A Native American Girl’s Coming of Age in Louise Erdrich’s The Porcupine Year

Chang, Li Ping; Chou, En Yin; Yang, Y

doi:10.5430/wjel.v1n2p43

Cited by 3 publications

(3 citation statements)

References 10 publications

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“…In sum, the genre is about a youth as a protagonist venturing in a journey to educate and develop her/himself, as well as to broaden her/his horizon with new experiences and new values s/he encounters within the society where s/he lives, in order for find her/his own position in the society as an adult. In its course of development, the genre has come to include female protagonists and even minority groups (Braendlin, as cited in Chang et al, 2011). Thus, this genre is very suitable for teaching character development, especially to college students.…”

Section: Bildungsroman Definedmentioning

confidence: 99%

Teaching Character Education to College Students Using Bildungsromans

Novianti¹

2017

INT J INSTRUCTION

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The paper reports a study on the teaching of character education in higher education using English Bildungsroman, Jane Eyre. The participants were 35 sixth-semester students of English Literature program in an Indonesian state university. Guided by the approach to teaching character education exemplified by Ryan & Bohlin (1999), the teaching was focused on the virtues of the story. To find whether students were able to identify, get involved, and have insights with the virtues contained in the story, a textual analysis drawing upon Parker and Ackerman's (2007) of the students' literary response essays was then conducted. The results show that most students have successfully identified the virtues in the novel and can relate to the characters and their events. However, only a few students are able to show their involvement with and insight of the virtues contained in the novel. It can be inferred then that Bildungsromans such as Jane Eyre can help the teaching of character education. Nevertheless, character education should be integrated with all subjects for better results.

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Section: Bildungsroman Definedmentioning

confidence: 99%

Teaching Character Education to College Students Using Bildungsromans

Novianti¹

2017

INT J INSTRUCTION

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“…From an Indigenous perspective, storytelling can come through the lived experiences of the people and their place, or through spiritual helpers, as described in the original legends or teachings of the people. These legends or teachings are often intertwined with a vivid imagination, full of emotional response and highly therapeutic; but, more often than not, it can be problematic to allow for the skill of spirit and/or moral development to evolve within the listener (Chang, Chou, & Yang, 2011;Spaulding, 2010;Weeks, 2009). According to Koch (1998), storytelling is a lived process designed to facilitate change, whether internal or external, within an individual, family, community, nation or environment.…”

Section: Storytelling As Indigenous Knowledgementioning

confidence: 99%

Critical Indigenous ways of knowing: Research, narratives, and self-actualisation

Simard¹

2020

IJCIS

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The process of Indigenous research methodologies has existed within the Anishinaabe worldview for over a millennium. The Anishinaabe-centric author presents and highlights a pathway of Indigenous research methodologies, and critically analyses research, pedagogy and attachment through an Indigenous research methodology. Indigenous research lives within the Anishinaabe language as a cultural process for understanding purpose, in addition to understanding the specific gifts unknown to the researcher. This article identifies Anishinaabe Gikendaasowin as a manner of centring oneself within one’s cultural worldview. Indigenous research methodologies contain intrinsic processes of critical cultural construct development, critical content analysis,ceremony and cultural attachment. This article further explores colonial worldview impacts on Indigenous peoples and the misapplication of that research and its influence on educational paradigms. Finally, an Anishinaabe scholarly exemplar is presented that provides tangible steps for incorporating spirit knowledge into positive, innovative and pedagogical Indigenous lessons. Indigenous research sovereignty requires consent when researching our Anishinaabe sacred practice-based evidence. As a result, Indigenous research methodologies will often start with the act of cultural grounding. Cultural grounding in research is not a new concept. In the Anishinaabe language, manidoo waabiwin can translate into seeing things in a spiritual way. This spiritual wayis the bridge to understanding, appreciating and attaching to a construct or phenomenon within an Indigenous way of knowing journey. There are many different manners to grounding one’s spiritual research work that range from offering tobacco to the aatsokaanug (inadequately translated as spirits), and to the participation in cultural activities, both of which will often promote spiritual awareness or manido waabiwin. This critical Indigenous research methodologies article highlights Anishinaabe Gikendaasowin, or Anishinaabe knowledge or ways of knowing that centres within Anishinaabe worldview. This article is embedded in Anishinaabe knowledge and can be considered Anishinaabe-centric.

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“…Fortunately, in its course of development, the genre has come to include female protagonists and even minority groups, such as the case in the contemporary American literature Braendlin (as cited in Chang et al, 2011), and that ethnic women writers have created a new Bildungsroman as a medium by which they can assert their own identity, instead of shaping the identity imposed by the patriarchal system. The emergence of female protagonists from the minority groups has enriched the repertoire of Bildungsroman, and in the case of character education, heightened its possibility to be used to teach character education.…”

Section: Bildungsroman Definedmentioning

confidence: 99%

Bildungsroman for Character Education in Higher Education: An Indonesian Context

Novianti

2017

IJE

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Considering the lack of research on character education in higher education, this paper proposes that Bildungsroman, a genre concerned with a protagonist's development and education from childhood to adulthood, fits perfectly into the recent need of literary works for teaching character education in college. Employing literature review, this paper argues that Bildungsroman satisfies the major requirements for literary works for character education in college drawn from O'Sullivan (2004). Bildungsroman also provides a rich source for cultivation of character traits as stipulated by the Indonesian Department of National Education (2010). Furthermore, the general theme of self-development is highly appropriate to the nature of character education in higher education, namely as a continuation and consolidation of the character developed in college students' previous education. It is expected that the present study will contribute to the teaching of character education through literature, although further studies are required in order to explore the effective teaching and learning techniques.

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A Native American Girl’s Coming of Age in Louise Erdrich’s The Porcupine Year

Cited by 3 publications

References 10 publications

Teaching Character Education to College Students Using Bildungsromans

Teaching Character Education to College Students Using Bildungsromans

Critical Indigenous ways of knowing: Research, narratives, and self-actualisation

Bildungsroman for Character Education in Higher Education: An Indonesian Context

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