Understanding Red Reading
Tuesday, March 26, 2024
1:30-2:30 p.m.
Online via Microsoft Teams
As early as 1998, Mi鈥檏maw scholar Marie Battiste warned that 鈥渕ainstream knowledge has not been questioned or reconsidered; rather the Other is acknowledged as a knowledge, not the knowledge, as in the case of academia鈥檚 special case studies such as Women鈥檚 Studies, Native Studies or Black Studies.鈥� Since then, academia has continued to work towards disrupting the canon. How then can we avoid recolonizing our inclusive, diversified syllabi?
We can do so by changing not only what is taught, but how it is taught as well. This 1hr virtual session introduces the concept of Red Reading, wherein a non-Indigenous text is read from Indigenous perspectives, methods, and approaches. We will breakdown the development of Red Reading as a literary theory and how to incorporate the method in your classroom. Our workshop mindfully considers Cherokee scholar Scott Andrews鈥� argument that Red Reading is for people of all backgrounds, 鈥渂ut the reading should be native-centric; the reading process should be grounded in issues important to native communities and/or native intellectual histories or practices.鈥� In fact, Andrews encourages Red Reading as a 鈥渦seful exercise of non-natives reading [non-native] texts as a native mock reader, using a native perspective to defamiliarize their own cultural texts.鈥� We will discuss how educators and students can respectfully and responsibly carry Indigenous approaches into their classroom.
Presenter
Brenna Duperron, Department of English, 麻豆传媒
Intended Audience
- Open to all
- Event is open to external attendees
Time
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