{"title":"成为狼:萨耶特的《我们所属的地方》中的土著教学法和定居者监督","authors":"Jamie Paris","doi":"10.1111/lic3.70030","DOIUrl":null,"url":null,"abstract":"<p>This article discusses Indigenous pedagogies and deep relationally Mohican playwright and educator Madeline Sayet's <i>Where We Belong</i>. The play challenges the idea that Shakespeare is settler property, and it frames Sayet's quitting her doctoral program and returning to her community as heroic. This paper argues that an Indigenous pedagogy should be based on love, kinship, and belonging.</p>","PeriodicalId":45243,"journal":{"name":"Literature Compass","volume":"22 3","pages":""},"PeriodicalIF":0.2000,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://compass.onlinelibrary.wiley.com/doi/epdf/10.1111/lic3.70030","citationCount":"0","resultStr":"{\"title\":\"Becoming a Wolf: Indigenous Pedagogies and Settler Supervision in Sayet's Where We Belong\",\"authors\":\"Jamie Paris\",\"doi\":\"10.1111/lic3.70030\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>This article discusses Indigenous pedagogies and deep relationally Mohican playwright and educator Madeline Sayet's <i>Where We Belong</i>. The play challenges the idea that Shakespeare is settler property, and it frames Sayet's quitting her doctoral program and returning to her community as heroic. This paper argues that an Indigenous pedagogy should be based on love, kinship, and belonging.</p>\",\"PeriodicalId\":45243,\"journal\":{\"name\":\"Literature Compass\",\"volume\":\"22 3\",\"pages\":\"\"},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2025-09-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://compass.onlinelibrary.wiley.com/doi/epdf/10.1111/lic3.70030\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Literature Compass\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://compass.onlinelibrary.wiley.com/doi/10.1111/lic3.70030\",\"RegionNum\":3,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"LITERATURE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Literature Compass","FirstCategoryId":"1085","ListUrlMain":"https://compass.onlinelibrary.wiley.com/doi/10.1111/lic3.70030","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"LITERATURE","Score":null,"Total":0}
Becoming a Wolf: Indigenous Pedagogies and Settler Supervision in Sayet's Where We Belong
This article discusses Indigenous pedagogies and deep relationally Mohican playwright and educator Madeline Sayet's Where We Belong. The play challenges the idea that Shakespeare is settler property, and it frames Sayet's quitting her doctoral program and returning to her community as heroic. This paper argues that an Indigenous pedagogy should be based on love, kinship, and belonging.