FIRST NATIONS LITERATURE
 First Nations became “part of” literature when Europeans
first arrived and wrote about them
o captains’ logs and sailors journals
o fur traders from HBC
o missionaries
o miners from gold rush
o all from Eurocentric point of view
 latter part of 20th century First Nations authors
developed distinct body of literature written in own voice
HISTORICAL OVERVIEW
 in 1800s, anthropologists collected stories from oral
traditions
o published without permission from First Nations who
owned the stories
 Mythology of the Bella Coola Indians, Franz
Boas, 1898
 Mythology of the Thompson Indians, James
Teit, 1912
o Metis poet Pauline Johnson, published collection of
Aboriginal origin myths
 one of several “as-told-to” accounts of
traditional literature that became popular
 Christine Quintasket – Interior Salish
o first Native American women to publish a novel,
1927
o wrote of experiences
 roundup of last buffalo
 residential school attempting to take away her
language
 reflects upheaval of communities
o strong advocate First Nations rights and justice
o criticism of her writing – influenced by non-Native
editors to write for popular audience
 first collection of stories by Aboriginal person in BC
o Son of Raven, Son of Deer, George Clutest, 1967
o lecturer teaching Native culture in Cdn schools
 numerous life histories by First Nations in collaboration
with non-First Nations writers
o Stoney Creek Woman: Sai’k’uu Ts’eke – story of
Mary John as told to Bridget Moran
ISSUES IN FIRST NATIONS PUBLISHING
 publishing is process of taking written material and
making it available to public in form of print
o signed contract, publisher acquires right to edit and
publish material by an author in return for payment
 publishing companies predominantly Euro-Cdn
o Aboriginal writers encounter difficulty in getting
published
o publishers gave preference to non-Aboriginal writers
about First Nations people
 led to inaccurate and sometimes racist
portrayals
o when published, often gave up control of content and
style
 struggled for editorial control over what published about
First Nations
o publishing with small companies gave more control
 books not necessarily reviewed by major
newspapers or receive wide readership
o only one Aboriginal publishing group in BC
 Theytus Books
 LITERATURE STUDY
CONTEMPORARY ABORIGINAL LITERATURE IN BC
 in 1970s, Aboriginal people began to write own accounts
of their history and place in Cdn society
 in 1980s, First Nations women writing about their lives
were getting published
o developed unique narrative voices influenced by oral
tradition, metaphors with traditional meanings and
characters with transformational powers
o sometimes use “rez” language
 rhythm and patterns of speech in First Nations
communities
 use language and grammar familiar to audience
 in 1990, En’owkin Center published first issue of journal
Gatherings
o sampling of current Aboriginal literature
o continues to be published each year
 in 1990s, non-First Nations presses began to publish
First Nations writers
o wider distribution
o 2 compilations of Okanagan Elder’s oral storytelling
also published
 gives voice to Elders cultural knowledge
valuable to younger First Nations people
 “to take charge of our own cultural
revitalization”
o Metis writers and poets published books with
literary presses
o First Nations scholars re-wrote BC history
o several First Nations accounts of residential school
experiences in BC published
CULTURAL APPROPRIATION
 to appropriate = to take possession of it, especially
unlawfully, for oneself
o mid 1980s, cultural appropriation referred primarily
to non-Aboriginal writers using First Nations’
beliefs, customs, ceremonies, and sacred stores
without permission
 incorporating into their work in ways not
intended to be used
 stereotypes contemporary First Nations people
 real voices get drowned
 with many First Nations writers, no
justification for writers outside the culture
appropriating First Nations themes or issues
 not that can’t use, but shouldn’t interpret
or evaluate the spiritual beliefs without
specific approval
 “THIS GUN IS FOR ME”
 REFLECTION / QUIZ
Names: ________________________
LITERATURE STUDY
In small groups:
At each station you’ll find some readings. Some stations may have poems, while
others have short stories. There will be one station with a listing of BC First
Nations’ published works.
Read the works at the stations and as a group answer the questions.
SELF-PORTRAIT: MICROCOSM, or, SONG OF MIXED-BLOOD
1. What does the author “hunt” with? _________________________
2. What does he think he should be hunting with? ____________________
3. What is the conflict in the poem?
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4. What is the theme of the poem? ________________________________
5. What is a possible alternate theme? _____________________________
GAAL COMES UPRIVER
1. Who is Gaal? _______________________________________________
2. Can Gaal be a metaphor for the First Nations’ people? Explain using specific
examples from the text.
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3. What is the theme of this poem? _______________________________
4. What is a possible alternate theme? _____________________________
THE HOCKEY GAME
1. Why couldn’t the boy stay at the house?
_________________________________________________________
2. Why doesn’t he want to be seen by the neighbours?
_________________________________________________________
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3. Why did the folks back home play hockey?
_________________________________________________________
4. Why did the boy go to Robert’s house? ____________________________
5. Why did he think he might get food there?
_________________________________________________________
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6. What differences can be said about the landlady’s family and the
neighbours?
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7. What is the theme of the story? ________________________________
8. What is a possible alternate theme? ______________________________
COYOTI LOST IN A CITY
1. Who is Coyoti? _____________________________________________
2. Where does Coyoti really belong? _______________________________
3. What does the author think is the reason for his return?
_________________________________________________________
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4. What is the theme of the poem? ________________________________
5. What is a possible alternate theme? _____________________________
THE OLD MAN’S LAZY
1. Why does the Indian Agent think the Old Man is lazy?
_________________________________________________________
2. What are the Old Man’s thoughts on the fence?
_________________________________________________________
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3. Why’d he take to visiting?
_________________________________________________________
4. What changed his children’s attitudes about his place?
_________________________________________________________
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5. What are some possible reasons why they can’t return?
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6. What is the fence likened to? Why?
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7. What is the theme of the poem? ________________________________
8. What is a possible alternate theme? _____________________________
CHARLIE
1. What “wall” separates the girls and the boys in the eating room?
_________________________________________________________
2. What is the principal compared to? _____________________________
3. What is the best part of the boy’s incarceration?
_________________________________________________________
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4. What is a possible reason for using the word “incarceration”?
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5. Why didn’t he think it would take long to get home?
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6. What is the eventual outcome? _________________________________
7. Is this good or bad? Explain
_________________________________________________________
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8. What are your groups’ feelings about this story?
_________________________________________________________
9. What is the theme of the story? ________________________________
RESEARCHING DIFFERENT GENRES
1. Who is the most published author in BC, with how many works published?
_________________________________________________________
2. Who is the most published author outside of BC, with how many works
published? _________________________________________________
3. How many works are published by Theytus Books? ___________________
4. Where is Theytus Books (City, Province)? __________________________
5. Which genre by Aboriginal authors has the most published?
________________________________________________________
6. Which genre is the least published? _____________________________
7. What might be some reasons for this discrepancy?
_________________________________________________________
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Name: _______________
“THIS GUN IS FOR ME”
By Joseph A Dandurand
This poem ties together many topics discussed in this chapter. Read the poem and
brief explanation on creative non-fiction. Answer the following questions.
Creative non-fiction = blend of non-fiction and fiction. Some features include:

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Holistic – presents a unique world view
Grounded in the writer’s self: author is personally engaged
Narrative base: grounded in real world, developed scenes and characters
Uses interesting language: details, often “everyday” language, metaphors and
imagery
1. Could this poem also be called creative non-fiction? What elements of
creative non-fiction can you find in it?
_________________________________________________________
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2. What emotions are expressed in this piece?
_________________________________________________________
3. Write about “Hollywood Indians” in terms of cultural appropriation. What is
the poet’s attitude towards them?
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4. What does the poem say about the writing experience? What do you think
he means when he says “each poem has taken its toll on me”?
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5. How is Aboriginal identity reflected in this poem?
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