Finding God And Gospel In The Foundations of Native American Myths and Beliefs

2002 ◽  
Author(s):  
Robert FELIX
1999 ◽  
Vol 5 (4) ◽  
pp. 652
Author(s):  
Jerrold E. Levy ◽  
Karl Kroeber

2000 ◽  
Vol 29 (3) ◽  
pp. 460-463
Author(s):  
Robert Bringhurst

Karl Kroeber is a distinguished professor of English at Columbia University and the son of a distinguished anthropologist, Alfred Louis Kroeber. He has been listening to Native American stories since his boyhood, and writing about them (side by side with his work on the English Romantics) for roughly twenty years. An anthology he edited in 1981, Traditional American Indian literatures: Texts and interpretations, taught me much when it appeared, and a statement Kroeber made in the introduction to that volume has stayed with me ever since. “It is our scholarship,” he wrote, “not Indian literature, which is primitive or underdeveloped.”


2003 ◽  
Vol 12 (4) ◽  
pp. 434-443 ◽  
Author(s):  
GRIFFIN TROTTER

According to Native American myths, there once roamed an Eye Juggler—a humanoid deity who could detach his eyes and juggle them. His talents were of no special appeal to members of the various tribes, given that it is quite possible to hunt buffalo, prepare meals, or play stickball without tossing around your eyes. However, there was a white man who grew interested in the Eye Juggler. Sensing great utility in detachable eyes—for spying, or looking two ways at once—the white man formulated a deal. He would trade away his wealth in return for the Eye Juggler's gift. To this proposition the Juggler agreed, but also issued a warning. If the eyes stay detached for very long, they rot and cannot be used.


1999 ◽  
Vol 53 (2) ◽  
pp. 112
Author(s):  
Linda Lizut Helstern ◽  
Karl Kroeber

2018 ◽  
Vol 50 (1) ◽  
pp. 123-149
Author(s):  
Tina Parke-Sutherland

Ancient female-centered Native American myths reveal pre-colonial attitudes about gender, gender roles, and sexuality as well as about human persons’ essential relations with the non-human world. Girls and women in these stories variously function as creators, embodiments of the sacred, and culture-bringers. After settler colonialism, the subsistence contract embodied in these women-centered myths was broken. On Native lands, unparalleled ecological disaster followed. Since then, Native people and their lands have suffered. Women and girls have doubly suffered from the colonizing culture and its patriarchal institutions as well as from their own cultures’ adopted misogyny. But in the last few decades, Native girls and women have taken the lead in rejecting the false choice between prosperity and sustainability. Their ecofeminist activism has spread throughout Native America, perhaps most successfully in the Southwest with the Hopi and Navajo Black Mesa Water Coalition and in North Dakota with the Water Protectors encampment on the Standing Rock Reservation to block the Dakota Access Oil Pipeline. This essay details those two inspirational projects that, in the words of Pueblo poet Simon Ortiz, bear witness to “a spring wind / rising / from Sand Creek.”


Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.


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