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Record W2896497762 · doi:10.1353/gpr.2018.0036

Indigenous Women’s Writing and the Cultural Study of Law by Cheryl Suzack

2018· article· en· W2896497762 on OpenAlexaboutno aff
Inés Hernández‐Ávila

Bibliographic record

VenueGreat Plains research · 2018
Typearticle
Languageen
FieldSocial Sciences
TopicLaw in Society and Culture
Canadian institutionsnot available
Fundersnot available
KeywordsIndigenousGender studiesSociologyLaw and literatureLawScholarshipMainstreamEconomic JusticeMedia studiesPolitical science

Abstract

fetched live from OpenAlex

Reviewed by: Indigenous Women’s Writing and the Cultural Study of Law by Cheryl Suzack Inés Hernández-Ávila Indigenous Women’s Writing and the Cultural Study of Law. By Cheryl Suzack. Toronto: University of Toronto Press, 2017. ix + 168 pp. Notes, works cited, index. $24.95 paper. I was delighted to read Cheryl Suzack’s Indigenous Women’s Writing and the Cultural Study of Law. This deftly executed, beautifully organized, transnational, intersectional study is a welcome validation to the significance of literature (and its relationship to law)—in this case, indigenous women’s literature—as a powerful, articulate, historically conscious, worded weapon of defense on behalf of indigenous peoples. Suzack (re)presents indigenous women’s literature as a space of “transhistorical feminist consciousness,” practice, and agency, a site of “indigenous feminist literary activism” and reimagining that contests juridical enforcements propagated by a coloniality-steeped mainstream Western law, to the grievous detriment of indigenous women. She puts in relief the ways in which Silko, Mosionier, Erdrich, LaDuke, and she herself are contributing to the field of literature and law studies, exercising their right to speak, as indigenous women who are expert trackers, hunters, healers, and women of their revelatory word(s) in the pursuit of justice regarding matters of tribal sovereignty, gender, ethnic/racial identities, and the land, always countering “silencing and erasure.” Suzack demonstrates a mastery of the scholarship on literature and law. She astutely selected four pertinent legal cases, and the work of four indigenous women, three from the Great Plains, to demonstrate how tribal sovereignty and gender empowerment are allied. Her study builds with an elegant force that brings home her main (overlapping) points. In “Gendering the Politics of Tribal Sovereignty: Santa Clara Pueblo v. Martinez (1978) and Ceremony (1977),” Suzack shows Martinez’s activism as an expression of “Indigenous-feminist tribal sovereignty” within a “dignity-based framework.” [End Page 213] Thinking hemispherically, I am reminded of the Zapatista women’s slogan, “Mujeres con la Dignidad Rebelde” [“Women with the Rebellious Dignity”]. In “The Legal Silencing of Indigenous Women: Racine v. Woods (1983) [Canada]” and In Search of April Raintree (1983), Suzack (rightly) posits literature “as a source of cultural authority,” showing Indigenous women’s spirited challenge to the “learned powerlessness” that Mosionier reveals, through her Metís characters’ “bearing witness” (fictionally) to the constant real-life legal, violent assault on Indigenous women’s rights as mothers, as children, as sisters, and their connection to the land. In “Colonial Governmentality and Gender Violence: State of Minnesota v. Zay Zah (1977)” and The Antelope Wife (1978), Suzack addresses how blood quantum is used, via this law, to “separate [Indigenous] bodies from land,” and how Erdrich creates a story of urgency regarding Indigenous women’s agency “as agents of [intergenerational] cultural transmission and tribal values,” who lift up the sacred responsibility of language, naming, and memory. In “Land Claims, Identity Claims: Manypenny v. United States (1991)” and Last Standing Women (1998), Suzack takes on the entrapments caused by legally assumed “identity categories” that impact land (dis)possession, and demonstrates how LaDuke affirms and enacts in her novel the understanding that a higher law guides the Anishinaabe in their spiritual and historically grounded material relations to their land. In this study, Suzack reveals what is needed to transform transitional justice paradigms to processes accountable to Indigenous women’s justice goals, brilliantly anticipating the recovery of traditional indigenous legal systems. Inés Hernández-Ávila Department of Native American Studies University of California, Davis Copyright © 2018 Center for Great Plains Studies, University of Nebraska–Lincoln

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.

How this classification was reachedexpand

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)0.004
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: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.095
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0040.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0030.004
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 head0.084
GPT teacher head0.415
Teacher spread0.331 · 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

Classification

machine, unvalidated

Machine predicted; both teacher heads agree on what is shown here.

Study designQualitative
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations0
Published2018
Admission routes1
Has abstractyes

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