Author Origin: Northeastern Alberta
Page Count: 104
Genre: Poetry
Difficulty: Medium
Grade Level: 7+ depending on the poem
Key Talking Points: Poetic form, personal identity, indigenous culture and history, racism, Canadian identity, the nature of family (just to name a few)
Sensitive Subject Matter: Racism
This is an exciting review for me, because it is the first book that was given to Ms. CAN Lit by a publisher. During the FOLD this year, I distributed cards and spoke to educators, writers, and publishers about the CAN Lit project. Many were very supportive and interested in this project, a few authors gave me copies of their self-published works to review, and the Brick Books representative provided me with a copy of A Really Good Brown Girl to include on this blog. That being said, I promise my comments regarding this book have not been tainted by these circumstances.
Summary: Originally published in 1996, this 2015 copy of Marilyn Dumont's A Really Good Brown Girl is a collection of poetry the author describes as her "kin" (Dumont 103). In the afterword for the text, she describes the poems as cathartic, as works that helped her survive "the harsh experience of growing up native in rural small-town Alberta" (Dumont 103). Being Cree/Métis, many of Dumont's poems are infused with positive and natural references to Native culture, but there are also poems that share the "ideological repression, self-hatred, fear and anger" she felt as a result of living in a predominantly white society. In addition to these poems, there are also poems that are so universal in their themes of family and relationships that the collection as a whole can serve any number of purposes and appeal to a wide range of readers.
Teacher Note: Since this is a book of poetry, I thought I'd do something a little different for this section of the blog. I am going to mention a few of the poems that really stood out to me as an educator, and provide a few notes as to how I think they might be utilized in a classroom setting.
It's also worth mentioning that I read this book from beginning to end, as I like to see how authors choose to align their works within the greater text, in relation to one another, and how one poem transitions into another, but by no means does that have to be done with a book of poetry. You could use one poem, a few poems, or even allow the kids to explore the text to find the poems that speak most to them.
"LET THE PONIES OUT" Read Here
It's also worth mentioning that I read this book from beginning to end, as I like to see how authors choose to align their works within the greater text, in relation to one another, and how one poem transitions into another, but by no means does that have to be done with a book of poetry. You could use one poem, a few poems, or even allow the kids to explore the text to find the poems that speak most to them.
"LET THE PONIES OUT" Read Here
This is my favorite poem in the collection, and is featured in the photo for this blog entry. "LET THE PONIES OUT" is a poem where Dumont is speaking to her Papa (father), and it seems as though she is encouraging him to let go, to pass away. I see this poem as a counterpoint to the famous (and often studied) Dylan Thomas poem "Do Not Go Gentle Into That Good Night", because where Thomas is encouraging us to fight against death, Dumont presents dying as natural and peaceful, an act of becoming part of the greater natural world. It is a beautiful tribute to someone she loves and is rich with descriptive imagery worth savoring. Some of my favourite images include "the teal plate of sky soaking foothills" and that his spirit would be "taken in a gust of wind and unbridled ponies" (Dumont 41).
"HELEN BETTY OSBORNE" Read Here
In contrast to the tender descriptive beauty of the previous poem, this poem is more fierce and sharp. It addresses the titular character, Helen Osborne, a Native woman who was kidnapped and murdered. She is one of the hundreds of Missing and Murdered Indigenous Women and Girls. For more information on the issue, go here: http://www.mmiwg-ffada.ca/ . The poem talks about how the crisis facing Indigenous women and girls is not an isolated one, and all Indigenous women and girls are at risk due to various factors, including racism and sexism. Dumont states in the poem that if she starts writing the poem about Betty Osborne, "it might turn out instead/ to be about [her]/ or any one of/ [her] female relatives" (Dumont 36). This poem would work very well with a classroom focus on social justice and a deeper investigation into the issue, perhaps paired with the text from my October review: Making Space For Them: Seven Fallen Feathers-Racism, Death, and Hard Truths in a Northern City by Tanya Talaga. (Go to that BLOG here)
"HORSEFLY BLUE"
It is a really cool little poem that could be used to discuss the variety of possibilities encapsulated in the poetic form. It is a conversation between two speakers, not a typical form, and the layout is used to set up the speakers in counterpoint on the left and right sides of the page, showing how the use of space can increase the impact of a poem. The poem itself is recounting a conversation about the nature of faith and god.
"BLUE SKY POKES" and "WILD BERRIES"
Both of these are poems about relationships. However, where "WILD BERRIES" is a tribute to a loved one through novel similes and metaphors, "it's as if/ you are a gift I open/ my eyes long fingers"(Dumont 54), "BLUE SKY POKES" is about a more down-to-earth, flawed relationship, where the speaker states "you know/ even before I do/ how imperfect/ I am" (Dumont 52). Both caught me off guard with the uniqueness with which they tackled such common themes, and also with the power of the emotions and imagery evoked.
"LETTER TO SIR JOHN A. MACDONALD"
This poem is an assertion of identity and strength in the face of discrimination. It addresses Sir John A., the first Prime Minister of Canada (for those who need a history refresher ;) ) and how his colonization helped to create the stereotypes of Indigenous people that still exist today. It seems to be written to be spoken aloud, and would be a good entry into SLAM poetry or poetry/rap battles in class. There is a great rhythm and power to it.
"INSTALLATION PIECE"
This poem is also about relationships, specifically the complications of them. It is jam-packed with poetic devices (imagery, allusion, alliteration, simile, etc.), and could be used as a test for students to find them all. It also reminds me of "puce fairy book" by Alice Major, a text I use in the 12U course during the feminism unit that challenges typical female roles in relationships and society. They would compliment each other very well.
"ACIMOWINA"
I chose this poem because of its potential to teach young writers about the possibilities poetry offers. It is about everyday stories and everyday objects, made special and beautiful in the piece. Students could be prompted to write their own everyday poem after looking at this one.
"INSTRUCTIONS TO MY MOTHER" Read Here
Another everyday sort of poem, it once again uses the space on the page to help tell the story, and is very relatable and conversational in tone. I just really liked this one. In the poem, the speaker addresses her mother, saying the things we all wish we could:
(Dumont 90)
*I apologize that I could not find links for all the poems
"HELEN BETTY OSBORNE" Read Here
In contrast to the tender descriptive beauty of the previous poem, this poem is more fierce and sharp. It addresses the titular character, Helen Osborne, a Native woman who was kidnapped and murdered. She is one of the hundreds of Missing and Murdered Indigenous Women and Girls. For more information on the issue, go here: http://www.mmiwg-ffada.ca/ . The poem talks about how the crisis facing Indigenous women and girls is not an isolated one, and all Indigenous women and girls are at risk due to various factors, including racism and sexism. Dumont states in the poem that if she starts writing the poem about Betty Osborne, "it might turn out instead/ to be about [her]/ or any one of/ [her] female relatives" (Dumont 36). This poem would work very well with a classroom focus on social justice and a deeper investigation into the issue, perhaps paired with the text from my October review: Making Space For Them: Seven Fallen Feathers-Racism, Death, and Hard Truths in a Northern City by Tanya Talaga. (Go to that BLOG here)
"HORSEFLY BLUE"
It is a really cool little poem that could be used to discuss the variety of possibilities encapsulated in the poetic form. It is a conversation between two speakers, not a typical form, and the layout is used to set up the speakers in counterpoint on the left and right sides of the page, showing how the use of space can increase the impact of a poem. The poem itself is recounting a conversation about the nature of faith and god.
"BLUE SKY POKES" and "WILD BERRIES"
Both of these are poems about relationships. However, where "WILD BERRIES" is a tribute to a loved one through novel similes and metaphors, "it's as if/ you are a gift I open/ my eyes long fingers"(Dumont 54), "BLUE SKY POKES" is about a more down-to-earth, flawed relationship, where the speaker states "you know/ even before I do/ how imperfect/ I am" (Dumont 52). Both caught me off guard with the uniqueness with which they tackled such common themes, and also with the power of the emotions and imagery evoked.
"LETTER TO SIR JOHN A. MACDONALD"
This poem is an assertion of identity and strength in the face of discrimination. It addresses Sir John A., the first Prime Minister of Canada (for those who need a history refresher ;) ) and how his colonization helped to create the stereotypes of Indigenous people that still exist today. It seems to be written to be spoken aloud, and would be a good entry into SLAM poetry or poetry/rap battles in class. There is a great rhythm and power to it.
"INSTALLATION PIECE"
This poem is also about relationships, specifically the complications of them. It is jam-packed with poetic devices (imagery, allusion, alliteration, simile, etc.), and could be used as a test for students to find them all. It also reminds me of "puce fairy book" by Alice Major, a text I use in the 12U course during the feminism unit that challenges typical female roles in relationships and society. They would compliment each other very well.
"ACIMOWINA"
I chose this poem because of its potential to teach young writers about the possibilities poetry offers. It is about everyday stories and everyday objects, made special and beautiful in the piece. Students could be prompted to write their own everyday poem after looking at this one.
"INSTRUCTIONS TO MY MOTHER" Read Here
Another everyday sort of poem, it once again uses the space on the page to help tell the story, and is very relatable and conversational in tone. I just really liked this one. In the poem, the speaker addresses her mother, saying the things we all wish we could:
*I apologize that I could not find links for all the poems
Final Thought: I don't love all of the poems in the book, but there are some that I find beautiful, powerful, and very relatable. That's how the poetic experience should be though, universal and yet so individual; the creation of discourse, debate, and deeper connections to each other and the world around us.
📚 Ms. CAN Lit
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