URBAN NIZHÓNÍ is my response to D'Arcy McNikle's novel WIND FROM AN ENEMY SKY, Linda Hogan's poem Those Who Thunder, and Gertrude Stein's WARS I HAVE SEEN.
Epigraph:
"A man by himself was nothing, a shout in the wind. But men together, each acting for each other and as one—even a strong wind from an enemy sky had to respect their power."
Part One:
Those Who Thunder
The novel opens to a moment when worlds collide and the people must learn a new language. They must translate between peoples and desires. War: the White Man wants them (Arikara, Mandan, Hidatsa) to make their heads one (becoming Indians, then becoming Americans). The people desire and are responsible to remain Arikara, Mandan and Hidatsa. Part one introduces "those who thunder" through a process of immersion, revealing the way stories walk among us. Like Dorothy Allison's A River of Names the novel is season of stories you step into. You let it wash over you, not attempting to still bits, hoping to identify one drop of water from another.
Indians are not a naked running wild. We live a disciplined life. Reciprocity shapes every relation. War involves a question of enemies. The novel defines these questions of war and warriors. There are no chapter breaks, just a season of stories, one following the other. Illustrating McNikle's point that man alone was nothing. The work assumes and requires the reader develop fluency, through immersion in the oral tradition. Those Who Thunder's narrative cycle and language considers the nature of warriors, war and power, illustrating the role warrior societies have in maintaining order—social and military, among relations and enemies. The novel turns over a stone of truth: once we had each other, that was a lot to have, and that was a lot to lose.
Those Who Thunder refuse to make their heads one and refuse hate. They reveal the way stories provide direction and power through cycles, repetitions, epics and continuity. Part One begins: "The season is here and stories are evenings, one following the other." The first story framing the season, and the entire novel is of the Fort Laramie Treaty of 1851. Alfred, one of the novel's two storytellers begins: "Wah. Now I will tell you about the white man's Dream that we make our heads one."
A season of stories: Fort Laramie Treaty of 1851; NIKIL©; Four Bears the Mandan; Karl Bodmer; Language Is Life; Miss Navajo Nation; The Scalped Man; Mato Tope; Francis A. Chardon; Not Afraid of the Enemy; The Arikara Bear Medicine Men; Arikara Ledger Artists; the Navajo Delegation of 1874; Isaac Many Goats; L. Frank; Speaking from the Earth, We Are Gathering Power; Two Stans; Green Bible; waaRUxtií'u'; Urban Nizhóní; Thomas Short Bull; the Arikara Crazy Dog Society.
Understanding requires you place yourself within their world. Warriors and artists are not like other people. Men together create an immersion. Some of the men promised are women.
Men alone are people who refuse relations. Men together realize that sorrow takes its place in the company of words in the open field of silence. The health of the nation requires every part to complete the whole. Destruction, through hate and extermination, is the wind from an enemy sky threatening us all. The Urban Nizhóní are goats. Power, they possess their own, transforming the artifacts of consumer capitalism into the compost of Armageddon. Their powers of digestion are spiritual, manifest in the real. This is not a metaphor. They are real goats eating real metal and wood, and shitting real goat shit. Isaac Many Goats is their leader.
Part Two:
Putting The Sun Back Into the Sky
The novel continues with the artists (warriors) who have come together, transcending time through language and place. They know art markets and international negotiations—archives and road shows. The economy is in our hands and stomachs as we struggle to control images and narratives. Stories continue to walk the earth; we walk beside them. Isaac Many Goats, his Urban Nizhóní and NIKIL in her studio of the street continue into part two.
Putting The Sun Back Into the Sky describes a different beginning, post treaties intended to end The Indian Wars. In this beginning, place defines our world. We retain possession. Our souls cannot be purchased. Our words become weapons. They travel these newly structured networks, one reservation to another, and one city to another. This is a story of what we (Arikara, Mandan, Hidatsa, Sioux, and Diné) share: experience and power.
Putting The Sun Back Into the Sky opens with connections and conversations between Indians of all Nations, reflecting new alliances, new understandings, and our varied responses to the white man wanting us to make our heads one. These moments of unity reflect a response to our American Heritage, a shared experience under United States' occupation, a belief among the colonists that they have succeeded: The government has made us Indians—our heads are one.
Putting The Sun Back Into the Sky declares: it is best for humans to be human. We eat. We shit. We make survival. Genocide is a mold that grows on every surface. Dead Indians ferment the mind. We live by staying alive.
A season of stories continues: Short Bull; the Ghost Dance; Wounded Knee; One Kernel of Corn Woman; Stuwi; Garbage Warrior; Pine Ridge Earthship; MHA Nation Direct Living; White Headed Eagle addresses the Great Black Father; The Horse and the Hoe; the Gun and the Loyalty of Dogs; the Forgotten Ear; Pawnee Grass Dance, the Diné Policy Institute; and Isaac Many Goats and his Urban Nizhóní.
Putting The Sun Back Into the Sky ends as Isaac Many Goats and his Urban Nizhóní make their way along this warpath, north to the MHA Nation, among the descendants of the Fort Laramie Treaty of 1851, among kitchen and cornfield warriors, those who keep the stories through action. They are those, like Gertrude Stein in WARS I HAVE SEEN, who say: "A long war like this makes you realize the society you really prefer." They run the food joints that can't pass code, publicly declaring our existence. These people live in their own language. They are who they are, strong enough to face the emotion life raises, reaching into the unknown and developing a relationship with it. They live by staying alive. They know war is weak; it cannot destroy everything. They know books and peach orchards can be burnt, but the people go on.
You can read the novel at Urban Nizhóní.
Showing posts with label Urban Nizhóní. Show all posts
Showing posts with label Urban Nizhóní. Show all posts
25 July 2012
19 July 2012
Obsolescence
In Beyond the Writer's Workshop: New Ways to Write Creative Nonfiction Carol Bly presents a challenging project: 100 stories.
She suggests we ask children to endeavor to learn, verbatim, 100 stories by the age of 18. She does not, as emphatically or clearly, state that this attempt, this devotion, requires they have access to 100 stories, and a person to listen to their recitations. I ask that you keep this in mind as you read along and determine how this project can work for you (regardless of your age).
Bly argues for the merits of this project, offering the following observations:
1. Storytellers use Language.
2. If children are asked to memorize great stories—they will use classic language.
3. They will hear themselves speaking great words.
4. They will hear themselves narrating the lives of creatures very unlike themselves.
5. They will directly experience something other.
This lays the groundwork for many things.
I ask you to add to the notion of classic languages, the project of learning and using ancestral languages (often considered endangered, impracticable, extinct, or obsolete) for your own 100 Stories project.
Bly further argues that memorizing and telling 100 stories (to listeners) lays the foundation for empathy. Children will fill their mind with classical feelings and humor. She also writes, for the purpose of this project, "do not translate the language of each story into something familiar, current or provincial." She says you will lose the wonder and the tone—I agree and add you will lose much more.
Bly writes: "Children love strangeness if they're not afraid of it, and they are not afraid of it when they get to say the strange words in their own voice. When they tell stories of unlike creatures and unlike places they free-heartedly exercise curiosity about otherness—about things that will never be like what they know."
Further details about the project, as defined by Bly are on pages 163-170.
Some insights I had while reading Bly's project and her understanding of story. Her 100 stories project provides a concrete way (for people who do know how) to relate to the unknown, without killing it. She asks the young storyteller, and the related listener, to allow the mystery of the unknown and to memorize its language. She asks them (us) to relate to others without changing them, or reducing them to the known, the understandable or the same. She asks the young storyteller not to kill others, but to take the details of them into our mind and memorize them. Perhaps so we can recognize them when we encounter them? Perhaps to know they exist, even if we never have the honor of meeting them.
Many might ask who does this?
I do.
We do.
The Urban Nizhóní do.
Many ask who has the time to do this? (Meaning memorizing stories is impossible, or not worthwhile.)
I've heard and been persecuted by the notion that the oral tradition is always one generation from extinction. Stories need someone to tell them. They need someone to listen to them. Given the state of books and libraries I have an easier time now when I make my argument that books and archives are equally vulnerable to loss (by decidedly different means and methods). They need someone to care for them and read them too.
Devoting our lives to the stories that walk among us is more then a contemporary possibility, or a creative nonfiction workshop idea, it is an essential part of the project of life.
This project has merit, especially when you make a devotion to the stories themselves and the ethics of storytelling. Please remember, this project is not founded on theft. Do not go stealing stories. Make an honest and true devotion to story and start there. Start with your own stories, respect them. If you do not have access to them, start asking around, start reading.
She suggests we ask children to endeavor to learn, verbatim, 100 stories by the age of 18. She does not, as emphatically or clearly, state that this attempt, this devotion, requires they have access to 100 stories, and a person to listen to their recitations. I ask that you keep this in mind as you read along and determine how this project can work for you (regardless of your age).
Bly argues for the merits of this project, offering the following observations:
1. Storytellers use Language.
2. If children are asked to memorize great stories—they will use classic language.
3. They will hear themselves speaking great words.
4. They will hear themselves narrating the lives of creatures very unlike themselves.
5. They will directly experience something other.
This lays the groundwork for many things.
I ask you to add to the notion of classic languages, the project of learning and using ancestral languages (often considered endangered, impracticable, extinct, or obsolete) for your own 100 Stories project.
Bly further argues that memorizing and telling 100 stories (to listeners) lays the foundation for empathy. Children will fill their mind with classical feelings and humor. She also writes, for the purpose of this project, "do not translate the language of each story into something familiar, current or provincial." She says you will lose the wonder and the tone—I agree and add you will lose much more.
Bly writes: "Children love strangeness if they're not afraid of it, and they are not afraid of it when they get to say the strange words in their own voice. When they tell stories of unlike creatures and unlike places they free-heartedly exercise curiosity about otherness—about things that will never be like what they know."
Further details about the project, as defined by Bly are on pages 163-170.
Some insights I had while reading Bly's project and her understanding of story. Her 100 stories project provides a concrete way (for people who do know how) to relate to the unknown, without killing it. She asks the young storyteller, and the related listener, to allow the mystery of the unknown and to memorize its language. She asks them (us) to relate to others without changing them, or reducing them to the known, the understandable or the same. She asks the young storyteller not to kill others, but to take the details of them into our mind and memorize them. Perhaps so we can recognize them when we encounter them? Perhaps to know they exist, even if we never have the honor of meeting them.
Many might ask who does this?
I do.
We do.
The Urban Nizhóní do.
Many ask who has the time to do this? (Meaning memorizing stories is impossible, or not worthwhile.)
I've heard and been persecuted by the notion that the oral tradition is always one generation from extinction. Stories need someone to tell them. They need someone to listen to them. Given the state of books and libraries I have an easier time now when I make my argument that books and archives are equally vulnerable to loss (by decidedly different means and methods). They need someone to care for them and read them too.
Devoting our lives to the stories that walk among us is more then a contemporary possibility, or a creative nonfiction workshop idea, it is an essential part of the project of life.
This project has merit, especially when you make a devotion to the stories themselves and the ethics of storytelling. Please remember, this project is not founded on theft. Do not go stealing stories. Make an honest and true devotion to story and start there. Start with your own stories, respect them. If you do not have access to them, start asking around, start reading.
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