American Indian Rhetorics of Survivance presents an original critical and theoretical analysis of American Indian rhetorical practices in both canonical and previously overlooked texts: autobiographies, memoirs, prophecies, and oral storytelling traditions. Ernest Stromberg assembles essays from a range of academic disciplines that investigate the rhetorical strategies of Native American orators, writers, activists, leaders, and intellectuals.The contributors consider rhetoric in broad terms, ranging from Aristotle's definition of rhetoric as "the faculty . . . of discovering in the particular case what are the available means of persuasion," to the ways in which Native Americans assimilated and revised Western rhetorical concepts and language to form their own discourse with European and American colonists. They relate the power and use of rhetoric in treaty negotiations, written accounts of historic conflicts and events, and ongoing relations between American Indian governments and the United States. This is a groundbreaking collection for readers interested in Native American issues and the study of language. In presenting an examination of past and present Native American rhetoric, it emphasizes the need for an improved understanding of multicultural perspectives.

The book examines the complex and sophisticated efforts of American Indian writers and orators to constructively engage an often hostile and resistant white audience through language and other symbol systems.

Focusing on the importance of discussions about sovereignty and of the diversity of Native American communities, Survivance, Sovereignty, and Story offers a variety of ways to teach and write about indigenous North American rhetorics. These essays introduce indigenous rhetorics, framing both how and why they should be taught in US university writing classrooms. Contributors promote understanding of American Indian rhetorical and literary texts and the cultures and contexts within which those texts are produced. Chapters also supply resources for instructors, promote cultural awareness, offer suggestions for further research, and provide examples of methods to incorporate American Indian texts into the classroom curriculum. Survivance, Sovereignty, and Story provides a decolonized vision of what teaching rhetoric and writing can be and offers a foundation to talk about what rhetoric and pedagogical practice can mean when examined through American Indian and indigenous epistemologies and contemporary rhetorics. Contributors include Joyce Rain Anderson, Resa Crane Bizzaro, Qwo-Li Driskill, Janice Gould, Rose Gubele, Angela Haas, Jessica Safran Hoover, Lisa King, Kimberli Lee, Malea D. Powell, Andrea Riley-Mukavetz, Gabriela Raquel Ríos, and Sundy Watanabe.

Decolonizing Native American Rhetoric brings together critical essays on the cultural and political rhetoric of American indigenous communities.

Between 1879 and 1918, the Carlisle Indian Industrial School housed over 10,000 students and served as a prototype for boarding schools on and off reservations across the continent. Writing Their Bodies analyzes pedagogical philosophies and curricular materials through the perspective of written and visual student texts created during the school’s first three-year term. Using archival and decolonizing methodologies, Sarah Klotz historicizes remedial literacy education and proposes new ways of reading Indigenous rhetorics to expand what we know about the Native American textual tradition. This approach tracks the relationship between curriculum and resistance and enumerates an anti-assimilationist methodology for teachers and scholars of writing in contemporary classrooms. From the Carlisle archive emerges the concept of a rhetoric of relations, a set of Native American communicative practices that circulates in processes of intercultural interpretation and world-making. Klotz explores how embodied and material practices allowed Indigenous rhetors to maintain their cultural identities in the off-reservation boarding school system and critiques the settler fantasy of benevolence that propels assimilationist models of English education. Writing Their Bodies moves beyond language and literacy education where educators standardize and limit their students’ means of communication and describes the extraordinary expressive repositories that Indigenous rhetors draw upon to survive, persist, and build futures in colonial institutions of education.

"This book explores Indigenous American literature and the development of an inter- and trans-Indigenous orientation in Native American and Indigenous literary studies. Drawing on the perspectives of scholars in the field, it seeks to reconcile tribal nation specificity, Indigenous literary nationalism, and trans-Indigenous methodologies as necessary components of post-Renaissance Native American and Indigenous literary studies. It looks at the work of Renaissance writers, including Louise Erdrich's Tracks (1988) and Leslie Marmon Silko's Sacred Water (1993), along with novels by S. Alice Callahan and John Milton Oskison. It also discusses Indigenous poetics and Salt Publishing's Earthworks series, focusing on poets of the Renaissance in conversation with emerging writers. Furthermore, it introduces contemporary readers to many American Indian writers from the seventeenth to the first half of the nineteenth century, from Captain Joseph Johnson and Ben Uncas to Samson Occom, Samuel Ashpo, Henry Quaquaquid, Joseph Brant, Hendrick Aupaumut, Sarah Simon, Mary Occom, and Elijah Wimpey. The book examines Inuit literature in Inuktitut, bilingual Mexicanoh and Spanish poetry, and literature in Indian Territory, Nunavut, the Huasteca, Yucatán, and the Great Lakes region. It considers Indigenous literatures north of the Medicine Line, particularly francophone writing by Indigenous authors in Quebec. Other issues tackled by the book include racial and blood identities that continue to divide Indigenous nations and communities, as well as the role of colleges and universities in the development of Indigenous literary studies".

For thousands of years, American Indian cultures have recorded their truths in the narratives and metaphors of oral tradition. Stories, languages, and artifacts, such as glyphs and drawings, all carry Indigenous knowledge, directly contributing to American Indian rhetorical structures that have proven resistant—and sometimes antithetical—to Western academic discourse. It is this tradition that Kimberly G. Wieser seeks to restore in Back to the Blanket, as she explores the rich possibilities that Native notions of relatedness offer for understanding American Indian knowledge, arguments, and perspectives. Back to the Blanket analyzes a wide array of American Indian rhetorical traditions, then applies them in close readings of writings, speeches, and other forms of communication by historical and present-day figures. Wieser turns this pathbreaking approach to modes of thinking found in the oratory of eighteenth-century Mohegan and Presbyterian cleric Samson Occom, visual communication in Laguna Pueblo author Leslie Marmon Silko’s Almanac of the Dead, patterns of honesty and manipulation in the speeches of former president George W. Bush, and rhetorics and relationships in the communication of Indigenous leaders such as Ada-gal’kala, Tsi’yugûnsi’ni, and Inoli. Exploring the multimodal rhetorics—oral, written, material, visual, embodied, kinesthetic—that create meaning in historical discourse, Wieser argues for the rediscovery and practice of traditional Native modes of communication—a modern-day “going back to the blanket,” or returning to Native practices. Her work shows how these Indigenous insights might be applied in models of education for Native American students, in Native American communities more broadly, and in transcultural communication, negotiation, debate, and decision making.

For Indigenous students and teachers alike, formal teaching and learning occurs in contested places. In Indigenous Education, leading scholars in contemporary Indigenous education from North America, New Zealand, and Hawaii disentangle aspects of colonialism from education to advance alternative philosophies of instruction. From multiple disciplines, contributors explore Indigenous education from theoretical and applied perspectives and invite readers to embrace new, informed ways of schooling. Part of a growing body of research, this is an exciting, powerful volume for Indigenous and non-Indigenous teachers, researchers, policy makers, and scholars, and a must-read for anyone who wants to understand the contested spaces of contemporary education. Contributors: Jill Bevan-Brown, Frank Deer, Wiremu Doherty, Dwayne Donald, Ngarewa Hawera, Margie Hohepa, Robert Jahnke, Patricia Maringi G. Johnston, Spencer Lilley, Daniel Lipe, Margaret J. Maaka, Angela Nardozi, Katrina-Ann R. Kapāʻanaokalāokeola Nākoa Oliveira, Wally Penetito, Michelle Pidgeon, Leonie Pihama, Jean-Paul Restoule, Mari Ropata-Te Hei, Sandra Styres, Huia Tomlins-Jahnke, Sam L. No‘eau Warner, K. Laiana Wong, Dawn Zinga

Gerald Vizenor was a journalist for the Minneapolis Tribune when he discovered that his direct ancestors were the editor and publisher of The Progress, the first Native newspaper on the White Earth Reservation in Minnesota. Vizenor, inspired by the kinship of nineteenth century Native journalists, has pursued a similar sense of resistance in his reportage, editorial essays, and literary art. Vizenor reveals in Native Liberty the political, poetic, visionary, and ironic insights of personal identity and narratives of cultural sovereignty. He examines singular acts of resistance, natural reason, literary practices, and other strategies of survivance that evade and subvert the terminal notions of tragedy and victimry. Native Liberty nurtures survivance and creates a sense of cultural and historical presence. Vizenor, a renowned Anishinaabe literary scholar and artist, writes in a direct narrative style that integrates personal experiences with original presentations, comparative interpretations, and critiques of legal issues and historical situations.