Coyote and Raven Go Canoeing

Coyote and Raven Go Canoeing: Coming Home to the Village

PETER COLE
Copyright Date: 2006
Pages: 360
https://www.jstor.org/stable/j.ctt810v8
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  • Book Info
    Coyote and Raven Go Canoeing
    Book Description:

    In a gesture toward traditional First Nations orality, Peter Cole blends poetic and dramatic voices with storytelling. A conversation between two tricksters, Coyote and Raven, and the colonized and the colonizers, his narrative takes the form of a canoe journey. Cole draws on traditional Aboriginal knowledge to move away from the western genres that have long contained, shaped, and determined ab/originality. Written in free verse, Coyote and Raven Go Canoeing is meant to be read aloud and breaks new ground by making orality the foundation of its scholarship. Cole moves beyond the rhetoric and presumption of white academic (de/re)colonizers to aboriginal spaces recreated by aboriginal peoples. Rather than employing the traditional western practice of gathering information about exoticized other, demonized other, contained other, Coyote and Raven Go Canoeing is a celebration of aboriginal thought, spirituality, and practice, a sharing of lived experience as First Peoples.

    eISBN: 978-0-7735-7605-6
    Subjects: Education

Table of Contents

  1. Front Matter
    (pp. i-ix)
  2. Table of Contents
    (pp. x-xii)
  3. welcome
    (pp. xiii-xvi)
  4. acknowledgments
    (pp. xvii-1)
  5. writing sp a ces
    (pp. 3-6)

    being a member of various employment equity committees and subcommittees aboriginal councils and affirmative action initiatives at various universities makes and made me realize how astonishingly far ‘mainstream’ institutions of postlearning have to go to be inclusive of diversity even the spirit of diversity culturally diverse curricula culturally respectful methodologies ethics protocols in terms of educational vision hiring retention and promotion practices the rhetoric is there but it seems to be as far as they are able to go all the more reason to get first nations ‘universities’ on the ground

    being the only self-reporting first nations person in a...

  6. living in the village
    (pp. 7-18)

    the following five seemingly blank pages represent the voices understandings wisdom rights respect and humanity of the first peoples of canada over the past 500+ yearsas acknowledged bythe immigrants/settlers/invaders to/of this land in the fields of education health medicine law philosophy social justice family studies ethics history language science politics environmental studies community development

    the arts

    and spirituality

    please add in the spaces your knowings stories relating to aboriginal people add out the silences silencings unhearings unlistenings absences invisibilities your contribution as a(n interactivist) reader is welcome and critically important but you might want to use pencil since...

  7. aboriginalizing methodology: considering the canoe
    (pp. 19-33)

    welcome to the sound of running water ideo morphic ortho graphies

    welcome to conversations of stone river earth sky

    this canoetsexoxmissing a few glottal stops perhaps a sibilant or two welcomes you first a caution even to the best swimmers treaders floaters logholders

    it would be advisable that while we are in motion you not stand up as we journey

    to lake stream river ocean sky stars language spirit world

    “please spare us” I can hear an academic geyser spouting up right down centre everywhere in particular this oraclic source infected withratio caucus iuristhis mesoscopic cog(noscento)...

  8. navigating upstream
    (pp. 34-150)

    international date line equator the reef space and brown

    bodies dancing singing drumming enjoining

    pulling into brisbane after a few looong portages outback

    chasing snakes and scorpions away from our bush tucker

    getting dizzy from watching kangaroos and wallabies jumping upanddown

    eardrums sore from the screeeeeeeeeeeech of silver crested cockatoos

    we stop and listen to a mob at (unofficial) speaker’s corner

    in a stunning new park just off downtown a former railroad yard

    roma street parkland taking turns at the podium eucalypt rostrum

    it is not the way of my culture to identify human beings becomings

    as the summit of...

  9. i/terature re/view
    (pp. 151-203)

    iterature prefigures literature iterati prefigure literati

    it prefigures and configures it

    words reaches the ear the eye and in between

    the mind has to decide their delineation

    did the {wooden/stone fence} come first or the morpheme

    and what was being contained or claimed

    are words domestic wild both/neither raven knows

    but coyote won’t tell

    harvard university cambridge ma november 1997paddle stroke stroke

    oren lyons speaks of having a strong collective memory of place

    he speaks about consensus the blending of minds

    “our white brothers and sisters have only been here for 5 days

    and look what’s happened”

    he goes...

  10. our stories of ‘schooling’
    (pp. 204-229)

    I turn my canoe to those parts of british columbia where our people have lived

    since millenia and millenia before there were pyramids in egypt

    those places the white people call “whistler” “blackcomb” “garibaldi” “pemberton

    meadows” those places saddled now with white or hybrid names

    mount currie skookumchuk port douglas mission kitsilano stanley park

    sumas mountain harrison lake the fraser valley

    we journeyed with felicity on the rivers and lakes coffee shops

    anducwalmicwtslanguage class

    places of email places of dream places of ancestor we talked we listened

    raven and coyote joined our conversation as did wes(tern methodology)

    who...

  11. other ab/original stories of ‘schooling’
    (pp. 230-285)

    after cycling to the supermarket I (P) come home to speak with my spiritual (maori)

    sister frances (F) of thenga puhipeople and pat o’riley (Pa)

    we talk from 1315–1445 it is summer (1999) in aotearoa

    balmy palmy (palmerston north) ihaka street a warm sunny day

    with lemonade and coffee

    occasionally trickster (coyote raven) intervention happens

    and wes(tern methodology) infringes

    P frances I’m not that knowledgeable on maori and pakeha in an historical context

    F we were families and those families belonged to groups of people or clansiwiwould go back to a common ancestor in new...

  12. intertextual journeying: first nations
    (pp. 286-314)

    paddling along the coast of vancouver we come to false creek false memory

    the homeandnativeland of first peoples since time past memory

    in recent years it was discovered/takenover by white persons

    whereupon the original people were exiled [1877] onto a few acres of land

    designated kitsilano indian reserve number 6

    36 years later in 1913 the kitsilano people were evicted

    from their prime downtown vancouver real estate property

    following bigtime colluding and palmgreasing amongst powerful greedy white people

    can’t have indians living downtown uptown in town any town

    so they were placed on a barge and shipped off to the...

  13. moving on
    (pp. 315-324)

    COYOTE: I wonder how indians can get to design and teach aboriginal education

    aboriginal studies

    RAVEN: they keep saying there aren’t any qualified ‘indians’ or ‘natives’

    last time I looked though there were more than a few hundred thousand who were

    experts at being natives and knowing about their relations

    COYOTE: how about that endowed chair in first nations art and culture at that university

    in the national capital region another whiteman no qualified indians? no indian

    artists? I wonder how they justified giving it to him and how being aboriginal is not

    a required qualification of an endowed first...

  14. references
    (pp. 325-330)
  15. index
    (pp. 331-337)