Saskatchewan’s literary history is both colourful and complex. It is also mature enough to deserve a critical investigation of its roots and origins, its salient features and its prominent players. This collection of scholarly essays, conceptualized and compiled by well-known Saskatchewan novelist, essayist and scholar David Carpenter, examines the Saskatchewan literary scene, from its early Aboriginal storytellers on through to the decades to the burgeoning 1970s. The dozen essays, preceded by a David Carpenter introduction, include such topics as “Our New Storytellers: Cree Literature in Saskatchewan”; “The Literary Construction of Saskatchewan before 1905: Narratives of Trade, Rebellion and Settlement” and “The New Generation: The Seventies Remembered.” Also included are special topics, among them – “Playwriting in Saskatchewan”; “Feral Muse, Angelic Muse – The Poetry of Anne Szumigalski”, and tribute pieces to John V. Hicks, R.D. Symons, Terrence Heath and Alex Karras. Contributing scholars include the likes of: Kristina Fagan, Jenny Kerber, Susan Gingell, Ken Mitchell and Martin Winquist.

Progressions presents another batch of erudite and entertainingessays on a variety of topics covering Saskatchewan’s literarydevelopment, as well as tributes to some of the major con-tributors to that history, and a pictorial glimpse into the past.Writers stopped using typewriters, and even moved beyond theKaypro computer box for their compositions. The SaskatchewanSchool of the Arts was shut down, ending the Fort San writingexperience. But the Sage Hill Writing Experience quickly rose toreplace it. Saskatchewan literary presses really found their feet andpublished important and lasting books. A wave of new writersjoined the founders of the province’s literary tradition. Respondingto this growth in the community, the Saskatchewan Book Awards,and the Saskatchewan Festival of Words in Moose Jaw came intobeing. The Saskatchewan writing community stormed out of the20th Century in a frenzy of creativity and accomplishment.Essay contributors to Volume 2 include Dave Margoshes, JeanetteLynes, Aritha Van Herk, Alison Calder and seven more. The elevenessays include such topics as “To House or House Not: The NewSaskatchewan Women Poets”, “Contemporary Nature Writing inSaskatchewan”, “Fort San/Sage Hill” and “Brave and FoolishNonconformists”. In addition, literary tributes are offered for:Caroline Heath, Pat Krause, Martha Blum and Max Braithwaite.

Autobiography as Indigenous Intellectual Tradition critiques ways of approaching Indigenous texts that are informed by the Western academic tradition and offers instead a new way of theorizing Indigenous literature based on the Indigenous practice of life writing. Since the 1970s non-Indigenous scholars have perpetrated the notion that Indigenous people were disinclined to talk about their lives and underscored the assumption that autobiography is a European invention. Deanna Reder challenges such long held assumptions by calling attention to longstanding autobiographical practices that are engrained in Cree and Métis, or nêhiyawak, culture and examining a series of examples of Indigenous life writing. Blended with family stories and drawing on original historical research, Reder examines censored and suppressed writing by nêhiyawak intellectuals such as Maria Campbell, Edward Ahenakew, and James Brady. Grounded in nêhiyawak ontologies and epistemologies that consider life stories to be an intergenerational conduit to pass on knowledge about a shared world, this study encourages a widespread re-evaluation of past and present engagement with Indigenous storytelling forms across scholarly disciplines

Essays about the literary history of Saskatchewan.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed. Education and technical training too often gave way to the drudgery of doing the chores necessary to make the schools self-sustaining. Child neglect was institutionalized, and the lack of supervision created situations where students were prey to sexual and physical abusers. Legal action by the schools’ former students led to the creation of the Truth and Reconciliation Commission of Canada in 2008. The product of over six years of research, the Commission’s final report outlines the history and legacy of the schools, and charts a pathway towards reconciliation. Canada’s Residential Schools: The History, Part 1, Origins to 1939 places Canada’s residential school system in the historical context of European campaigns to colonize and convert Indigenous people throughout the world. In post-Confederation Canada, the government adopted what amounted to a policy of cultural genocide: suppressing spiritual practices, disrupting traditional economies, and imposing new forms of government. Residential schooling quickly became a central element in this policy. The destructive intent of the schools was compounded by chronic underfunding and ongoing conflict between the federal government and the church missionary societies that had been given responsibility for their day-to-day operation. A failure of leadership and resources meant that the schools failed to control the tuberculosis crisis that gripped the schools for much of this period. Alarmed by high death rates, Aboriginal parents often refused to send their children to the schools, leading the government adopt ever more coercive attendance regulations. While parents became subject to ever more punitive regulations, the government did little to regulate discipline, diet, fire safety, or sanitation at the schools. By the period’s end the government was presiding over a nation-wide series of firetraps that had no clear educational goals and were economically dependent on the unpaid labour of underfed and often sickly children.

LITERATURE A WORLD HISTORY An exploration of the history of the world’s literatures and the many varieties of literary expression Literature: A World Historyencompasses all the world’s major literary traditions, emphasizing the interrelationship of local and national cultures over time. Spanning global literature from the beginnings of recorded history to the present day, this expansive four-volume set examines the many varieties of the world’s literatures in their social and intellectual contexts. Its four volumes are devoted to literature before 200 CE, from 200 to 1500, from 1500 to 1800, and from 1800 to 2000, with four dozen contributors providing new insights into the art of literature, and addressing the situation of literature in the world today. Organized throughout in six broad regions—Africa, the Americas, East Asia, Europe, South Asia, Southeast Asia, and Oceania, and West and Central Asia—Literature: A World History offers readers a clear and consistent treatment of diverse forms of literary expression across time and place. Throughout the text, particular emphasis is placed on literary institutions within different regional and linguistic cultures and on the relations between literature and a spectrum of social, political, and religious contexts. Features work by an international panel of leading scholars from around the globe, in Africa, the Middle East, South and East Asia, Australia and New Zealand, Europe, and the United States Provides a balanced overview of national and global literature from all major regions of the world from antiquity to the present Highlights the specificity of regional and local cultures throughout much of literary history, together with cross-cutting essays on topics such as different writing systems, court cultures, and utopias Literature: A World History is an invaluable reference work for undergraduate and graduate students as well as scholars looking for a wide-ranging overview of global literary history.

F.W. Watt published It’s Over It’s Beginning in 1986 (The Porcupine’s Quill, Inc.). More than fifty poems were included, capturing what seemed like a whole lifetime of personal experience, in contrasting country and city worlds, poems about gains and losses, successes and failures, living and dying, sorrows and celebrations. Not all the journeys, meditations and discoveries he thought at the time worthy of recording were included in this first collection. As well, there were more years still to live, more poems to be written. It was happening — again: the need to put down in words the moments that cry out to be understood, preserved and shared. Over thirty more poems about loving and losing, about sex, about trees, dogs, cats, horses, about that best kept secret of old age — that the wanting outlives the having. More laughing poems. Death-row joking while doing time in the inescapable prison called “the golden years” by people who aren’t there yet. Together with those previously published poems, they make up this new book called It’s Over It’s Beginning Again.