Learn, Teach, Challenge: Approaching Indigenous Literatures (eds Deanna Reder and Linda M. Morra)

Authors

  • Alexander Cavanaugh University of Oregon

DOI:

https://doi.org/10.22024/UniKent/03/tm.505

Keywords:

First Nations, Literary Theory and Criticism, Literature Pedagogy

Abstract

Review of Learn, Teach, Challenge: Approaching Indigenous Literatures, ed. Reder and Morra (2016).

Author Biography

Alexander Cavanaugh, University of Oregon

Alexander Cavanaugh is a Ph.D. Student in the Department of English at the University of Oregon. Alex studies 20th and 21st century American Indian literature, law, and environmental justice writings.

Downloads

Published

2018-04-25

How to Cite

Cavanaugh, A. (2018). Learn, Teach, Challenge: Approaching Indigenous Literatures (eds Deanna Reder and Linda M. Morra). Transmotion, 4(1), 136–139. https://doi.org/10.22024/UniKent/03/tm.505

Issue

Vol. 4 No. 1 (2018): Red Readings - guest edited by Scott Andrews

Section

Reviews

License

Copyright (c) 2018 Alexander Cavanaugh

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).