The Views of Indian Culture Portrayed in A Stench of Kerosene by Amrita Pritam

The books The Absolutely True Diary of a Part-Time Indian (written by Sherman Alexie) and The House on Mango Street (written by Sandra Cisneros) follow young adolescents as they come of age throughout the novel. In the former, Alexie writes about Junior’s struggle to come to terms with both his place in his Native-American heritage and his new found home in an all-white school. The later contains the story of a young Hispanic girl striving to defy the gender roles set in place by her family and society. The role of society in both of these books plays a key role in how their respective main characters view themselves and their names. In The Absolutely True Diary of a Part-Time Indian and The House on Mango Street the characters struggle with an identity crisis relating to their names, and the stereotypes that are associated with them.

Sherman Alexie is a Native American man who is well known for his novels and short stories based on his experiences as a member of many different Native American tribes. In his short story “Indian Education”, Alexie details the struggles with bullying and discrimination one Native American boy went through during his time in school. Although “Indian Education” is written differently from other short stories it still conveys a solid theme and has a well written plot. Alexie’s style is also a benefit to the reader as they make their way through grade school with the main character, Victor.

Alexie suggests that people should not limit themselves based on stereotypes of their environment or backgrounds. The author supports this by claiming, “A smart Indian is a dangerous person…” (6). Here, Alexie is showing that when someone overcomes the stigma surrounding them, they can be a force to be reckoned with. Alexie also discusses the personalities and habits of Native kids. He states, “We were Indian children expected to be stupid…” (6). He then goes on to describe how Indian children struggle with basic reading in classes but can seem to remember dozens of traditional Powwow songs. Lastly, Sherman Alexie also alludes to how Indian kids are expected to fail in the non-Native world. “Those who failed were accepted by Indians and...pitied

This proliferation of anti-Indian imagery seems to have quickly ingrained itself in the colonial psyche, leading eventually to the prevalence of strong anti-Indian sentiment called the “anti-Indian sublime.” The anti-Indian sublime took hold during the Seven Years’ War. Literary anti-Indianism was an electrifying set of images, purpose-built for the interpretation of suffering in terms of injury by Indians. Many colonists came to hate natives because some among them spread tales of horrors committed on Euro-Americans by their indigenous neighbors. To a surprising degree, Pennsylvanians experienced Indian war as being about the communication of strong emotions – always starting with fear and ending for some with a wish to be backed by the

The 1960’s and 70’s were a turbulent time in the United States, as many minority groups took to the streets to voice their displeasure with policies that affected them. During this time period a large movement for civil rights, including Native American’s, would seek to find their voices, as largely urbanized groups sought ways in which they could reconnect with their tribe and their cultural history. In their book, Like A Hurricane: The Indian Movement from Alcatraz to Wounded Knee, Paul Chaat Smith, and Robert Allen Warrior take an extensive look at the events leading up to the three of the largest civil rights movements carried out by Native Americans. Beginning with the takeover of Alcatraz Island in the San Francisco Bay by Indians of All Tribes in 1969; the authors tell in a vivid fashion of the Bay Area activism and Clyde Warrior 's National Indian Youth Council, Vine Deloria Jr.’s leadership of the National Congress of Indians, the Trail of Broken Treaties and the Bureau of Indian Affairs takeover, the Wounded Knee Occupation and the rise of the American Indian Movement.

“The Absolutely True Diary of a Part-Time Indian”, written by Sherman Alexie, is a novel describing a 14 year old’s journey throughout high school. In the story, Junior, the main character, is faced with multiple obstacles in his life: Hydrocephalus, poverty, and the target of bullying. Despite the world being against him, Junior’s multiple traits helps him greatly when it comes to the adversity that accompanies his migration from the Wellpinit Reservation to Rearden.

The American desire to culturally assimilate Native American people into establishing American customs went down in history during the 1700s. Famous author Zitkala-Sa, tells her brave experience of Americanization as a child through a series of stories in “Impressions of an Indian Childhood.” Zitkala-Sa, described her journey into an American missionary where they cleansed her of her identity. In “Impressions of an Indian Childhood,” Zitkala-Sa uses imagery in order to convey the cruel nature of early American cultural transformation among Indian individuals.

Poverty hits children hardest in the world. When I was younger, the Armenians had faced the hard facts of poverty after they break up with the Soviet Union, war with Azerbaijan, and a devastating earthquake. My family moved into our motherland Armenia while our nation was going through these huge dramatic changes. Furthermore the poor economy and inflation destroyed numerous hopes and futures. In the novel, The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie, Arnold Spirit, describes his hardships involving poverty living on Spokane reservation. The people on the reservation are stuck in a prison of poverty. They are imprisoned there due to lack of resources and general contempt from the outside world, so they are left with little chance for success. Like Arnold, I also went through hardships regarding poverty and education.

For this month’s book report I read a book called ‘The Indian in the Cupboard’ by Lynne Reid Banks. This book was about a boy named Omri and his small Indian toy.

Colonialism has a historical context that has long obscured and distorted the experiences of indigenous people, particularly those who endured the brutalities of the California Missions. Although indigenous people are portrayed in history as docile people, who openly embraced invasion, Deborah Miranda dismantles this depiction in her memoir, Bad Indians: A Tribal Memoir, through two stories called “Dear Vicenta” and “Novena to Bad Indians”. Throughout the stories run various narratives of survival and resistance, which form new understandings of colonization and missionization. Miranda practices decolonization through oral history in order to form new and ongoing indigenous identities. Evidently, through decolonial practice and deconstructing dominant narratives about “colonized” peoples and replacing them with stories that use traditional memory and practice, Miranda disrupts the commonly accepted narrative of indigenous peoples by reconstructing the dichotomy between good and bad Indians through acts of resistance and survival.

Native Americans are mostly judged by their addictions and the battles they fought. They are not normally judged by the hardships they had to face. The Absolutely True Diary of a Part Time Indian and Smoke Signals show that these struggles are real. In his book, The Absolutely True Diary of a Part Time Indian, and his movie, Smoke Signals, Sherman Alexie wrote about the challenges of being a Native American. Diary and Smoke Signals are similar because they both showed many family problems throughout the story lines. Also, they are similar in that the families faced difficulty with alcohol addiction. They differ because in Diary, the main character, Junior, adapts to his new school that has all white students while in Smoke Signals, Victor tries not to interact with anyone outside his race.

1. What were the common characteristics of all Indian cultures in the New World, and what were the important differences among them?

The next idea that Sherman Alexie answers is what is like to be an Indian Man in the short story “An Indian Education” it seems as if to be an Indian man is to be caught between two worlds and sometimes picking one over the other. For example, the passage on page 176 states the following: “But on the day I leaned through the basement window of the HUD house and kissed the white girl, I felt the good-byes I was saying to my entire tribe” (176). For the narrator of that section he felt like had to give up the Indian part of him because of kissing the white. He felt he disappointed his people and they would never for give him for it. He felt as if his tribe would see him as ‘sell out’. There is also a question of did he view himself the same way. The narrator continues state “After that, no one spoke to me for another five hundred years” (177). Sherman Alexie allow the narrator to end that section with a Hyperbole for added meaning. While we know the narrator was not alive for five hundred years, but it could have felt that way for him. He could have thought that everyone hated him or saw him in a negative light. “Amusement” has great examples of how the main character thinks what is like to be an Indian Man.

Main Point: Junior needed to leave the reservation because the despondent ideology was suffocating his potential.

Institutional structures have the power to configure adolescent growth through repression and liberation. The capability that adolescents have to create their own destiny and choose their own social institution can be limited, but not impossible. In Trites article, “Do I dare disturb the universe?” the author argues that kids have personal power, whether they acknowledge it and use it to their own advantage or not. Michel Foucault declares that “Power is everywhere; not because it embraces everything, but because it comes from everywhere” (Trites). Power is inevitable, there will never be no such thing as power in this world; it will never diminish or fade. Trites also conveyed that, “power not only acts on a subject but, in a transitive