The collection introduces contemporary Haudenosaunee characters who grow up in the city and are affected by intergenerational trauma. Its sixteen stories examine relationships informed or split wide open by the trauma, as well as the ways this community breaks destructive stereotypical and racist representations of American Indians from popular culture. Released from the Feminist Press February 12 2019. You can purchase copies here: www.feministpress.org/books-a-m/living-on-the-borderlines-stories
Along the Hills
Novel which involves past, present, and future sections with characters which are impacted by boarding schools, but whom also fight to reclaim Haudenosaunee land. The novel uses a lyric style and science fiction elements to question contemporary governmental definitions of sovereignty, replacing this with a Haudenosaunee sovereignty. Some characters from Living Along the Borderlines reappear throughout.
The past section takes place in the late 1800s and follows a mother’s journey from the Midwest to upstate New York to find her daughter who has been missing for years. She was taken to a boarding school and she never returned. The present sections, set in Rochester, NY, incorporates many characters conflicted by the aftermath of boarding schools—each character’s trauma unique to them. The future sections follow seven characters living on the Cattaraugus rez 50-60 years in the future, having all recently graduated from high school. They each have their own journeys which reflect their difficulties with death either of body or mind.
All characters are on a search for something—something they can’t always decipher on their own due to the intensity of trauma. But ultimately, they have each other and their communities to help.
This lyric non-fiction essay collection blends historic and emotional pain with the strength of community and love and examining daily experiences with racism for American Indians. This collection will be an interactive Ebook which includes audio recordings of me performing certain lines and sections, videos and audio of community members and students, and a design which considers how oral elements can be represented within text.
Haudenosaunee Good Mind: Balance and Restoration in Literature Classrooms and Literary Criticism
This critical monograph argues for how to better incorporate American Indian issues into the classroom to combat literary erasure and genocide of the mind—concepts and theories I have developed. I use a narrative critical lens throughout this project which weaves together literary criticism, rhetoric, non-fiction, and interviews with students and teachers using story structures and elements as a type of witnessing. The tone and voice of this monograph include dialogues which can reach many readers and which follow the theory of LeAnne Howe’s tribalography where stories act as the theories for Indigenous communities.