Jill Salahub

Contact Information

Email: jill.salahub@colostate.edu

Office: 312 Eddy Hall

Role: Faculty

Position: Administrative Professional: Editor and Communications Coordinator

Department: English

Biography

Administrative Professional, Editor and Communications Coordinator. B.A., English, Oregon State University (magna cum laude); M.A., English (Communication Development), Colorado State University, where she was granted distinction for her thesis, a hypertext entitled Fear, Happiness and the American Way: The Difficulty of a Simple Life.

Jill Salahub started at CSU as a graduate student, and during that time she worked as a tutor in the Writing Center, as a Writing Teaching Assistant, and as a Graduate Teaching Assistant. After graduating, she taught various Composition courses for the English department. From 2004 until 2010, she was the Editor/Programmer for Writing@CSU, acting as a Project Director from 2008 to 2010. She currently is an Administrative Professional: Editor and Communications Coordinator in the English department, working with the department's Facebook page and blog, and acting webmaster of both the Composition Program and Writing Center websites, among other things. She also occasionally teaches CO302 Writing Online, CO300 Writing Arguments, and CO150 College Composition.

Her academic special interests include computers and composition, professional development for teachers using technology and hypertext/hypermedia in the classroom, multimodal composition, creative nonfiction writing, and writing for the Web. She has a long history of mentoring writers and teachers of all skill levels, at each stage of their process, and enjoys helping them develop their voices.

Aside from her work at CSU, Jill is a practitioner of writing, meditation, yoga, and dog. She is a certified yoga teacher and a blogger. She is recently finished an ebook based on her Self-Compassion Saturday series, and is working on two memoirs, one about how she saved herself through practice and another about her own experience with self-compassion.

Education

M.A. English: Communication Development CSU

Publications

All posts by Jill Salahub

Spring and Summer 2018 Internships Available!

Unless otherwise noted, the internships listed below are open to qualifying undergraduate and graduate students.

Please contact Cassandra Eddington, English Department Internship Coordinator, at Cassie.Eddington@colostate.edu for more information on these internships and how to apply.

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  • Dan Beachy-Quick’s new book Of Silence & Song is officially published on December 12. It can be found here: https://milkweed.org/book/of-silence-and-song
  • On Friday 12/8, Doug Cloud held a workshop to the School of Global Environmental Sustainability (SoGES) Leadership Fellows titled “Communicating ‘Controversial’ Science with ‘Skeptical’ Audiences: Some Tools for Scientists.”
  • Harrison Candelaria Fletcher will be the featured nonfiction writer in the 2018 Rosenberry Writers’ Conference at the University of Northern Colorado on March 5-7 2018. A new experiment, “Identity Theft,” is also out in the latest issue of JuxtaProse http://www.juxtaprosemagazine.org/identity-theft-by-harrison-candelaria-fletcher/
  • Maurice Irvin’s short story “Scrape” has been nominated by Portland Review for consideration in The Best American Short Stories anthology.
  • Kiley Miller will be working with Semester at Sea in the upcoming Spring 2018 semester. She will be an Instructional Coordinator in Global Studies, the required course for all students to help them prepare to interact successfully within the variety of cultures encountered. She’ll be blogging her way through 10 countries, sharing her experiences in the classroom and on the ground at “Team Wiley Wanders.” Read and follow the blog here: https://teamwiley.blog/
  • Susan Harness (2006 MA in Anthropology, 2016 MA in English – Creative Nonfiction) has had her memoir, Bitterroot: A Salish Memoir of Transracial Adoption, accepted for publication by the University of Nebraska Press.  The book, to be released fall 2018, is a personal account of her experience as an American Indian transracial adoptee. University of Nebraska Press hopes Bitterroot will serve as a textbook for courses in history, anthropology, social work, ethnic studies, and literature courses that discuss social theory.  To learn more about Susan and her experience, read the article in CSU’s College of Liberal Arts Magazine, at https://magazine.libarts.colostate.edu/article/an-anthropological-search-for-belonging/.
  • If you asked Paul DeMaret’s fifth-grade self, he would tell you that he was going to be a marine biologist studying sharks. His obsession for sharks didn’t last, but Paul did find a new passion while at CSU: teaching. Read this article by Mary Ellen Sanger and Jill Salahub, “Uncharted Waters and an Unexpected Calling,” https://magazine.libarts.colostate.edu/article/uncharted-waters-csu-alumnus-follows-interest-in-english-and-discovers-unexpected-calling/ and check out the rest of the Winter 2017 issue of the College of Liberal Arts Magazine to see CLA alumni, students, and faculty tackle what it means to live a meaningful life.

 

College of Liberal Arts Award Winners 2017-18

CLA Distinction in Outreach Award: Todd Mitchell, Department of English

CLA Outstanding Service Award: Sue Doe, Department of English

Faculty Development Award, (The Faculty Development Fund supports annual awards for outstanding research and creative activity by tenured and tenure-track faculty in the College of Liberal Arts. The award is made in the form of summer salary stipend of $5000): Tatiana Nekrasova-Beker, Department of English, “Discipline-specific use of language patterns: The case of Engineering”

Creative & Performing Arts Scholarship 

Congratulations to the winners of the Creative & Performing Arts Scholarship!

 

Poetry

Paige Moses for her poems “The Lost King”, “He Who Has No Name”, “fin”

Kevin Enns for his poems “The Bear Snooze Berceuse”, “Storm Stroked”, “Existential Shoreside Thoughts”, “Bird Kind”, “Like Peach Gelato”

Sarah Danielle Cyr for her poems “Monogamous Haunting”, “Traveler”, “Seafood”, “Socratic Method”

Rosemary Alyce Pineau for her poems “Dei-ssection”, “Alison’s Wonderland” “Ophelia”, “To Hate the Things You Like”, “Like a Pimp”

Cole Gerome for his poems “Untitled”, “I’m so sorry”, “Mine is not a lover…”, “Ox”, “And so the last letter is erased…”

Hilary Pearce for her poems “Reasons”, “The Problem of Romance”, “American”

Megan Dunn for her poems “Pulse”, “Infinity”, “Divinity”

Caitlin Dendas for her poems “Autumnal Equinox”, “Clone’s Throne”, “Women’s March on Washington…”, “Needless Greed…” “I long for the day…”

Hannah Tani for her poems “Obsidian”, “Bone”, “Outcast”

Emma Kerr for her poems “River Rocks”, “Free Way”, “Tubercle”, “sh”, “Which Craft”

 

Fiction

Regan Goodrich for “Something May be Broken”

Julianne Enquist for “Our Restless Tides”

Hilary Pearce for “Sinatra Street”

 

Nonfiction

Colin Sheehan “Trans-22”

Hilary Pearce for “The October Thieves”

Meg Strauss for “Let Me Tell You a Story”

 

New URL for Library English Literature & Language Web site

 

The English page is now at this URL: https://libguides.colostate.edu/English

 

Please take note so URLs on your Spring syllabi are accurate. So for example:

Shakespeare: https://libguides.colostate.edu/English/shakespeare

Beat Writers: https://libguides.colostate.edu/English/beatwriters

Finding Literary Criticism in Books: https://libguides.colostate.edu/English/litcriticismbooks

Finding Literary Criticism in Journal Articles: https://libguides.colostate.edu/English/Criticisminjournals

Searching MLA Bibliography by Author: https://libguides.colostate.edu/English/MLAbyauthor

Searching MLA Bibliography by Subject: https://libguides.colostate.edu/English/MLAsubject

Writing and the Body: https://libguides.colostate.edu/English/writingbody

 

Does anyone have a desire for a new page? Ask your librarian: Naomi.Lederer@colostate.edu

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~by Michaela Hayes

  1. Make a to-do list and start with what intimidates you the most. Get the hardest thing out of the way to make sure that you have the time and energy to really ace it — then move on to the easier stuff.
  2. Stay active. Taking care of yourself is so important, especially during high-stress times. I know it can be hard to find time to workout when you have eight projects, four exams, and one cure for world hunger due in the next week, but even 30 short minutes will help. Take a walk or ride your bike around campus. Group fitness classes are a great way to really force yourself to get moving, and they’re always free at the rec center. You can find the schedule here. (Note that only the group fitness classes are free, and not the yoga or cycling.) Or try an online fitness site, like Fitness Blender, that has free workout videos of all levels — like my favorite, kickboxing.
  3. Relax. Meditation helps with stress, anxiety, and a whole other slew of things too. You can find free meditation classes around town and on campus, but if you’re looking for something quick and easy, download the Headspace app. Give your brain a break: Get a massage, take a relaxing yoga class, put on your favorite music and close your eyes, have a dance party, stare at your toes, close your eyes and imagine how great you are going to feel when you are all done.
  4. Nourish your body. Getting all your daily nutrients will help you feel better and help your brain work faster. Make extra sure to eat some protein and fiber before a big test or project to keep your brain running. Drink lots of water, drink a cup of tea or hot cocoa, don’t drink too much coffee, eat exactly what you want if you can, eat good quality food, even treat yourself to something special — comfort food! Eat when you are hungry, not when you think you are “supposed to” eat. If you normally take supplements or medications, don’t skip doing that.
  5. Find a few clean, comforting study spaces to spend your time. Different people have different preferences when it comes to where they like to study — just make sure yours is free from distractions. Coffee shops around town and the library tend to be jam-packed around finals week, which can be distracting for some (me), so try and carve out your own little niche.
  6. Make outlines for your essays. Seriously, fellow English majors — It helps so much. Find your thesis, make a point by point outline, and then tie together the ideas in the essay. It strengthens the essay but also makes the assignment much less intimidating. Win/win.
  7. Make time for yourself that is not spent thinking about studying. If you take a study break, really take a study break to give your mind time to recuperate. You deserve some rest!
  8. Get help. Meet with your professor. Go to the Writing Center. Make a therapy appointment.
  9. Limit distractions. Take time off social media. Turn your phone off. Hide your TV. Whatever your go-to goof offs are, try to avoid them while you are studying. Download an app to help you concentrate, like the Forest app, “stay focused, be present.”
  10. And, finally, sleep enough. If you’re already on a sleep schedule, try to stick with it to help with daytime tiredness. Sleeping enough will help you feel better and help you remember all the things you’ve been cramming into your brain. Stress can seriously impede sleep schedules, so pick up some melatonin from the grocery store if you find yourself having trouble. Here are some tips on how to fall and stay asleep.

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November 16, 2017 marked the 2017 Writer’s Harvest presented by the CSU English Department Creative Writing Reading Series. The event was a twofold community project: one part literary reading and one part food drive with proceeds going to the Larimer County Food Bank.

Many attendees brought nonperishable foods to donate, which also earned them raffle tickets for chances to win prizes from local businesses. These included sweets from Kilwin’s fudge, Mary’s Mountain Cookies, and Nuance Chocolate, as well as UCA tickets, faculty donated books, books from Old Firehouse Bookstore, gift cards from Tasty Harmony, the CSU Bookstore, and Al’s Newsstand, and a gift basket from Salus Body Care. Over 100 pounds of food was raised for the Larimer County Food Bank.

Todd Mitchell

Readers included Todd Mitchell (who read from his recent book The Last Panther), Matthew Cooperman (who read an Ode about gun culture), Debby Thompson, (who read an experimental essay on biculturalism), Camille Dungy (who read part of an essay from her new collection of essays Guidebook to Relative Strangers).

Harrison Candaleria Fletcher

Camille Dungy

Mary Ellen Sanger, Zoe Albrecht, and Kelly Kuhn all read works from their CLC workshop writers, in addition to Judy Doenges, Dan Beachy-Quick (who read an excerpt from a forthcoming book), Sasha Steensen, and Leslee Becker.

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Leif Sorensen teaching E333 Critical Studies of Popular Texts: Science Fiction

Registration for the Spring Semester is still open and the English department has a wide variety of classes for next semester. Whether you’re an English major or just interested in any of the themes our courses cover, we’d love to see you register for one of these amazing classes.

Right now is a vital time to study cross-cultural works. E142: Reading without Borders, taught by Joelle Paulson, will read “works of authors from a range of international and cross-national backgrounds, addressing a plurality of cultural and ethnic voices, and emphasizing the dynamics of their interaction and mutual interpretation.” Meets MWF 2:00 pm-2:50 pm

The course description for E403: Writing the Environment provides more questions than answers about the environment: “What is the Environment? Is it the same as Nature? Can we touch it, respond to it? What is the local? The global? What things and creatures do we encounter there? Who is other? What is wild? And where do you live? Right now, no doubt, in a town in the west of a teetering country. Can you write about that?” Taught by Matthew Cooperman, this course will take you on an exploration to answer these questions. Meets TR 2:00 pm-3:15 pm

It’s hard to forget the books we loved as children. Have the opportunity to learn about your favorite children’s books, along with some new ones, in E405: Adolescents’ Literature with Ricki Ginsberg. This course will tackle many themes, including “culture, (dis)ability, gender, identity, intersectionality, mental health, race, sexuality, and social classes,” along with the opportunity to choose outside readings. This is a great chance to make a dent in that “to-read” stack piling up in your room. Meets MWF 2:00 pm-2:50 pm

Have you ever studied Disney in an academic context? E406: Topics in Literacy  – Literacy & Popular culture with Lisa Langstraat gives you the opportunity to learn about the impacts of “Disney Culture,” taking the second part of the semester to flesh these ideas out. Additionally, you will focus on the “theories of popular culture and literacy practices,” and how popular texts work with popular culture. Meets TR 9:30 am-10:45 pm

If you enjoyed our author blurbs for Hispanic History Month , learn about those authors and more in E423: Latino/a Literature – Life in the Hyphen, taught by Harrison Candelaria Fletcher. “Envisioning borders as intersections – as opportunities – this course will examine the crossroads of identity within contemporary Latino(a) literature.” Meets TR 11:00 am-12:15 pm

More great English courses, along with complete coursing listings, are available on our website.

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For any graduate student, the need to be published can feel overwhelming at times. The College of Liberal Arts (CLA) recently held a panel to give students and faculty advice on getting published in peer reviewed journals.

The panel included six faculty members from the CLA:

  • Dr. Michael Carolan, Associate Dean for Research and Graduate Affairs
  • Dr. Louann Reid, Chair Department of English
  • Dr. Greg Dickinson, Department of Communication Studies
  • Dr. Blythe Lagasse, School of Music, Theater, and Dance
  • Dr. Prabha Unnithan, Department of Sociology
  • Dr. Elissa Braunstein, Department of Economics

The event began with tips from each of the panelists.

  1. Do your research to make sure the journal publishes pieces like your own.

As Prabha Unnithan explains, the most important element is making sure that your paper fits the journal. Speaking from his past experience as editor of two sociological journals, Unnithan explained that his journal would read each submission from beginning to end. Most of the time, rejections don’t come from the poor quality of a paper. Instead, rejections might just mean that the piece isn’t the right fit for that specific journal. So do your research into different publications to find the one that best fits your paper.

  1. To be known, you must know your audience.

Louann Reid, Chair of our English department, broke down her advice into knowing the audience and being known. Unlike with creative writing submissions, journal submissions must be serial, meaning only submit your paper to one journal at a time instead of simultaneously. Building off Unnithan’s advice, this makes what journal you choose for your submission crucial. First, know your audience, the audience of the journal. Look at what kinds of papers those readers will be familiar with. Is the journal based on a membership, or available openly to readers online?

Second, in order to be known you must publish. So if you’re a young writer, look at the acceptance rate of the journal. It’s good to start with a journal that has a higher acceptance rate, and work your way up to those more esteemed journals later.

Reid continued, explaining that the cover letter for your submission is a perfect place to share with the journal why you think your piece is right for that specific journal. Read and re-read the submission requirements to make sure you don’t miss any of the small details for submitting.

Ultimately, go to conferences, make connections, and don’t be afraid to interact with the journal and its editors.

  1. Use your argument to engage with the ongoing conversations. Draw sources from the journal you’re submitting to.

Many academic writers strive to find something that hasn’t been talked about before. But that’s a hefty claim to make, especially if you’re just entering academic publishing. Odds are that someone has already written a paper about your topic.

Greg Dickinson spoke about the importance of a thesis, and making your unique argument clear. These could even be with the words “I will argue.”

In the first few pages, Dickinson looks for that argument, and a preview of the result for following this argument. This is how a journal will know if you’re a fit for that publication, and if you’re entering into the right conversation.

Show a familiarity with other scholars in the same field and if you get a “revise and resubmit,” then revise and resubmit. It means that the journal sees potential in your writing, and is willing to devote more time to make your paper a fit for that journal.

  1. Engage in your field.

Elissa Braunstein said that the first thing she does is check the reference page. Have you engaged with the journal’s field? Have you read the journal? Have you cited articles from the journal? This is another strong way to show how your paper fits into the conversation.

Also, make sure you read the editorial polices before submitting. Braunstein is an editor for the Feminist Economics journal. With the word “feminist” in the title, the journal will get papers about feminism, but they aren’t related to the field of economics. This reiterates the idea of familiarizing yourself with the focus of a journal, making sure your paper contributes to that specific field or area.

  1. If you get a revise and resubmit, address every comment.

Blythe Lagasse stressed the importance of following the suggestions from a “revise and resubmit.” Sometimes the comments from different reviewers might conflict, but that’s something to address in your cover letter. If there’s something you don’t want to change, also address that. Just make sure you’re not ignoring comments from reviewers.

Another way to make sure your paper makes sense is to have someone outside your field read it. This might help you find additional elements you could explain better in your paper.

 

Overall, this panel provided a glimpse at what editors look for with each journal submission. With each submission, find a journal that fits the conversation and space you’re trying to enter. Your paper doesn’t need to be unique, or start a new conversation. Instead, show that you’re aware of what other people are, or are not, saying about your topic, and demonstrate your paper makes a strong argument.

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Poet and CSU alumna Felicia Zamora returned to campus for a Creative Writing Reading Series reading. The reading series is part of the CLA 2017 Diversity and Inclusion theme. This is an important theme for Zamora and her writing. Just last year, Zamora’s Of Form & Gather was awarded the 2016 Andres Montoya Poetry Prize, created to help support the first publication by a Latino/a poet in the United States. Zamora was also chosen as the 2017 Fort Collins Poet Laureate.

Camille Dungy opens the reading.

Camille Dungy, CSU professor and Director of the Creative Writing Reading Series, opened the reading and MFA student Christa Shively introduced Zamora. Shively spoke of Zamora’s dedication to craft and the way she writes about both the known and unknown world.

Zamora’s reading took us through a journey of her poetry, and her process towards finding her voice. Since graduating with an M.F.A. from CSU, she challenged herself to write one manuscript each year, a challenge she has accomplished. Just this year, Zamora published two collections of poetry: Of Form & Gather (February) and & in Open, Marvel (October).

Zamora’s biggest piece of advice was to “just write.” Writing does lead to editing, but Zamora also advised to not over edit any piece of work. Eventually, you’ll find yourself writing new poems and new manuscripts instead of tapping into the same mindset that inspired the original draft.

Sometimes, it happens that the first collection you write may not be the first one published. For Zamora, her fourth manuscript was Of Form & Gather, but it was published before her third manuscript, & in Open, Marvel. By this fourth manuscript, Zamora felt that she had found her voice and the direction she wanted her poetry to go.

Zamora read from Of Form & Gather, described by CSU faculty Dan Beachy-Quick as “Charting out circles and cycles and containments, these people also become that complicated mirror that doesn’t simply reflect us back to ourselves, but as all that is not exactly us, where the body goes animal, goes vegetal, ‘& mind becomes becomes becomes.’”

Of Form & Gather observes and speaks of the absence of the thing, and the idea that all truths are half known. Her use of ampersands and semi-colons appear throughout each poem, as Zamora challenged herself to write an entire collection using only semi-colons.

The use of these two pieces of punctuation was deliberate, and speaks to the tone Zamora wants for her poetry. The semi-colon is slower than a comma, but also faster than a period. Instead of ending each thought, Zamora can carefully piece together larger themes, each poem working as an extension of the others.

Through this collection, Zamora hopes to show that “horror and beauty are not necessarily opposites.” This fact inspired her poem “& in wonder too,” drawing from an encounter where a hawk swooped in front of her to grab a prairie dog, both a horrific and beautiful scene.

Zamora reads to a crowded room.

Zamora gave us a wide sampling of her writing and collections, reading from & in Open, Marvel and Instrument of Gaps, a collection that has been chosen for publication.

To close, Zamora previewed a portion of a manuscript she just finished writing. While she has avoided strong social justice motifs in her past poetry, this collection is heavily political. With each poem, she covers topics like diversity, equity, inclusion, and social justice.

But Zamora explained how these poems were challenging for her to write. Each poem required a process filled with emotions and issues that are difficult to convey through poetry. With this collection, Zamora hopes to give a voice to the voiceless.

In closing, Zamora left us with one final, powerful piece of advice for aspiring poets and writers alike: “Be the artist you’re supposed to be.”

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Diane Glancy is a teacher, poet, author and playwright. She was born in 1941 in Kansas City, Missouri, to a Cherokee father and an English/German mother. Early in her life, she chose to identify as a Cherokee Native American, accepting the consequences and struggles inherent in claiming a Native American heritage. She says that her father’s Cherokee heritage “has been the most important influence I’ve had. It’s odd. It’s also been the most discouraging, shameful, and has caused more trouble, as I am an undocumented Cherokee, which brings criticism from some people.” In an interview from 2015, she talked about how her complicated connection to her heritage manifests in her writing:

I think I write a literature of disenfranchisement. Of separation from origin. Yet the origin survives despite lack of direct contact with the culture from which it came. It may be the voice of America, land of immigrants, and though the Natives were here when the immigrants came, they still suffer a sense of separation on their own land. I think a sense of separation is felt more intensely because interconnectedness is part of the Cherokee culture, and when it is severed, there is a need to reconstruct. If you knock down a spider web, the spider starts building again.

When asked in an interview about the origins of her writing life, how she realized writing was her passion, Glancy answered, “Where was the beginning? I couldn’t do anything else. I always was shy, and there was something solid in writing. There was an identity there. It was something I might be able to do, and I could do it by myself— not in front of others. The irony, of course, is that you finally have to stand in front of others to give a reading.”

Glancy received her B.A. in English Literature from the University of Missouri in 1964. She continued her education at the University of Central Oklahoma, earning a Masters degree in English in 1983. For six years (1980-86), Glancy was Artist-in-Residence for the State Arts Council of Oklahoma. Several of her books come from that experience. The next year, she attended the Iowa Writers Workshop, earning her M.F.A. from the University of Iowa in 1988. The following year she began teaching at Macalester College in St. Paul, Minnesota, where she is now a Professor of Creative Writing in the English Department. She teaches poetry, fiction, creative nonfiction and scriptwriting. She also teaches a Native American Literature course and a seminar in Native American Literature. In 1999, she also taught in the Bread Loaf School of English M.A. program on the campus of the Native American Preparatory School in Rowe, New Mexico.

Glancy is proficient in numerous genres—fiction, nonfiction, poetry, and playwriting. 

I often feel like I work ground level on the prarie, flying under radar detection. Having a home in no particular genre, but working in and across fiction, poetry, essay, and drama further clouds my sense of placement. I write between cultures. I was born in a city (Kansas City, Missouri) with a name of another state. My own last name is a nationality I am not. My middle name, which I go by, is not included on forms asking for first/last names. Growing up, the Indians mentioned in school were Plains Indians who hunted buffalo and livid in teepees, yet my family was none of that; instead were from a woodland, sedentary corn-farmer culture. How could both be Indian? How does one work across barriers, erasures, syncretisms, misappropriations? How does one write about faith? These are themes I explore in the different genres.

Glancy’s work has earned her many awards: an American Book Award, Pushcart Prize, Capricorn Prize for Poetry, Native American Prose Award, Charles Nilon Fiction Award, Five Civilized Tribes Playwrighting Prize, North American Indian Prose Award, The Minnesota Book Award in Poetry, and Oklahoma Book Award. Glancy’s collection of poems, Primer of the Obsolete, won the 2003 Juniper Prize for Poetry. She has also received the the Cherokee Medal of Honor, the Pablo Neruda Prize for Poetry, grants from the National Endowment for the Arts, and a Sundance Screenwriting Fellowship. (See a full list of her awards, grants and fellowships).


Sadly, this is the final Native American Heritage Month post. We’ve barely scratched the surface of the influence these authors, educators, and advocates have had on the literary and academic community.

We are going to miss the attention and effort of Native American Heritage Month. It has left us feeling so grateful for the many, many, many (many more than we could profile in only 30 days!) amazing authors, scholars, educators, activists, and speakers who have and continue to enrich our studies, our understanding, and our lives.

We are so lucky to be the recipients of their work — their activism, wisdom, creativity, strength, compassion, and even their suffering and anger — and so glad that we were able to honor them in this small way. May we carry this gratitude and continue to honor them, every day and always. To see the whole series of posts from this month: https://english.colostate.edu/tag/native-american-heritage-month/

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Charles Eastman, born Hakadah in 1858, was a Santee Dakota author, national lecturer, and activist for Native American rights. Eastman was born on a Santee Dakota reservation near Redwood Falls, Minnesota where he grew up under the care of his maternal grandmother after being separated from his family during the Dakota War of 1862.

When Eastman was a teenager, he was reunited with his father and oldest brother in South Dakota. This reunion marked his passage away from Native American tradition and into White American culture as his father had converted to Christianity and changed his name to Jacob Eastman, encouraging Charles to follow suit. When he converted as well, he took the name Charles Eastman, as we know him today.

Eastman attended Beloit College, Knox College, and Dartmouth College for his undergraduate degree before going on to medical school at Boston University in 1887. He graduated in 1889 or 1890 and began working as a physician for the Bureau of Indian Affairs Indian Health Service on the Pine Ridge Reservation in South Dakota. Here, he met his wife, fellow advocate and writer Elaine Goodale Eastman.

In many ways, Elaine Goodale Eastman was the driving force behind his writing. Charles was primarily a physician and advocate prior to their marriage, but she encouraged him to begin writing the stories of his childhood. She also served as his typist and editor, roles which many think she did not get enough credit for. Eastman herself was an author, and though she wrote seven books while the two were married hers received much less recognition.

In between writing, Eastman continued his activism in increasingly impressive ways. In between the years 1894-98, he established 32 Indian chapters of the YMCA across America. He developed other leadership programs and camps for American Indian youth and helped to recruit students for the Carlisle Indian Industrial School in Pennsylvania.

After his work with the YMCA and otherwise, Eastman moved on to politics at the national level. Eastman worked with three separate presidents (Theodore Roosevelt, Calvin Coolidge, and Franklin D. Roosevelt) in order to better the quality of life of American Indians.

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Winona LaDuke is an environmentalist, economist, and writer. Her father was from the Ojibwe White Earth Reservation in Minnesota, and her mother of Jewish European ancestry from the Bronx, New York. LaDuke was born in Los Angeles, California, but raised mostly in Ashland, Oregon, where her mother was an art instructor at Southern Oregon College.

Growing up with her mother in Oregon, LaDuke attended publish school and was on the debate team. While studying at Harvard University, she became part of a larger group of Indian activists. She began making a political name for herself at age 18 when she addressed the United Nations on Indian issues. She graduated in 1982 with a Bachelor of Arts in Economics, concentrating in rural economic development.

LaDuke was an enrolled member of the Ojibwe tribe from an early age, but didn’t live on a reservation until she started work at White Earth after she graduated college. As the principal of the high school, she worked on a graduate degree through the distance-learning program of Antioch University. She completed research for her master’s thesis on the reservation’s subsistence economy and became involved in local issues, earning an M.A. in Community Economic Development. She also has an honorary doctorate degree from Augsburg College.

While working as a principal on the reservation and finishing her graduate degree, LaDuke also was an activist. She helped found the Indigenous Women’s Network, and she worked with Women of All Red Nations to publicize American forced sterilization of Native American women. She became involved in the struggle to recover lands for the Anishinaabe, and founded the White Earth Land Recovery Project in Minnesota with the proceeds of a human rights award from Reebok. LaDuke is also Executive Director of Honor the Earth, an organization she co-founded with the non-Native folk-rock duo, the Indigo Girls in 1993. LaDuke ran as the vice-presidential candidate with Ralph Nader on the Green Party ticket, twice. She was most recently involved in the Dakota Access Pipeline protests.

LaDuke has received many honors for her efforts. She was nominated by Time magazine as one of America’s fifty most promising leaders under forty years of age, given the Thomas Merton Award, granted the BIHA Community Service Award, won the Reebok Human Rights Award, was named Woman of the Year for her work with Honor the Earth by Ms. Magazine, was honored with the Ann Bancroft Award for Women’s Leadership Fellowship, was inducted into the National Women’s Hall of Fame, and received the Alice and Clifford Spendlove Prize in Social Justice, Diplomacy and Tolerance.

And even though it can be easy forgetten in light of all her humanitarian work, LaDuke is also an accomplished author. She’s authored five (fiction, non-fiction, and even a children’s book) and co-authored many other books, as well as having editorials and essays published in national and international media. In possibly her most recent piece, published only a few weeks ago, she made the following plea,

I am tired of being invisible to you all. I am tired of the lack of compassion from a president who slashes health care. I’m tired of the state of Minnesota, which seeks to contaminate the remaining wild rice with sulfide to keep a dying mining industry afloat. And I am tired of North Dakota pretending that Standing Rock does not exist, and balking at a forum on Standing Rock at the University of North Dakota. What I want to say is that we are beautiful, amazing, tough-as-can-be people. It would be nice if we thought of each other kindly and with compassion. I am certainly not too tired to battle, but I would really like us all to do our part, beyond Native American Heritage Month.

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