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Bending, Turning, and Growing: Cree Language, Laws, and Ceremony in Louise B. Halfe / Sky Dancer's <em>The Crooked Good</em>

2018· article· en· W2801027054 on OpenAlex
Angela Van Essen

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueStudies in American Indian Literatures · 2018
Typearticle
Languageen
FieldSocial Sciences
TopicIndigenous Health, Education, and Rights
Canadian institutionsnot available
Fundersnot available
KeywordsCeremonyPoetryNarrativeDignityHistoryLiteratureArtSociologyArt historyPhilosophyLawTheologyPolitical science

Abstract

fetched live from OpenAlex

Bending, Turning, and GrowingCree Language, Laws, and Ceremony in Louise B. Halfe / Sky Dancer's The Crooked Good Angela Van Essen (bio) The Crooked Good, nêhiyaw poet Louise B. Halfe / Sky Dancer's third book of poetry, is an epic poem that narrates ê- kwêskît's journey toward healing.1 This story is complex and multilayered, because her journey is neither singular nor straightforward. Instead, her journey is curved, circular, and deeply connected to the stories of her relatives: her ancestors, her children, her siblings, and her parents. Her path is also intimately tied to ceremony, language, land, and sacred stories. Indeed, the book can be understood as a journey home, where, as nêhiyaw scholar and poet Neal McLeod explains, "'Being home' means to be a nation. … It involves having a collective sense of dignity. A collective memory emerges from a specific location, spatially and temporally, and includes such things as relationship with the land, songs, ceremonies, language, and stories" (Cree Narrative Memory 54).2 I do not intend to explore all of the complex aspects of peoplehood and nêhiyaw sovereignty in The Crooked Good in this article, but I do maintain that in order to understand this book on a deeper level, readers must pay close attention to the nêhiyaw itwêwina (the Cree words) that Louise Halfe uses in her poetry, because these words are deeply rooted in nêhiyaw laws, histories, sacred stories, and ceremonies; these words guide readers home, where home is nêhiyânâhk (Cree territory). In many instances, these words are what Métis writer Maria Campbell and others have termed word bundles.3 In a 2004 interview Campbell explained how she cautions her students "not to just settle for the word, but imagine that the word is carrying this big huge bundle. What's inside? What are the roots of that word? What is the story? Is there a song in the bundle, a ceremony, a protocol? Where did it come from? The word bundle is full of treasure" (200). This concept of a word bundle [End Page 71] is especially productive given the polysynthetic nature of nêhiyawêwin, as well as the nested meanings that reside in itwêwina. When describing Anishinaabemowin, an Algonquian language that is closely related to nêhiyawêwin, Basil H. Johnston tells us that "in my tribal language, all words have three levels of meaning: There is the surface meaning that everyone instantly understands. Beneath this meaning is a more fundamental meaning derived from the prefixes and their combinations with other terms. Underlying both is the philosophical meaning" (6). nêhiyawêwin is structured similarly, and each Cree word, therefore, has nested layers of meaning. In paying close attention to just a few of the nêhiyaw itwêwina in The Crooked Good, I demonstrate how one word can function as a "big huge bundle" because of the layers of meaning it has, as well as the connections it has to other words, ceremonies, and laws. By performing this sort of reading, I am purposefully not settling for the surface layer of the words or for the glossed English translations (provided at the back of the book). Instead, I demonstrate that by approaching these words with care, curiosity, and respect—and in relationship with nêhiyawak (Plains Cree people)—these words begin to open up the text in ways that connect our understanding of the narrative to the rich Cree intellectual traditions that underpin Halfe's work. This approach to the text was initially guided by an Indigenous literary nationalist approach, with the movement's foundational scholars, such as Robert Warrior, calling for critics to see Indigenous studies as growing out of a longer intellectual history, suggesting that Indigenous literatures should be read in their particular historical and tribal contexts. In his article "Rhetorical Sovereignty: What Do American Indians Want from Writing?" Scott Richard Lyons reminds educators and scholars that teaching and studying Indigenous literature is always political and that this work should ideally "focus on local and community levels in hopes of lending support to the work already being done there" (465). He goes on to point out...

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesScience and technology studies
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.716
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.001
Science and technology studies0.0040.003
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.012
GPT teacher head0.322
Teacher spread0.310 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it