An Alternative Starting Place for an Indigenous Theology

Total Page:16

File Type:pdf, Size:1020Kb

An Alternative Starting Place for an Indigenous Theology An Alternative Starting Place for an Indigenous Theology by Raymond Clifford Aldred A Thesis submitted to the Faculty of Wycliffe College and the Graduate Centre for Theological Studies of the Toronto School of Theology. In partial fulfilment of the requirements for the degree of Doctor of Theology awarded by Wycliffe College and the University of Toronto. © Copyright by Raymond Clifford Aldred 2020 An Alternative Starting Place for an Indigenous Theology Raymond Clifford Aldred Doctor of Theology Wycliffe College and the University of Toronto 2020 ABSTRACT This thesis is an exploration of the intersection between an Indigenous narrative communal identity and Christian theology. It demonstrates that Indigenous communal identity is grounded in narrative, and that includes a strong sense of solidarity with the land. Furthermore, it demonstrates that Indigenous identity is not just based upon narrative but is also shaped by a shared story, one that brings the changing context of Indigenous existence in Canada together with the goal of maintaining harmony in the land. This work has profound implications for how Indigenous people theologize. Since Indigenous communal identity elevates the role of narrative and land, a narrative approach to scripture will be more prominent than approaches taken by the first evangelical theologies introduced among Indigenous people in Canada, the more common of which have tended to commodify land and essentialize story. What is more, through its dialogue with Ricoeur and Pannenberg, the approach taken here extends scholarship on the concept of embodied existence. Carl Henry, particularly his propositional approach, which was adopted by the majority of evangelical Christian missions in Canada, will serve as an historical Canadian dialogue partner. Conservative evangelicals like Carl Henry and his theological heirs concerned themselves with finding a starting-place of doctrinal purity through the articulation and defence of eternal truths in the form of propositional statements—an approach that concludes by replacing the gospel story with statements of truth. As a consequence, Indigenous people have ii been required to make their way through the necessary truth statements, in order to access the gospel story. The consequence of the reign of this theological model was that attempts at cultivating a communal Indigenous Christian theology were hindered or discounted. This thesis proposes an alternative starting-place for an Indigenous theology, one that involves embracing Indigenous communal identity, together with its language and understanding of story. iii Table of Contents ABSTRACT ................................................................................................................................... ii TABLE OF FIGURES ................................................................................................................. viii A Short Introduction ....................................................................................................................... 1 The Structure of the Thesis ......................................................................................................... 2 CHAPTER 1 ................................................................................................................................... 7 The Issue of Indigenous Identity and Theology ............................................................................. 7 Indigenous Christian Identity: The Context .............................................................................. 10 Indigenous Christian Identity: The Thesis ................................................................................ 16 Delineating the Boundaries and Terms ..................................................................................... 20 The “Gospel Story” ............................................................................................................... 21 A Particular Approach to and Understanding of the Role of Story ...................................... 22 A Specific Sense of Identity ................................................................................................. 27 The Implications of Identity for Theology ............................................................................... 31 The Scope and Shape of Evangelicalism .................................................................................. 36 Contemporary Evangelicalism .............................................................................................. 37 “Kinds” of Evangelical ......................................................................................................... 40 Evangelicals and Orthodoxy ..................................................................................................... 42 CHAPTER 2 ................................................................................................................................. 48 Identity Development: A Communal Frame ............................................................................ 48 iv Indigenous Identity ............................................................................................................... 48 Western Identity .................................................................................................................... 48 Identities in Conversation ..................................................................................................... 48 Western Theological Shifts in Understanding Identity ............................................................. 52 Conceptions of Identity ......................................................................................................... 53 Identity and Land in the West ............................................................................................... 55 Toward Communal Understandings ......................................................................................... 59 Indigeneity and Communally Focused Identity ........................................................................ 75 Ways of Examining Community and Identity ...................................................................... 77 The Language ‘Game’ of the Cree ....................................................................................... 79 Name that Cree ..................................................................................................................... 88 Summary ................................................................................................................................. 102 CHAPTER 3 ............................................................................................................................... 107 Indigenous Identity: A Narrated Community ............................................................................. 107 Indigenous Narrative Identity ................................................................................................. 111 Shame-Based Versus Guilt-Based .......................................................................................... 114 Locative Versus Temporal ...................................................................................................... 116 Sacred Stories ......................................................................................................................... 120 The Performative Nature of Story .......................................................................................... 123 Who is Telling the Story? ....................................................................................................... 127 The Storyteller and the Story .................................................................................................. 130 v The Role of the Community ............................................................................................... 138 The Purpose of Story: The Maintenance of Relationships ......................................................... 148 Relationship to Land ............................................................................................................... 152 Relationships Between Individual and Group and Between Groups ...................................... 160 Relationship to the Spiritual and Spiritual Beings .................................................................. 165 Relationship to Self ................................................................................................................. 170 CHAPTER 4 ............................................................................................................................... 180 An Indigenous Conversation with Ricoeur ................................................................................. 180 Ricoeur on Identity, Metaphor, and Mimesis ............................................................................. 185 Ricoeur on Identity ................................................................................................................. 188 Ricoeur on Metaphor .............................................................................................................. 199 Ricoeur on Mimesis ................................................................................................................ 207 Summary ................................................................................................................................. 214 CHAPTER 5 ..............................................................................................................................
Recommended publications
  • Translation As a Critical Practice: Using Retranslation When Teaching
    Quaderns. Revista de Traducció 21, 2014 199-209 Translation as a Critical Practice : Using Retranslation when Teaching Translation Jonathan Evans University of Portsmouth School of Languages and Area Studies Park Building, King Henry I Street, Portsmouth, PO1 2DZ, UK. [email protected] Abstract This article addresses the question of how to relate translation theory to translation practice when teaching translation. Retranslation is viewed as a critical practice (kydd 2011) that inte- grates critical engagement with existing translations and theory into practice. This critical reflexion is part of translation competence, both in Pym’s (2003) minimalist formulation and the European Master’s in Translation guidelines. Retranslation can therefore be seen to help students achieve the sort of critical awareness that is part and parcel of translation competence. A series of practical learning activities are suggested that use retranslation. These range from analyses of retranslation of the same text to commented retranslations that ask the students to explain their own process. Each of these offers ways of going beyond textual criticism to engage with wider theoretical concerns. Keywords: retranslation; translation pedagogy; reflexive practice; translation competence; commentary writing. Resum. Traduir com a pràctica crítica: la retraducció en l’ensenyament de la traducció Aquest article prova d’exposar com es pot incloure la teoria de la traducció en l’ensenyament pràctic a les aules, i considera que traduir un text ja versionat és un exercici que integra una lec- tura crítica tant del trasllat com de la teoria traductològica. Com que, tant en la formulació mini- malista de Pym (2003), com en les directrius dels màsters europeus en traducció, aquesta consciència crítica és part de la competència traductora, retraduir es pot considerar una manera d’ajudar els estudiants a aconseguir-la.
    [Show full text]
  • Revisting Retranslation Hypothesis in Goethe's and Lu Xun's Selected
    Vol. 4(2), pp. 19-23, February 2016 DOI: 10.14662/IJELC2016.009 International Journal of English Copy© right 2016 Author(s) retain the copyright of this article Literature and Culture ISSN: 2360-7831 http://www.academicresearchjournals.org/IJELC/Index.htm Review Revisting retranslation Hypothesis in Goethe’s and Lu Xun’s selected Works 1G.Sankar* 2K.Jaya and 3Dr.Neha Jain 1Assistant Professor, Department of English, SVS College of Engineering Ciombatore-Tamilnadu, India -641032. E-mail: [email protected] 2Assistant Professor, Department of English, SVS College of Engineering Ciombatore- Tamilnadu, India- 641032. E-mail: [email protected] 3 Assistant Professor, Department of English,University of Delhi,Delhi-India. E-mail: [email protected] Accepted 14 March 2016 Goethe’s contribution to studies on retranslation is his classification of (re)translations into three epochs, namely domestication, combination of domestication and foreignization, and foreignization. Lu Xun’s is his emphasis on the absolute necessity of retranslating. Their ideas on retranslation have important implications for contemporary retranslation research. Keywords: Goethe; Lu Xun; retranslation; classification; neccessity Cite This Article As: Sankar G, Jaya K, Jain N (2016). Revisting retranslation Hypothesis in Goethe’s and Lu Xun’s selected works. Inter. J. Eng. Lit. Cult. 4(2): 19-23 INTRODUCTION In the history of world literature, at least two authors have 1990: 4; Brownlie 2006: 148) and Lu Xun (Wu et al. 1995: discussed retranslation extensively: Goethe (Berman 531, 532, 695). The former’s discussion is somewhat 20 Inter. J. Eng. Lit. Cult. indirect but thought-provoking, while the latter’s is direct which turns poetry to prose and thus loses the original and forceful.
    [Show full text]
  • 1 the Impact of African Traditional Religious
    The Impact of African Traditional Religious Beliefs and Cultural Values on Christian- Muslim Relations in Ghana from 1920 through the Present: A Case Study of Nkusukum-Ekumfi-Enyan area of the Central Region. Submitted by Francis Acquah to the University of Exeter as a thesis for the degree of Doctor of Philosophy in Theology in December 2011 This thesis is available for library use on the understanding that it is copy right material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any university. Signature………………………………………………………. 1 ACKNOWLEDGEMENT My first and foremost gratitude goes to my academic advisors Prof. Emeritus Mahmoud Ayoub (Hartford Seminary, US) and Prof. Robert Gleave (IAIS, University of Exeter) for their untiring efforts and patience that guided me through this study. In this respect I, also, wish to thank my brother and friend, Prof. John D. K. Ekem, who as a Ghanaian and someone familiar with the background of this study, read through the work and offered helpful suggestions. Studying as a foreign student in the US and the UK could not have been possible without the generous financial support from the Scholarship Office of the Global Ministries, United Methodist Church, USA and some churches in the US, notably, the First Presbyterian Church, Geneseo, NY and the First Presbyterian Church, Fairfield, CT. In this regard, Lisa Katzenstein, the administrator of the Scholarship Office of the Global Ministries (UMC) and Prof.
    [Show full text]
  • Indigenous Religion in Secular Australia
    ISSN 1328-7478 © Copyright Commonwealth of Australia 2010 Except to the extent of the uses permitted under the Copyright Act 1968, no part of this publication may be reproduced or transmitted in any form or by any means including information storage and retrieval systems, without the prior written consent of the Department of the Parliamentary Library, other than by Senators and Members of the Australian Parliament in the course of their official duties. This paper has been prepared for general distribution to Senators and Members of the Australian Parliament. While great care is taken to ensure that the paper is accurate and balanced, the paper is written using information publicly available at the time of production. The views expressed are those of the author and should not be attributed to the Information and Research Services (IRS). Advice on legislation or legal policy issues contained in this paper is provided for use in parliamentary debate and for related parliamentary purposes. This paper is not professional legal opinion. Readers are reminded that the paper is not an official parliamentary or Australian government document. IRS staff are available to discuss the paper's contents with Senators and Members and their staff but not with members of the public. Published by the Department of the Parliamentary Library, 2010 I NFORMATION AND R ESEARCH S ERVICES Research Paper No. 11 1999–2000 Indigenous Religion in Secular Australia Dr Marion Maddox Consultant, Social Policy Group 14 December 1999 Acknowledgments I thank John Garden, Carol Kempner, Jennifer Norberry, Sean Brennan, Coral Dow and Michael Symons for comments on earlier drafts of this paper.
    [Show full text]
  • Children's Literature & the Retranslation Hypothesis the Rose and the Ring
    Faculteit Letteren en Wijsbegeerte Nicole De Letter Children’s Literature & the Retranslation Hypothesis The Rose and the Ring Masterproef voorgedragen tot het behalen van de graad van Master in het Vertalen 2015 Promotor Dr. Ruud Ryckaert Vakgroep Vertalen Tolken Communicatie ACKNOWLEDGEMENTS I would like to express my sincere gratitude to Dr. Ruud Ryckaert for his patient guidance, encouragement and advice throughout the course of writing this paper. I would like to thank him first and foremost for giving me the opportunity to develop my own ideas and for the time he invested in reading through my texts. In addition, I would like to thank Prof. Dr. Sonia Vandepitte for her professional linguistic advice. A heartfelt thank you to my husband for his unrelenting faith in me. 4 TABLE OF CONTENTS LIST OF TABLES ................................................................................................................... 6 LIST OF IMAGES ................................................................................................................... 8 LIST OF ABBREVIATIONS .................................................................................................. 9 1 INTRODUCTION ............................................................................................................. 10 2 RESEARCH QUESTION, AIM AND EXPECTED RESULTS ................................... 12 2.1 Research question ............................................................................................................. 12 2.2 Aim of this study
    [Show full text]
  • A Utopian Journey in Turkish: from Non-Translation to Retranslation Ceyda Elgül Boğaziçi University 2011
    A UTOPIAN JOURNEY IN TURKISH: FROM NON-TRANSLATION TO RETRANSLATION CEYDA ELGÜL BOĞAZİÇİ UNIVERSITY 2011 A UTOPIAN JOURNEY IN TURKISH: FROM NON-TRANSLATION TO RETRANSLATION Thesis submitted to the Institute for Graduate Studies in the Social Sciences in partial fulfillment of the requirements for the degree of Master of Arts in Translation by Ceyda Elgül Boğaziçi University 2011 Thesis Abstract Ceyda Elgül, “A Utopian Journey in Turkish: From Non-Translation to Retranslation” This study explores the role of translation in the evolution of new contexts for foreign works. It classifies non-translation, initial translation and retranslation as the three existential forms in which translation appears and proposes that each of these forms attributes the foreign work a different translational context. Benefiting from the favorable grounds provided by the journey of Thomas More’s Utopia in the Turkish literary system, this diachronic study embraces the pre- and post-translation periods synchronously with the period in which the translation first appeared.The study firstly investigates Utopia in the Turkish literary system as a work that appeared in the form of non-translation in the period between the Tanzimat and 1964 and questions what type of a culture repertoire this non-translation contributed to. Then, it focuses on the initial translation and seeks a position for this first translation in the context of the 1960s, referring to the social dynamics of the period in which the translation first appeared after a long phase of resistance. Here, the study touches on the agency factor and explores the historical significance of the first translation in relation to the external factors that concern the agents of the translation.
    [Show full text]
  • English Literature and Language Review ISSN(E): 2412-1703, ISSN(P): 2413-8827 Vol
    Academic Research Publishing Group English Literature and Language Review ISSN(e): 2412-1703, ISSN(p): 2413-8827 Vol. 2, No. 6, pp: 71-73, 2016 URL: http://arpgweb.com/?ic=journal&journal=9&info=aims Goethe’s and Lu Xun’s Views on Retranslation * Chuanmao Tian Professor of English, School of Foreign Studies, Yangtze University, Hubei, 434023 P. R. China Jiying Chen Associate Professor of English, School of Foreign Studies, Yangtze University, Hubei, 434023 P. R. China Abstract: Goethe’s contribution to studies on retranslation is his classification of (re)translations into three epochs, namely domestication, combination of domestication and foreignization, and foreignization. Lu Xun’s is his emphasis on the absolute necessity of retranslating. Their ideas on retranslation have important implications for contemporary retranslation research. Keywords: Goethe; Lu Xun; retranslation; classification; necessity. 1. Introduction In the history of world literature, at least two authors have discussed retranslation extensively: Goethe (Berman, 1995) and Lu Xun (Wu, 1995). The former’s discussion is somewhat indirect but thought-provoking, while the latter’s is direct and forceful. 2. Johann Wolfgang von Goethe Goethe was a great writer as well as a translation theorist. His fragmentary and aphoristic remarks on translation in his 133 volumes of collected works have helped make the German theoretical tradition one of the world’s richest bodies of work in the field of Translation Studies (Robinson, 2006). In his West-Östlicher Divan (1819), Goethe divides translation into three kinds: 1. The first kind of translation familiarizes us with the foreign country on our own terms. 2. In the second kind of translation one seeks to project oneself into the circumstances of the foreign country, but in fact only appropriates the foreign meaning and then replaces it with one’s own.
    [Show full text]
  • A Case Study of the Chinese Repository
    Durham E-Theses Orientalism and Representations of China in the Early 19th Century: A Case Study of The Chinese Repository JIN, CHENG How to cite: JIN, CHENG (2019) Orientalism and Representations of China in the Early 19th Century: A Case Study of The Chinese Repository, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/13227/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 ORIENTALISM AND REPRESENTATIONS OF CHINA IN THE EARLY 19TH CENTURY: A CASE STUDY OF THE CHINESE REPOSITORY Cheng Jin St. Cuthbert’s Society School of Modern Languages and Cultures Durham University This dissertation is submitted for the degree of Doctor of Philosophy 2019 March 2019 DECLARATION This dissertation is the result of my own work and includes nothing, which is the outcome of work done in collaboration except where specifically indicated in the text.
    [Show full text]
  • Shinto, Primal Religion and International Identity
    Marburg Journal of Religion: Volume 1, No. 1 (April 1996) Shinto, primal religion and international identity Michael Pye, Marburg eMail: [email protected] National identity and religious diversity in Japan Questions of social and political identity in Japan have almost always been accompanied by perceptions and decisions about religion. This is true with respect both to internal political issues and to the relations between Japan and the wider world. Most commonly these questions have been linked to the changing roles and fortunes of Shinto, the leading indigenous religion of Japan. Central though Shinto is however, it is important to realize that the overall religious situation is more complex and has been so for many centuries. This paper examines some of these complexities. It argues that recent decades in particular have seen the clear emergence of a more general "primal religion" in Japan, leaving Shinto in the position of being one specific religion among others. On the basis of this analysis some of the options for the Shinto religion in an age of internationalization are considered. The complexity of the relations between religion and identity can be documented ever since the Japanese reception of Chinese culture, which led to the self-definition of Shinto as the indigenous religion of Japan. The relationship is evident in the use of two Chinese characters to form the very word Shinto (shen-dao), which was otherwise known, using Japanese vocabulary, as kannagara no michi (the way in accordance with the kami).1 There are of course some grounds for arguing, apparently straightforwardly, that Shinto is the religion of the Japanese people.
    [Show full text]
  • 53 Implications of Religious Conflicts on Peace Jegede, O
    Ilorin Journal of Religious Studies, (IJOURELS) Vol.9 No.1, 2019, pp.53-70 IMPLICATIONS OF RELIGIOUS CONFLICTS ON PEACE, NATIONAL SECURITY AND DEVELOPMENT IN NIGERIA Jegede, O. Paul Department of Religious Studies, Faculty of Humanities, Management, and Social Science, Federal University of Kashere (FUK), Gombe [email protected], 07031890773, Abstract The study is an attempt to examine the perennial incidents of religious crises in Nigeria which is ever on the increase, claiming hundreds of lives, destroying properties worth millions of naira. The colossal lose to violent religious conflicts in Nigeria did not end with loss of lives and properties. In fact, its attendant effects on peaceful co-existence, political stability and socio-economic development is beyond comprehension. Hardly can one speak of progress in Nigeria when our social, political, economic and religious systems fail to maintain at least a minimum level of social decorum. At the same time, sustainable and lasting religious peace across the nation have been aborted times without number owing to the recurrent cases of religious conflicts. As those religious conflicts linger on, distrust and suspicion became the order of the day, more especially between the adherents of Islam and Christianity in Nigeria. Though, there are records of occasional conflicts between African Traditional Religion and other religions for a number of reasons. These may include superiority complex, that is, claim of superiority by both Islamic and Christianity over the African Traditional religion and culture, disregard and contempt for African traditional religion and institutions. The paper, therefore, gave an overview of the general concept of conflicts, causes of conflicts in Nigeria as well as implications of conflicts in Nigeria.
    [Show full text]
  • Afro-Jamaican Religio-Cultural Epistemology and the Decolonization of Health
    University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School March 2020 Mystic Medicine: Afro-Jamaican Religio-Cultural Epistemology and the Decolonization of Health Jake Wumkes University of South Florida Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the African Studies Commons, Other Languages, Societies, and Cultures Commons, and the Religion Commons Scholar Commons Citation Wumkes, Jake, "Mystic Medicine: Afro-Jamaican Religio-Cultural Epistemology and the Decolonization of Health" (2020). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/8311 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Mystic Medicine: Afro-Jamaican Religio-Cultural Epistemology and the Decolonization of Health by Jake Wumkes A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in Latin American, Caribbean, and Latino Studies Department of School of Interdisciplinary Global Studies College of Arts & Sciences University of South Florida Major Professor: Bernd Reiter, Ph.D. Tori Lockler, Ph.D. Omotayo Jolaosho, Ph.D. Date of Approval: February 27, 2020 Keywords: Healing, Rastafari, Coloniality, Caribbean, Holism, Collectivism Copyright © 2020, Jake Wumkes Table of Contents Abstract ...........................................................................................................................
    [Show full text]
  • National American Indian and Alaska Native Heritage Month 2009
    National American Indian and Alaska Native Heritage Month 2009 Information, Lessons, Activities, and Resources Division of Social Sciences and Life Skills November 2009 P a g e | 1 The School Board of Miami-Dade County, Florida Dr. Solomon C. Stinson, Chair Dr. Marta Pérez, Vice Chair Mr. Agustin J. Barrera Mr. Renier Diaz de la Portilla Dr. Lawrence S. Feldman Ms. Perla Tabares Hantman Dr. Wilbert “Tee” Holloway Dr. Martin Karp Ms. Ana Rivas Logan Ms. Eboni Finley Student Advisor Alberto M. Carvalho Superintendent of Schools Ms. Milagros R. Fornell Associate Superintendent Curriculum and Instruction Dr. Maria P. de Armas Assistant Superintendent Curriculum and Instruction, K-12 Core Curriculum Mr. John R. Doyle Administrative Director Division of Social Sciences and Life Skills P a g e | 2 Table of Contents I. American Indian Heritage Month – A Brief History II. Readings/Resources for Teachers and Students Facts About American Indians Today American Indians by the Numbers – From Census 2000 Civil Rights and Native Americans Indian Removal – 1814-1858 Reservations American Indian vs. Native American Are You Teaching the True Thanksgiving Story? Historic Florida Indians American Indian Culture Groups Map Ideas for Teaching About Native Americans III. Lesson Plans for Teachers of Elementary Students American Indian Stereotypes (Grades 4-5) Florida’s Native Americans (Grades 4-5) Where Did Florida’s Native Americans Live? (Grades 4-5) IV. Lesson Plans for Teachers of Secondary Students American Indian Stereotypes (Grades 6-12) American Indians by the Numbers (Grades 6-12) American Indian Culture Groups (Grades 6-12) Trail of Tears (Grade 8) American Indian Reservation System (Grade 11) P a g e | 3 V.
    [Show full text]