An Eastern Shore
Greetings, and welcome to my blog for ENGL 372: Canadian Literature.
My name is Samantha, and I am living, learning, and growing on the unceded territories of the Coast Salish, sc̓əwaθenaɁɬ təməxʷ, S’ólh Téméxw, Qayqayt, Stz’uminus, xʷməθkʷəy̓əm, Skwxwú7mesh-ulh Temíx̱w, and Kwikwetlem peoples. I would also like to acknowledge I grew up in Mi’kma’ki – Nova Scotia – home to Mi’kmaq peoples.
I have always felt a strong connection to my home – the land, the waters, the history. From vast farmlands, to flourishing woodlands, to the freedom of the beaches, when I am there I feel complete. Though I have not been back home in a couple of years, I have been fortunate to spend time in many areas of Canada. I completed my undergraduate degree in Quebec, and spent last year teaching in Nunavut.
Coming into this course as a 10th generation Canadian, my personal narrative has often followed European customs and traditions; my education has focused mainly on European literature. Throughout this course, we will have the opportunity to (re)examine our understanding on what is defined as ‘Canadian literature’, and how we can (re)engage with non-Western stories to deepen understanding of what it means to be Canadian. We will explore the connection between literature and storytelling, literature and the development of the national psyche, and the effect colonisation has on stories and literature.
Within her book Braiding Histories: Learning from Aboriginal Peoples Experiences and Perspectives, Susan Dion states that stories are “not just entertainment, but power” (15). There is a relationship, and a responsibility, between listener and storyteller: the meaning of the story the listener comprehends is determined on who the storyteller is, and how they tell the story (16). This association calls attention to not only the importance of telling the right story, but also the responsibility of telling a story with permission.
As a secondary education teacher, I am constantly seeking ways of bringing First Peoples ways of knowing into my classroom. I often reflect on my own high school experience, and how European-centric course readings were. Over the past few years, the BCTF and Ministry of Education have been making significant shifts in the curriculum to incorporate more First Peoples content. With this course, I am eager to explore literature written by authentic First Peoples voices alongside other scholars, and broaden my own library of stories to bring into my classroom.
Work Cited
Dion, Susan. Braiding Histories: Learning from Aboriginal Peoples Experiences and
Perspectives. Vancouver, Canada: UBC Press, 2009. Print.
“Exploring Aboriginal Education: Susan Dion.” The Learning Exchange, Ontario Ministry of
Education, 2013, https://thelearningexchange.ca/projects/susan-dion-exploring-aboriginal–
education/?pcat=1126&sess=0. Accessed 16 January 2021.
“Learning First Peoples Classroom Resources.” First Nations Education Steering
Committee, N.d., http://www.fnesc.ca/learningfirstpeoples/. Accessed 16 January 2021.
Hello Samantha,
Your post is very interesting, both your personal experience and the storytelling insight of Susan Dion. Her statement “stories are ‘not just entertainment, but power'” got me thinking about stories I’ve read and estimating their power. It seems to me that Farley Mowat used his power profoundly (People of the Deer, A Whale for the Killing) and delivered gripping tales; great literature often has such a characteristic too (Heart of Darkness, Tess of the D’Urbervilles) but not everyone does that. For example, Bill Miller’s “Wires in the Wilderness: The Story of the Yukon Telegraph” surely held potential power but it seems unused, I think, or mostly unused––it’s just history about a vast number of fascinating characters. It’s worth reading, for sure, but I think it falls short of Dion’s claim about power. Perhaps she meant potential power?
Cheers!
Joe
Hi Joe, it is great to connect! Many of the tales you mention I have never read, but they sound intriguing! I will be looking up Mowat this weekend! I appreciate your view of considering Dion meant “potential power”. I think this would be an accurate assessment: do we use stories to the best of their abilities? I am eager to read “Wires in the Wilderness” and compare my thoughts with your reply!
I am looking forward to sharing more thoughts with you throughout the course!
Hello Samantha,
Thank you for your introduction, it is a real pleasure to meet you. Nunavut! Now that is a part of this earth I have always wanted to visit – in the summer months! I have taught in remote areas in other parts of the world, but not in the North. Thank you for the link to Susan Dion in interview – it is interesting to note how greatly ideas about pedagogy and First Nations ways of coming to knowledge have grown since 2013, when Susan is speaking in these videos. She illuminates many of the issues that we will be further exploring – thank so much for the link ???? I also shared the link to First Nations Education Steering Committee.
I hope you enjoy the challenges and rewards that 372 offers, and I look forward to working together!
Hello! It was definitely a changing experience! The summers are beautiful.
I have always found Dion to be a great inspiration, and hope other will enjoy her views!
Iwas thinking the same thing about changes in pedagogy – things are so different from when I was in high school. We are so fortunate to live in changing times.
I am very much looking forward to the course, and the opportunities of discovery and expanding what I already know!
Hi there!
Thank you Samatha for your lovely introduction! I am also going into teaching and I am always trying to find ways in which I can add more Indigenous content to my classroom! Another book that I really liked and I am not sure if you heard of is the Marrow Thieves my Cherie Dimaline!
I also liked how you acknowledged how we can (re)examine and (re)engage with other texts through different points of view. As an Indigenous person I belive it is important to not dismiss western stories, but to find a a balance between both!
Happy reading!
Lenaya Sampson
Hello! It is great to ‘meet’ and connect with you! We seem to have quite a few teachers within our class! I am quite looking forward to learning alongside you, and hearing your thoughts on the topics.
I have not heard of ‘Marror Thieves’ so I will add it to my newly created reading list, along with Joe’s mentions!
I definitely agree with you on being able to find a balance. It reminds me of the quote “those who do not understand history are doomed to repeat it”. I am finding this idea connects well also to Chamberlin; have you seen some similarities?