placement of these two moments side-by-side doesn't work. I invite your comments.

Rethinking Schools article on AMERICAN GIRLS

Elizabeth Marshall, a former elementary schoolteacher, has a terrific article on the Rethinking Schools site. Titled "Marketing American Girlhood" she makes excellent points again and again about what this well-marketed series hides or glosses over. Here's a paragraph about Josefina:

Josefina's story takes place on a rancho near Santa Fe, New Mexico, in 1824 before the Mexican-American War. The nonfictional "Looking Back: America in 1824" at the end of Meet Josefina dilutes this colonial history by limiting discussion to two sentences about the Mexican-American War and pointing out that when it ended in 1848, America "claimed most of the land that is now the southwestern United States" (Tripp, 1997, p. 83). The author of this history then moves on to describe the benefits of this war. "Although Josefina would never have imagined it when she was 9 years old, she would one day be an American — and the cultures and traditions of the New Mexican settlers and their Pueblo neighbors would become part of America, too" (p. 83). It is important to note that this loss of sovereignty was especially significant for New Mexican women, who had many more rights as Mexicans than they had as Americans — like the right to own their own property. The creators at American Girl favor a whitewashed version of this history, and Josefina's narrative reads as a melting pot story in which difference is assimilated into a larger American girlhood identity. Like Meet Josefina, each of the historical fictions takes place in the past and in this way allows issues such as racism, colonization, and war to be presented as things that America has overcome.

In 2006, one of my students brought Josefina's World, 1824: Growing up on America's Southwest Frontier to class. Marshall quotes from Beverly Slapin's review of Kaya. A couple of years ago, Jean Mendoza and I visited the AG store in Chicago. I wrote about that visit, and Roger Sutton, editor at Horn Book, blogged about the series, too.

During our visit, Jean and I wondered about the stage performance they do there but didn't want to rearrange our visit to see it. There is, however, a review in Theatre Journal [to read the entire review, see Theatre Journal 60.2 (2008): 303-306]. The author of the review is Matt Omasta from Arizona State University. Do click on his name to read about him. He's doing some fascinating work, including a stage adaptation of Lois Lowry's Gathering Blue. Here's some excerpts from his review of the American Girls production. He begins with:

I believe that Theatre for Young Audiences (TYA) is a cultural pedagogue. As corporations further their reach into today's world, I am interested in interrogating what these companies "teach" young people vis-a-vis their popular performances like The American Girls Revue. Viewing the production confirmed my suspicion that children would be indoctrinated into consumer identities and encouraged to avail themselves of the plethora of American Girl products available in the adjoining shop. More surprising and perhaps more troubling for me was the Revue's implicit yet deeply embedded hegemonic discourse that prescribed social roles based on children's race, class, and gender.

In the Revue, a group of girls show another how to play American Girl. Each one picks her favorite girl and acts out a scene. Omasta described three of them-- Felicity, Josefina, and Addy--and the scenes they act out. Then, he writes:

I see a troubling dichotomy when I consider these stories: affluent white people are encouraged to break free from their hegemonic roles, while impoverished minorities should rely instead on inner peace, since attempts at material social change will prove futile.

Of the males in the production, he writes:

With the exception of one kindly avuncular figure, males appeared only in apathetic or aggressive/hostile roles: a confederate soldier, a cruel animal-abuser, a drum-beating Native American who paid no heed to the troubles of his tribe.

Thank goodness, the shows are shutting down. The economy is probably the reason. Wouldn't it be great if they were going dark due to objections from the public? From teachers?

Omasta concludes his review saying that the Revue is the rule, not the exception, in theater for young audiences. Sounds a lot like children's and young adult literature. While some say American Girl is invested in diversity, we have to pay attention to what that diversity is. If it is just decoration, it's not real. It just lets people feel like they're living a liberal or progressive politic.

In short, in "American Girls" there's a lot to think about.