English Big Quiz

Question 1

Respect

Answer 1

• Show respect for animals, elders, and nature.
• be open to learning from and with Indigenous people.
• be patient to ensure that we’re hearing what people are saying.
• be aware that there is diversity among Indigenous people and their stories.
• Research is a way of showing respect.
• Value the humanity of the tellers.
• Listen actively, carefully, thoughtfully.
• Understand when and where you may share this story (cultural protocols).
• If you retell the story, acknowledge where it came from.

ex. listening to Indigenous peoples perspective.

Question 2

Reverence

Answer 2

• Show reverence for oratory and storytelling.
• approach the story with deep respect, humility, and mindfulness.
• Understanding the relationship that Indigenous people have with the environment and place names.
• Understand the importance of stories to tellers and their communities.
• Treat stories with care.
• Open your heart and spirit to stories.

ex. write the story with empathy.

Question 3

Responsibility

Answer 3

• Take responsibility for listening with your head and heart, for figuring out what stories mean to you.
• be opened to learning story protocols.
• be opened to learning, especially about the impact of colonial history.
• try to be aware of the revitalization (to restore something to life) process that is ongoing with the stories.
• Recognize the resistance and resilience of Indigenous people.
• If you’re telling a story, be aware of how it may impact others.
• Think about how you can ensure that its message doesn’t go to waste and may spread further.

ex. don’t write Indigenous stories if you can’t do with love.

Question 4

Reciprocity

Answer 4

• Demonstrate to the teller that you’re listening, you care, and you’re making meaning sharing in return.
• When telling a story, acknowledge the audience and engage with them.

ex. knowing the experience that the writer had.
Struggles that she had in order to be an Indigenous writer.

Question 5

Holism (what the author wants us to feel)

Answer 5

• Refers to the interrelatedness between the intellectual, spiritual, emotional, and physical realms of a human.
• mutually influenced by one’s family, community, band, and nation.
• stories have the power to make our hearts, minds, bodies, and spirits work together.
• How does this story educate the heart, mind, body and spirit?
• How do the characters come to new emotional, physical, spiritual and intellectual understandings in the story?
• What can we learn from their personal growth?

ex. the writer hopes Indigenous people feel loved when they read her stories.

Question 6

Interrelatedness (the relationship between characters in the story.)

Answer 6

• Relates with what is outside the text.
• the story and the world outside of it can interrelate to inform and influence one another.
• How does the story relate with ideas in the world, yourself, and the storyteller.
• What is the story telling us about the interrelationships between individuals, families, communities and/or ancestors?
• What is the story telling us about the interrelationship between people, the spirit world, animals and the natural world?
• How is the story teaching us to be a “good relations”?

ex. Publishers felt Indigenous girls were unworthy of book covers or book deals.

ex. the discrimination of Indigenous people.

Question 7

Synergy (own experiences, or actual experiences going on in the world right now.)

Answer 7

• Interaction between storyteller, listener, and story.
• How does the story and its telling interact with you?
• How do our experiences and backgrounds shape how we understand the story?
• How can the story help us to understand our experiences better?
• How does this story connect with our own experiences.
• How can the story help us understand our experiences better?
• How do our experiences and background knowledge shape our understanding?
• What “ah ha” moments did you have as a result of this story?

ex. There can be a discrimination of Asian people. -> white people treating Asian people differently.

Question 8

Resistance

Answer 8

Is the refusal to accept or agree with something, attempting to prevent something in ways big or small.

Question 9

Civil Disobedience

Answer 9

Individuals intentionally break laws or rules to protest injustice.

Question 10

Cultural Resistance

Answer 10

Deliberate and creative ways in which individuals or groups challenge dominant norms, ideologies, and power structure through cultural expressions.
(showing refusal by creative ways. (ex. symbols))

Question 11

Quiet Resistance

Answer 11

Not loud, often unobtrusive act of defiance against oppressive systems or norms. Unlike overt protests or confrontations, quiet resistance operates careful, challenging the status quo (the current situations) through small, persistent actions.
(working behind)

ex. not actually using voice. posting things online.

Question 12

Empathy

Answer 12

The ability to emotionally understand what other people feel and to see things from their point of view.

Question 13

Cognitive Empathy

Answer 13

Involves understanding another person’s mental state.
Ex. accurately reading someone’s body language and tone of voice.

Question 14

Emotional Empathy

Answer 14

The ability to feel what someone else is feeling. When you see another person suffering, you can instantly envision yourself going through the same experience and feel what they are going through.

Question 15

Compassionate Empathy

Answer 15

This type of empathy leads to actions. It involves feeling concerned for another person’s well-being and often motivates you to help or support them.

Question 16

Principal 1: The Purpose of Indigenous style

Answer 16

Is to produce work that:
- reflect indigenous realities as they are perceived (regarded in a specified way) by Indigenous peoples.
- are truthful and insightful in their Indigenous content.
- are respectful of the cultural integrity of Indigenous peoples.

Question 17

Principal 3: Indigenous literatures and CanLit

Answer 17

• Indigenous Literatures are their own canon and not a subgroup of CanLit (Canadian literature).
• Indigenous Literatures frame these experiences for Indigenous readers to provide non-indigenous readers with context for these realities.

Question 18

Principal 4: Recognizing Indigenous Identity

Answer 18

Indigenous style recognizes that Indigenous Peoples view themselves according to the following key principals:
- They are diverse, distinct cultures.
- They exist as part of an ongoing continuum through the generations tracing back to their ancient ancestors.
- They have NOT been assimilated into mainstream Canadian society, and their national and cultural paradigms have NOT been taken away.
- They are currently in the process of cultural reclamation and rejuvenation (making it young again).

Question 19

Principal 11: Inappropriate Terminology

Answer 19

Works should avoid inappropriate terminology used to reference to Indigenous peoples, except when:
- Specifically describing or discussing this terminology as terminology.
- Referring to a proper name, or the name of an institution or document that contains the terminology.
- Quoting from a source that contains the terminology.

Question 20

Principal 12: The Names of Indigenous Peoples

Answer 20

Indigenous styles uses the names for Indigenous people that Indigenous peoples use for themselves except times when:
- specifically describing or discussing another term that has been used as a name for and Indigenous people.
- Referring to a proper name, or the name of an institution or document, that contains another name.
- Quoting from a source that contains another name.

Question 21

Principal 13: Terms that should be Capitalized

Answer 21

Terms for Indigenous identities; Indigenous governmental, social, spiritual, and religious institutions; and Indigenous collective right should be capitalized.

Question 22

Principal 18: Inappropriate Possessives

Answer 22

Indigenous people are indipendant sovereign nations that predate European states and are not “owned” by Europeans.

• Use “The Indigenous Peoples IN Canada”.

Question 23

Principal 19: Reusing Cultural material in archives or already in publications

Answer 23

Authors, editors, and publishers need to establish permission to use these materials from the Indigenous people.

Question 24

Principal 22: Past Tense

Answer 24

Avoid past tense when writing about Indigenous people except when:
- referring to an activity or event that specifically and exclusively took place in the past.
- referring to an Indigenous cultural activity that is no longer practices.
- using quotation that uses the past tense.

Question 25

Inappropriate Terminology is:

Answer 25

Any terms that dehumanize or devalue Indigenous Peoples or culture.

ex. artifact, barbarian, band, clan, discovery, folklore, heathen, myth, prehistory, primitive, ritual, savage, tribe, uncivilized.

Any terms not used by Indigenous peoples to describe themselves or their cultural practices and symbols.

ex. brave, buck, Eskimo, Indian, Native, peace pipe, redskin etc.

Question 26

Respectfully Referring to Indigenous people:

Answer 26

When writing about an Indigenous person, try to NOT refer to them as “Indigenous person” and INSTEAD identify them by their Indigenous Nation.

Question 27

The Right way when Cross-cultural writing:

Answer 27

1. Research and Understand: learn about the culture you’re writing about. Understand its history, traditions, and values.
2. Be Empathetic: Put yourself in the shoes of someone from that culture. Consider their experiences and perspectives. Acknowledge your own privilege and biases.
3. See Individuality: Treat Individuals as individuals, with their own complex profile of characteristics, experiences, and perspectives.
4. Seek Clarification: If unsure, ask for or seek out clarification. Be open to understanding these nuances.
5. Admit Mistakes: If you make errors, acknowledge them. Learn from feedback and strive to improve.

Question 28

The Wrong way of Cross-cultural writing:

Answer 28

1. Cultural Appropriation: Be mindful of appropriating elements from a culture without understanding their significance. Research thoroughly and approach cultural aspects with respect.
2. Stereotypes and Othering: Avoid perpetuating stereotypes or portraying a culture as monolithic (“one stone”).
3. Assumptions and Generalizations: Don’t assume that everyone from a particular culture shares the same values, beliefs, or experiences. Acknowledge individual differences and complexities.
4. Language Barriers: Be aware of language nuances. Word or phrases may have different meanings or connections across cultures.
5. Ignoring Power Dynamics: Understand power imbalances and historical contexts. Acknowledge privilege and be sensitive to how your writing may perpetuate inequalities.

Question 29

Pitfalls of Absolute Language

Answer 29

1. Rigidity and Inflexibility: absolute statements leave no room for nance or exceptions. This can lead to inflexibility in communication.
   ex. “I’ll NEVER forgive you.” - Such a statement doesn’t allow for reconciliation or growth.
2. Overgeneralization: using absolute like “always” or “everyone” can lead to overgeneralization.
   ex. “EVERYONE hates Mondays.” - In reality, not everyone feels the same way.
3. Lack of Precision: absolute language often lacks precision. It doesn’t convey degrees or shades of meaning.
   ex. “This is the WORST movie ever.” - Is it truly the worst, or just disappointing?
4. Conflict and Polarization: absolute statements escalate disagreements and create polarization.
   ex. “You’re COMPLETELY WRONG!” - instead, consider a more open-minded approach.
5. Unrealistic Expectations: absolute language sets high expectations that may not be achievable.
   ex. “I’ll be PERFECTLY HAPPY once I have everything I want.”

Question 30

Absolute Language Alternatives

Answer 30

1. Qualifiers and Modifiers: instead of saying “always” or “never”, use qualifiers like “often” or “usually”.
   ex. “She USUALLY arrives early for meetings.”
2. Comparatives and Superlatives: use comparative words to express relative degrees: “better”, “worse”, “more”, “less” etc.
   ex. “This solution is BETTER than the previous one.”
3. Hedging Phrases: these soften the impact of an assertion: “in my opinion”, “it seems that”, “Perhaps” etc.
   ex. “IN MY OPINION, this approach is more effective.”
4. Probabilistic Language: instead of absolutes, use terms that acknowledge uncertainty: “Likely”, “probably”, “possibly” etc.
   ex. “The project deadline is LIKELY next week.”
5. Conditional Statements: frame your statements conditionally: “if”, “unless”, “provided that” etc.
   ex. “We’ll proceed UNLESS there are unforeseen issues.”