The Intersection of Karuk Storytelling and Education

The Intersection of Karuk Storytelling and Education The Intersection of Karuk Storytelling and Education

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involved teachers like Arnold and Reed who interacted with the Káruk community as equals. They taught English and Christianity, certainly, but they also studied Araráhi and promoted Indian dances. This second trend was finally able to hold its own out in the open with the one of assimilation beginning in the 1960s, and seems to have constructed a myth of its own to counter that of Manifest Destiny. This myth I’ve coined that “of the Indian Renaissance” as I haven’t heard or read it discussed elsewhere as such. It is an identity-constituting narrative that has been told as part of American Indian revivalist movements like that of the Delaware Prophet or the Ghost Dance, and is being told again now. It casts American colonization as the root of all evil in Indian country, an evil that can only be driven out be holding true to ancestral ways, especially ancestral spiritual ways. In practice, this myth can mean many different things to many different people. For what it’s worth, this thesis is one way it can be told. Perhaps more complicated than it can be sometimes (not all white people are bad, and colonial institutions can be claimed and/or subverted by indigenous forces), but the core story that colonization has had an adverse impact on indigenous people who are finding healing in the revival of ancestral practices is the same. My hope is that this telling of the story, as it regards the relationship between Káruk education and storytelling, can help us learn how to continue to improve these two interrelated fields for ourselves and our descendants yet to come. 41

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42

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