The play “God and the Indian”, written by Drew Hayden Taylor, is a story of reconciliation told through dialogue between two people. The main characters are Johnny, a middle aged Cree woman who grew up in a residential school and George King, who is an Archbishop and was a teacher at the residential school. The title of the play is relevant because the character Johnny doesn’t see how God could have allowed the horrible things to happen to the children and probably wonders where God was. The major theme of this play was reconciliation between a child who had been abused and the person she accuses of abusing her. The play describes some of the abuse of the children in residential schools and the long term effects on one of them. Johnny confronts the Archbishop and accuses him of molesting her, but does not come right out and say it. She is very witty in her comments, which to me, took away some of the seriousness of the topic. The Archbishop completely denies this and attempts to question the accuracy of her memories. The character of Johnny is quite likeable because of …show more content…
her wit and sarcasm, and this keeps the reader entertained, but she is also not very clear at times. She does not give all the details away in the beginning, but makes the Archbishop figure out who she is through her comments. This also extends the plot of the story, because the reader also wants to continue reading to find out her story, whether the Archbishop will confess, and how the story will end. The climax of the story happens when Johnny pulls out a gun and points it at the Archbishop.
At this point, Act 1 ends and the reader does not know if she pulled the trigger or not and who would be the victim. The reader also does not know whether this will cause the Archbishop to confess. After the climax, the dialogue continues and more details about the abuse are revealed. As more details are told, sympathy is built for Johnny and it is easy to understand the effects the abuse has had on her life. Still, the Archbishop will not confess. The end of the play is confusing. Johnny does not get what she wanted, and leaves the office in defeat. There doesn’t seem to be any true reconciliation. Maybe that is the outcome in real life. It’s too little, too late. The ending also leaves the reader wondering if the meeting actually happened or if he is just remembering his past
mistakes. Throughout the play though, the theme is clear. Horrible abuse happened at the residential schools, and the effects of the abuse will last for generations. Johnny said she lived as a “ghost” for 40 years after losing her identity. It led her to alcoholism, sickness, and depression. The Archbishop lived without punishment, probably like today and no true personal apology was made, also like reality.
Thomas King uses an oral story-telling style of writing mingled with western narrative in his article “You’re Not the Indian I Had in Mind” to explain that Indians are not on the brink of extinction. Through this article in the Racism, Colonialism, and Indigeneity in Canada textbook, King also brings some focus to the topic of what it means to be “Indian” through the eyes of an actual Aboriginal versus how Aboriginals are viewed by other races of people. With his unique style of writing, King is able to bring the reader into the situations he describes because he writes about it like a story he is telling.
This again shows the traumatic effects of residential schools and of cultural, psychological, and emotional upheaval caused by the intolerance and mistreatment of Aboriginals in Canada. Settlers not only displaced Aboriginal people from their land and their homes, but they also experienced emotional trauma and cultural displacement.
Before the play takes place, Abigail Williams and John Proctor had an affair while Abigail was working as a servant in their home. Eventually, John confessed and apologized to Elizabeth, pledging his faithfulness to her. Nonetheless, at the time the play takes place, Elizabeth still hasn’t fully forgiven him, and gives him a hard time about it. Abigail confessed the pretense of her accusations to him when they were alone, and now he has no way to prove that she’s lying to the court. But because he was alone with her again, Elizabeth becomes angry with him. She still doubts her husband because she feels that if it were any other girl he had to go testify against, he would not hesitate. But, because it’s Abigail, John feels he has to think harder on making a decision. He doesn’t want his name spoiled by a counter-testimony. John feels he is now justified in becoming angry because for the seven months since his confession, he has done nothing but try to please his wife, and she still approaches him with suspicion and accusatio...
Professor and poet Deborah A. Miranda, pieces together the past and uncovers and presents us with a story--a Californian story--in her memoir, “Bad Indians.” Her use of the Christian Novena, “Novena to Bad Indians,” illustrates the irony of using the form of her oppressors as a call out for help, not to God, but to her past ancestors. We tend to think of religion as a form of salvation and redemption of our lives here on Earth, in which we bare down and ask for forgiveness. But by challenging this common discourse using theological allegories and satirical terminology, Miranda turns her attention away from a Deity to call the reader out for help. It is crucial to recognize the struggles that the Native community currently face. Californian Indians are often not given recognition for their identity and their heritage, and are also repeatedly stereotyped as abusive, alcoholic, uncivilized, and “freeloaders” of the United States government. Such generalizations root back from European colonization, nevertheless still linger in our contemporary society. Miranda has taken the first step forward in characterizing few of these stereotypes in her Novena, but she’s given her story. Now what are we going to do with ours? It’s up to us to create our
In the book Bad Indians, Miranda talks about the many issues Indigenous People go through. Miranda talks about the struggles Indigenous people go through; however, she talks about them in the perspective of Native Americans. Many people learn about Indigenous People through classrooms and textbooks, in the perspective of White people. In Bad Indians, Miranda uses different literary devices to show her perspective of the way Indigenous People were treated, the issues that arose from missionization, as well as the violence that followed through such issues. Bad Indians is an excellent example that shows how different history is told in different perspectives.
In Thomas King’s novel, The Inconvenient Indian, the story of North America’s history is discussed from his original viewpoint and perspective. In his first chapter, “Forgetting Columbus,” he voices his opinion about how he feel towards the way white people have told America’s history and portraying it as an adventurous tale of triumph, strength and freedom. King hunts down the evidence needed to reveal more facts on the controversial relationship between the whites and natives and how it has affected the culture of Americans. Mainly untangling the confusion between the idea of Native Americans being savages and whites constantly reigning in glory. He exposes the truth about how Native Americans were treated and how their actual stories were
The rhetor for this text is Luther Standing Bear. He was born in 1868 on the Pine Ridge Reservation. He was raised as a Native American until the age on eleven when he was taken to Carlisle Indian Industrial School: an Indian boarding school. After graduating from the boarding school, he returned to his reservation and now realized the terrible conditions under which they were living. Standing Bear was then elected as chief of his tribe and it became his responsibility to induce change (Luther Standing Bear). The boarding schools, like the one he went to, were not a fair place to be. The Native American children were forced to go there and they were not taught how to live as a European American; they were taught low level jobs like how to mop and take out trash. Also, these school were very brutal with punishment and how the kids were treated. In the passage he states, “More than one tragedy has resulted when a young boy or girl has returned home again almost an utter stranger. I have seen these happenings with my own eyes and I know they can cause naught but suffering.” (Standing Bear 276). Standing Bear is fighting for the Indians to be taught by Indians. He does not want their young to lose the culture taught to them from the elders. Standing Bear also states, “The old people do not speak English and never will be English-speaking.” (Standing Bear 276). He is reinforcing the point that he believes that they
Canadians are just recently beginning to realize the detrimental aftermath of the years of trauma experienced by Indigenous peoples of Canada, such as the survivors of the residential school system. It is often difficult for these people to overcome the impact that follows. Undoubtedly, it requires help and support from others, but these people must make their personal healing journey themselves. The passages “Rock Bottom” by Steven Keewatin Sanderson and the “Legend of the Sugar Girl” by Joseph Boyden prove that although trauma can significantly undermine groups of people, they can overcome their difficulties. Both authors illustrate how trauma negatively affects characters, causes them to fall victim
Our spirits Don’t Speak English: Indian Boarding school is an 80 minute documentary that details the mental and physical abuse that the Native Americans endured during the Indian Boarding school experience from the mid 19th to the mid 20th century. In the beginning going to school for Indian children meant listening to stories told by tribal elders, parents, grandparents, aunts, uncles and storytellers. These tales past down from generation to generation were metaphors for the life experience and their relationships to plants and animals. Native children from birth were also taught that their appearance is a representation of pure thoughts and spiritual status of an individual.
iv-v) Works Cited Berkhoffer, Robert F. 'The White Man's Indian. Alfred A. Knopf Publishers, New York: 1978. Dowd, Frances Smardo. "Evaluating Children's Portraying Native American and Asian Cultures". Childhood Education; (68 Summer 92), pp.
Although the work is 40 years old, “Custer Died for Your Sins” is still relevant and valuable in explaining the history and problems that Indians face in the United States. Deloria’s book reveals the White view of Indians as false compared to the reality of how Indians are in real life. The forceful intrusion of the U.S. Government and Christian missionaries have had the most oppressing and damaging affect on Indians. There is hope in Delorias words though. He believes that as more tribes become more politically active and capable, they will be able to become more economically independent for future generations. He feels much hope in the 1960’s generation of college age Indians returning to take ownership of their tribes problems and build a better future for their children.
According to conservative conflict theory, society is a struggle for dominance among competing social groups defined by class, race, and gender. Conflict occurs when groups compete over power and resources. (Tepperman, Albanese & Curtis 2012. pg. 167) The dominant group will exploit the minority by creating rules for success in their society, while denying the minority opportunities for such success, thereby ensuring that they continue to monopolize power and privilege. (Crossman.n.d) This paradigm was well presented throughout the film. The European settlers in Canada viewed the natives as obstacles in their quest of expansion by conquering resources and land. They feared that the aboriginal practices and beliefs will disrupt the cohesion of their own society. The Canadian government adopted the method of residential schools for aboriginal children for in an attempt to assimilate the future generations. The children were stripped of their native culture,...
Many Aboriginal children across Canada are distressed as most of them have difficulty finding their inner quality and enhancements in life. This is visible in the life of Saul Indian Horse, the main protagonist in Richard Wagamese’s “Indian Horse”. Saul has many struggles in his life that he had to overcome, He could have come down a negative path, but instead learns from them. Saul’s personal growth is a result of overcoming racism, surviving residential school and his passion for hockey.
Native American children were physically and sexually abused at a school they were forced to attend after being stripped from their homes in America’s attempt to eliminate Native peoples culture. Many children were caught running away, and many children never understood what home really meant. Poet Louise Erdich is part Native American and wrote the poem “Indian Boarding School: The Runaways” to uncover the issues of self-identity and home by letting a student who suffered in these schools speak. The poem follows Native American kids that were forced to attend Indian boarding schools in the 19th and 20th centuries. By using imagery, allusion, and symbolism in “Indian Boarding School: The Runaways”, Louise Erdrich displays how repulsive Indian
A while before, John and Abigail had an affair while she was working at his home and his wife Elizabeth was ill. This led to Abigail getting fired by his wife and led to her going to Reverend Parris’s home. No one in town knows this. During their conversation, John tells her she needs to end the silliness with everyone and that Betty is only just pretending to be ill. Abigail still wants John and tries to flirt with him tough, but John rejects her and shuts her down. She still is determined and tells him they will be together again