1. Coyote Pedagogy is a term sometimes used to describe King’s writing strategies (Margery Fee and Jane Flick). Discuss your understanding of the role of Coyote in the novel.

“This lesson places special emphasis on learning how to recognize the significant differences between European literary production and First Nations storytelling traditions. In many ways,Green Grass Running Water is a novel about different story-telling traditions, which in turn reflect different, and sometimes conflicting world views.”- Dr. Erika Paterson.

Having read King’s Green Grass Running Water once during my first year at UBC and now again at my fourth year at UBC, the imagery or symbolism of the role of Coyote has always been quite apparent. Coming from an Asian society that probably has one of the highest Western influences (Singapore), as a child I remember the older generation telling me the ‘evil’ symbolism that crows represent. Witnessing the culling of crows is a common sight back home as they bode the inauspicious. Although Singapore does not have a national religion, our multi-culturality often sees the mixing of beliefs across religions and races, assuming that which we choose! Similar to the Western superstition against ‘a black cat crossing one’s path’, these shape the way through which we view the world.

As such, the role of Coyote in King’s novel assumes the similar allusions as crows and black cats. Coyotes are from the group of mammals that include foxes. Foxes are attributed traits of being cunning and sly across cultures. Jane Flick describes Coyote as “the familiar trickster figure from First Nations/Native American tales, an especially important personage in the mythology of traditional oral literature of Native North America” (143). On a side note, it is interesting to note that the Coyote can only be found in North America. Flick describes Coyote as possessing traits that are on the opposite sides of spectrums, “brave or cowardly”, “conservative or innovative” and “wise or stupid” (143). As such, they would seem to have human attributes, which would account for their role in First Nations literature through the appropriation of human life.

Now, to delve deeper into the novel, this is a pronounced difference between contemporary Western and First Nations story-telling traditions in my opinion. Whilst this generation would think of Looney Toone’s Coyote as only a secondary character to “Road Runner” per se, and holds a comical tone, First Nations traditions thus holds Coyote as in integral and important character, being present throughout and perhaps even before creation (King 1). Coyote’s ability to create a rainstorm is a showcase of his prowess and affect on nature, which reinforces the idea of Coyote’s omnipotence (King 274). King further alludes to Coyote during integral parts of the novel, such as Lionel’s meeting of the elders, wherein he smells like a “wet dog” (296). Lionel’s clothing is mentioned wherein his jacket is the first thing which needs to be ‘changed’ (King 168-169). Coyote is thus showing his presence through even a subtle manner, which is important to note at a later part of the novel, as Lionel hands his (symbolically significant) coat to George, perhaps suggesting continuance (King 385).

“Life is cyclical and ALL things are inter-connected — that is the lesson of the Medicine Wheel, which is central to a First Nations worldview and an ethos that seeks balance and harmony.” (Paterson). It is interesting to note the omnipotence of crows and their probable continued presence. Coyote is a symbol that has been present in First Nations literature and will continue to hold an important role in creation stories, a tradition or figure to look to for history.

Flick, Jane. “Reading Notes for Thomas King’s Green Grass, Running Water.” Canadian Literature161/162 (1999). Web. 10 July 2015.

King, Thomas. Green Grass Running Water. Toronto: Harper Collins, 1993. Print.

Mydans, Seth. “Singapore Takes on Crows; One Down, 34,999 to Go.” The New York Times Online. 8 November 2006. Web. 10 July 2015.

Paterson, Erika. “Lesson 3:2.” ENGL 470A: Canadian Studies. University of British Columbia Department of English, May 2015. Web. 10 July 2015.