My Podcasting Course at UPEI: Round 2

Hello kindred spirits, I am talking about the casting of pods this week! I am chuffed to once again teach a course I designed last year at UPEI: ACLC 3910: Podcasting. For all you readers–and listeners–out there in the wide world, I’m sad to say this is only an on-campus course–though this post is a nice teaser for those thinking about podcasting or who are wondering what is happening in Podland. If you are local, reach out to me if you would like to join in. You can find the course description, a pitch, some resources, and other details below.

For those further away, stay tuned for the launch of MaudCast season 3.

Course Description

This Applied Communication, Leadership, and Culture course explores a broad definition of the concept and practice of podcasting from interdisciplinary perspectives in an integrative, collaborative, student-centred, inquiry-based environment.

There are no prerequisites; however, ACLC 3910 Podcasting is a rigorous third-year course with complex theoretical frameworks and an intensive workshop structure. It is strongly recommended that you have completed a first-year course like Eng 1010, UNIV 1020, UNIV 1030, or equivalent, and have experience or coursework in writing, performance, drama, public speaking, graphic design, or other forms of communication.

Podcasting Course Concept

What is with all of this casting of pods lately? McElroy, McElroy, and McElroy begin their 2020 book, Everyone Has a Podcast (Except You), by claiming that “podcasting is easy.” If you really want to, you can order the book for $28.50 from the Bookmark downtown. However, as the host and producer the MaudCast (in its third season), I find the first sentence irksome. It is kind of like those guitar heroes that say, “I’ve learned three chords. Let’s start a band!” Most surprise hit bands take ten years of hard work to become an overnight success; likewise, there is a great deal that happens beyond the microphone to make great content.

Podcasting can be easy, but making a great podcast is hard. Why is “everyone” podcasting?

From the edges of the blogosphere in the days before the ubiquity of YouTube, podcasting became a thing. Its shape and scope have changed, but it remains a complex tableau of digitally dynamic, microphone-centred, for-you-by-you content design. When explaining the phenomenon, we can apply “multi-,” “inter-,” and “trans-” to all of our descriptors. Podcasting is multicultural, interdisciplinary, and transmedial (and all of the other combinations). Podcasting embraces digital-age culture with a kind of technophobic charm. Podcasting is rigorously research-based and terrifyingly casual with the truth. Podcasting is elitist and thus committed to accessibility. Podcasting is carefully designed and completely spontaneous.

Intriguingly, podcasting is becoming an emergent, dynamic, and transformative part of scholarly life. Increasingly, employers, grad school recruiters, start-ups, and nonprofit managers are looking for students with podcasting experience.

For these reasons—and for the sheer challenge of the art—this Applied Communication, Leadership, and Culture course explores this kaleidoscopic communication space we call podcasting. Using a broad definition of podcasting that would include other kinds of content found on YouTube and social media, ACLC 3910 approaches the topic through numerous disciplines, including communication theory, media studies, memetics, and the Podcast as a cultural phenomenon from its historical emergence to its global impact. Using a collaborative, student-centred, inquiry-based pedagogical approach—all important parts of podcasting culture—students as scholars will widen the scope of the topic.

Especially, ACLC 3910: Podcasting is a workshop course. While I have experience in podcasting—first as a guest expert and then as a host and producer—I am not an expert in podcasting. As a guide, I will support students as they walk through the design steps for their own podcasts. Students will go from concept to product launch or proof-of-concept, including environment scans, marketing plans, show design, pitch development, interview preparation, social media writing, and basic recording know-how.

Course Structure

Major Themes, Questions, and Topics

Beyond the questions noted above, here are some of the themes, questions, and topics we will explore this term during class lectures and research:

  • Where does Podcasting Fit in the Textures of History?
  • From Potsherds to Podcasting: A History of Popular Communication
  • What is the Market for Podcasts and Podcasters?
  • The Art and Science of Listening
  • The Geeks Shall Inherit the Earth
  • From the Archives to AI: Implications for Podcasting
  • Branding is Violent: Finding Your Voice in the Digital Age
  • Digital Storytelling
  • Is the Medium of Podcasting also the Message?
  • Podcasting and the Multimedia Moment
  • 3D Communication in 2D Modes

The Stages of Podcasting

The course-long workshop for ACLC 3910 follows the five stages of podcasting:

  1. Development
  2. Pre-Production
  3. Production
  4. Post-Production
  5. Distribution

Textbook Readings and Moodle

Our textbook is:

Glen Weldon, NPR’s Podcast Start Up Guide: Create, Launch, and Grow a Podcast on Any Budget (2021; 2024).

The NPR Podcast Guide is approachable, structured, and extremely useful. It also meets the accessibility goals that we value in this course: it is inexpensive, available in a variety of formats, and fun to read: Kindle, $13.99; Paperback, $25.99; Hardcover, $37.00; and one credit on Audible (read by the NPR team). There is a copy on reserve in the library, but this is a text you will need in whatever format works best for you.

Here are some suggested resources, including those used in other ACLC courses:

  • The Podcast Studies Podcast (formerly New Aural Cultures), produced by Dr. Dario Llinares and Prof. Lori Beckstead
  • Ian M. Cook, Scholarly Podcasting: Why, What, How? (2023)
  • Kory Kogon, Suzette Blackmore, and James Wood, Project Management for the Unofficial Project Manager (2015)
  • Terry O’Reilly, This I Know: Marketing Lessons from Under the Influence (2017)
Posted in L.M. Montgomery, News & Links, Reflections, The MaudCast | Tagged , , , , , , , , , , | 2 Comments

All Might Be True, but I Need Charts: A Review of Shakespeare’s King Henry VIII (All Is True)

At the urging of a Shakespearean friend (Dr. Liam Daley–a Shakespeare scholar, not actually one of his characters), I’ve recently completed the History Cycle–given the marketable but misleading name “The War of the Roses” by Goodreads:

  • Shakespeare, The Life and Death of King John (1595-97)
  • Shakespeare, The Tragedy of King Richard the Second (1595)
  • Shakespeare, The History of Henry the Fourth, Part 1 (1596-97)
  • Shakespeare, The History of Henry the Fourth, Part 2 (1597-98)
  • Shakespeare, The Life of Henry the Fifth (1599)
  • Shakespeare, The First Part of Henry the Sixth (1591)
  • Shakespeare, The Second Part of Henry the Sixth (1591)
  • Shakespeare, The Third Part of Henry the Sixth (1591)
  • Shakespeare, The Tragedy of King Richard the Third (1592-94)
  • Shakespeare and John Fletcher, The Famous History of the Life of King Henry the Eighth (1613)

The true History Cycle includes the central 8 books (R2, 1H4, 2H4, H5, 1H6, 2H6, 3H6, R3), there is a spurious Edward III play, and the dates are my own, but that’s the list I have finally finished off. I’d like to talk about my broader experience after I source and read the spurious The Raigne of King Edward the Third (1596), but I wanted to leave a brief note about H8.

Growing up, the only thing I knew about Henry VIII (the play) was that, within the first days of its public run, one of the dramatic effects–cannon fire–burned the Globe to the ground in 1613. I have read this strange play and have some thoughts that are not terribly linear.

Henry VIII was an incongruous read for me, and certainly my first time encountering any of this material in Shakespeare. H8 lacks the atmosphere and grandeur of the History Cycle, and even King John was far more vivid and poetic. Other than a plot that is less linear than these notes, my three interlocking complaints come down to characters, storytelling, and style.

H8 has a dizzying array of characters and an inordinate amount of stage instruction. It relies on the audience’s knowledge of the history, which I lack in some parts. I know the outline, but I get lost in all the lords and bishops, who come in successive waves as their heads get separated from their shoulders or the playwrights need a new talkie scene explaining what’s going on.

I’ve read a good amount of history, as well as Alison Weir’s historical pieces and Margaret George’s The Autobiography of Henry VIII: With Notes by His Fool, Will Somers, so I should remember all my lords and bishops … but it is not my strong suit, even when Googling online resources. Ultimately, I had DeepSeek make a list for me (see the bottom of your screen). It needs closer scrutiny, but it generally works well. Unfortunately, I only gave in and made it during Act V–too late to be of much help. To make matters worse, I did not have a paper copy: my Kindle copy just gave a 3/4-letter character name, like King, Kath, Wols, Cran, Cam, Den, Lov. Ugh. So, a thank you to online nerds for the late-night reading help.

Some of the prose jarred me. Partly, my Kindle was giving me an American version that had been cleaned up as much as possible, potentially disrupting the cadence. However, I’m certain this is not among the best plays of English literature. Scholars propose that the play was co-written by Shakespeare and John Fletcher, one of The King’s Men. There are stylistic shifts, certainly. While I prefer Shakespeare‘s traditional tragedic and historical blank verse speeches, Katherine is brilliant as she is demoted from Queen to Dowager Princess, and the King’s key advisor, Cardinal Wolsey, has a series of downfall speeches that are almost legendary in their humanizing effects. Pretty much anyone going to their deathbed or soliloquizing queens is fluent and vivid in this play.

The Court for the Trial of Queen Katharine by George Henry Harlow, 1817

By contrast, a lot of the play is dull and straightforward. This feature has the advantage of being understandable, I suppose, as it lacks complex metaphor and Shakespeare‘s playful mixing of new words. I haven’t counted myself, but I would bet it is very thin on hapax legomena (unique words in Shakespeare‘s corpus). More than this, though, is a puzzling irony: This is the play with the most nonspeaking actions, costumes, parades, musicians, sound effects, and extras; still, it has a massive amount of “tell” rather than “show.” Random characters are always meeting on stage to explain what has happened, will happen, or might have happened in a universe parallel to Shakespeare’s own.

And yet, I was intrigued by the way that the poets played with past and present.

There is much to be said about the religious background. As the play becomes public, the Authorized Version has just appeared: King James’ mum was a Roman Catholic, Queen Elizabeth negotiated the Anglican settlement over decades, and I’m pretty sure that this is the only Shakespeare play that mentions Cranmer’s prayer book. The setting of the play, though, is 80 years earlier, in the heat of Reformation debates and within the power struggles of the court, the commons, and the clergy. Future Queen Elizabeth is christened at the end of the play, and prophesied to be the virgin saviour of England. It is a nice touch, a decade after she died.

The royal past and present were still more complex. Henry VII emerges as a late-but-confident hero in Richard III, but Shakespeare’s treatment of him is thin. Henry VIII’s elder brother, Arthur, was H7’s heir. He died before his father, but after marrying Katherine of Aragon–reputedly before the marriage was consummated. To shore up his claim, a young Henry VIII married Katherine, but they had no sons and only one surviving daughter, Mary I (who later got the supervillain title, Bloody Mary).

In this play, H8 has a public crisis of conscience about his marriage being immoral (he has been married to his sister for 20+ years, which is neither kingly nor Christian). He annuls this marriage–though the terms with the most play in the book are “yoke” and “divorce”– and he publicly marries Anne Boleyn, a captivating courtier in poor Queen Katherine’s entourage. In the play, Katherine’s death follows the wedding and coronation of Anne. Anne gives birth to Henry’s second surviving daughter, Elizabeth I. H8’s third wife, Jane Seymour, gives birth to Henry’s only son, Edward VI.

Despite many wives and mistresses, Henry VIII had only three legitimate children who lived: a daughter, a son, and a daughter.

The fun begins when Henry VIII dies. As bastards were not in royal fashion at that time, his youngest child, Edward VI, took the throne. He died six and a half years later, still a teenager. Then the oldest surviving daughter, Mary I, seized the throne after competing against Elizabeth on a reality TV show. Bloody Mary fell ill and died a little more than five years into her rule, leaving Elizabeth as the last man standing, so to speak.

Queen Elizabeth famously reigned for 44 years and died without issue. She passed the crown to James, who was ruling at the time this play was first performed. James I was the son of Mary, Queen of Scots–not one of QE1’s best friends. However, Elizabeth’s grandfather, Henry VII, was also James I’s great-great-grandfather. James was the King of the King’s Men, but I’m unsure if he ever saw this play, which praises his second cousin, once removed, Elizabeth, and paints a complex picture of her father’s court.

H8’s love life is complex, so I made a couple of charts with info plucked from Wikipedia. And I will end here, for even though the play is titled “All is True,” I’m still struggling with the basics. Here are the wives and lovers, leaving out the other Boleyn girl:

# Name (Title) Lifespan Relationship Began Marriage Date Fate & End of Relationship
1 Catherine of Aragon (Queen) 16 Dec 1485 – 7 Jan 1536 Betrothal 1503. 11 Jun 1509 Annulment (23 May 1533). Died of natural causes; Princess Dowager in the Play).
2 Anne Boleyn (Queen) c. 1501 – 19 May 1536 Courtly pursuit mid-1520s; relationship began 1532ish. 25 Jan 1533 (secret); 1 Jun 1533 (public) Executed by beheading at the Tower of London on charges of adultery, incest, and treason (did not produce a son).
3 Jane Seymour (Queen) c. 1508 – 24 Oct 1537 Early 1536; relationship after Anne’s fall. 30 May 1536 Died 12 days after giving birth to Edward VI. Henry mourned her deeply.
4 Anne of Cleves (Queen) 22 Sep 1515 – 16 Jul 1557 Marriage arranged by advisors; met 1540. 6 Jan 1540 Annulment (9 Jul 1540) on grounds of non-consummation and a pre-contract; outlived Henry.
5 Catherine Howard (Queen) c. 1523 – 13 Feb 1542 Courtship began early 1540. 28 Jul 1540 Executed by beheading at the Tower of London for treason (adultery).
6 Catherine Parr (Queen) c. 1512 – 5 Sep 1548 Courted spring/summer 1543; known as a learned widow. 12 Jul 1543 Survived Henry. She remarried, died after giving birth.
Elizabeth “Bessie” Blount (Mistress) c. 1498 – c. 1540 Affair began c. 1518-19. – (Never married) Relationship ended amicably c. 1522 after bearing his son, Henry FitzRoy. She remarried, died of natural causes.

Henry the VIII I am, I am, as the song goes. Here are the children:

# Child’s Name Mother Lifespan Fate Highest Title
1 Stillborn Daughter Catherine of Aragon Jan 1510 Stillborn, 4 months into marriage.
2 Henry, Duke of Cornwall Catherine of Aragon 1 Jan 1511 – 22 Feb 1511 Died aged 52 days. Prince of England, Duke of Cornwall.
3 Unnamed Son Catherine of Aragon Nov 1513 Born premature, lived only a few hours. Prince of England.
4 Unnamed Son Catherine of Aragon Dec 1514 Died shortly after birth. Prince of England.
5 Mary I Catherine of Aragon 18 Feb 1516 – 17 Nov 1558 Died at 42 of health issues. Queen of England and Ireland (1553-1558).
6 Unnamed Daughter Catherine of Aragon Nov 1518 Stillborn in the 8th month of pregnancy.
7 Henry FitzRoy (Illegitimate) Elizabeth Blount (Mistress) 15 Jun 1519 – 23 Jul 1536 Died at 17, probably of “consumption” (tuberculosis). Duke of Richmond and Somerset.
8 Unnamed Child (Possibly a son) Anne Boleyn Mid-1534 Miscarried at approx. 15-16 weeks.
9 Elizabeth I Anne Boleyn 7 Sep 1533 – 24 Mar 1603 Died at 69 of health issues. Queen of England and Ireland (1558-1603).
10 Stillborn Son Anne Boleyn 29 Jan 1536 Miscarried the day of Katherine of Aragon’s funeral.
11 Edward VI Jane Seymour 12 Oct 1537 – 6 Jul 1553 Died at 15 of health issues. King of England and Ireland (1547-1553).
12 Stillborn Daughter? Anne of Cleves Jul 1541 Rumoured but unlikely issue.
13 Unnamed Child? Catherine Howard Spring 1541 Suspected miscarriage post-marriage.

Dramatis Personae for Henry VIII

Total Named Speaking Roles: 46 (This includes all named characters, even those with only a few lines. There are also many non-speaking “Lords,” “Ladies,” “Secretaries,” “Guards,” “Attendants,” etc.)

  1. The Royal Family & Immediate Circle
  2. King Henry VIII
  3. Katherine of Aragon(Queen, later Princess Dowager)
  4. Anne Bullen (Boleyn)(later Marquess of Pembroke, then Queen)
  5. Old Lady(Anne Boleyn’s companion)
  6. Patience(Katherine’s gentlewoman)
  7. The Clergy & Church Officials
  8. Cardinal Thomas Wolsey(Lord Chancellor, Cardinal of York)
  9. Cardinal Thomas Cranmer(Archbishop of Canterbury)
  10. Cardinal Lorenzo Campeius(Papal Legate from Rome)
  11. Stephen Gardiner(Bishop of Winchester, later the King’s Secretary)
  12. Bishop of Lincoln(Silent role in trial scene)
  13. Bishop of Ely(Silent role in trial scene)
  14. Bishop of Rochester(Silent role in trial scene)
  15. Abbot of Westminster(Mentioned)
  16. Doctor Butts(The King’s Physician)

III. The Nobility: Pro-Wolsey / Conservative Faction

(Generally allied with Wolsey or Gardiner)

  1. Lord Sands(aka Sir William Sands; later Henry’s courtier)
  2. Sir Henry Guildford(Chamberlain to Henry VIII)
  3. Sir Thomas Lovell
  4. Sir Anthony Denny
  5. Sir Nicholas Vaux(Appears as “Vaux”)
  6. The Nobility: Anti-Wolsey / Old Aristocracy Faction

(These resent Wolsey’s power and often support Katherine)

  1. Duke of Buckingham(Edward Bohun)
  2. Duke of Norfolk(Thomas Howard)
  3. Duke of Suffolk(Charles Brandon)
  4. Earl of Surrey(Thomas Howard, the Duke of Norfolk’s son)
  5. Lord Abergavenny(George Neville, allied with Buckingham)
  6. Marquess Dorset(Henry Grey? – appears briefly)
  7. Lord Berkeley(Attendant on Buckingham)
  8. Government Officials & Servants
  9. Thomas Cromwell(Wolsey’s secretary, later in royal service)
  10. Secretaries(to Wolsey – two speaking roles)
  11. Sir Walter Sands(Distinct from Lord Sands? Possibly a duplication/error)
  12. Brandon(A Sergeant-at-Arms)
  13. Griffith(Katherine’s Gentleman Usher)
  14. Surveyor to the Duke of Buckingham(Charles Knevet, whose testimony dooms Buckingham)
  15. Crier(of the court)
  16. Porter(and his Man – comic relief scene at the christening)
  17. Door-Keeper(at the Council Chamber)
  18. Garter King-of-Arms(Herald at coronation and christening)
  19. Sergeant Porter
  20. Ambassadors & Foreign Dignitaries
  21. Lord Chancellor(of France – attends the masque)
  22. Two French Gentlemen(Attend the masque)

VII. Commoners & Others

  1. Woman(accompanying Anne Boleyn)
  2. Prologues & Epilogues(Spoken by a single actor, but often listed as separate “Characters”)
  3. Scrivener(Reads the indictment)
  4. Messengers(Several)

VIII. Key Non-Speaking / Group Roles (for context)

  • Lords and Ladies of the Court
  • Bishops and Priests (in various ceremonies)
  • Judges
  • Spirit vision of Katherine (six white-clad folks in her dream)
  • Attendants, Guards, Servants, Pages

With help from DeepSeek.

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Let’s Talk About Samwise Gamgee: Tolkien’s Greatest Characters on the Plunge Podcast with Derek Holser

Ah, Sam, what a character. When Derek Holser reached out to me about his Tolkien’s Greatest Characters series on the Plunge, Samwise Gamgee came first to mind. The most hobbitish of heroes, the gardening guardian, most faithful companion of the fellowship, Sam is worth talking about.

So we did. Derek is a good friend, and you can see how friendship takes a central place in our Sam-centred podcast. You can find the Substack link here, and I’ve embedded the YouTube, Spotify, Apple Podcasts, and other links of interest below.

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Can C.S. Lewis and L.M. Montgomery be Kindred Spirits? My CSLKS Conference Talk in Iași, Romania

I am busily prepping for the talk I announced last week for the C.S. Lewis and Kindred Spirits (CSLKS) conference in Iași, Romania: “’At war with all wild things’: A Settler’s Reflections on C.S. Lewis and Indigenous Spaces.” As I write, I am also thinking about how best to share the material once it emerges in a finished form. This has been one of the most challenging projects I have undertaken in terms of finding the right words–really, trying to find the “story” that emerges from my research and reading.

In my thought process, I realize that I never shared my previous conference talk: “Passports to the Geography of Fairyland: Can C.S. Lewis and L.M. Montgomery be Kindred Spirits?” As it is a light and fun topic, I hope this is something that fans of either or both authors might enjoy!

“Passports to the Geography of Fairyland: Can C.S. Lewis and L.M. Montgomery be Kindred Spirits?”

While few children’s books have sold more than C.S. Lewis’ 1950 fairy-tale, The Lion, the Witch and the Wardrobe—with perhaps 85,000,000 copies in print—L.M. Montgomery’s 1909 Anne of Green Gables was immediately popular on a global level. With translations within a year of publication, this first Anne book has sold approximately 50,000,000 copies. Is there any connection between these two giant figures in English children’s writing?

Lewis and Montgomery wrote in different genres—Lewis as a fantasist, Montgomery as a realist. Lewis came from the British academy while Montgomery remained a rural Canadian writer.

Despite their differences, the title of “The C.S. Lewis and Kindred Spirits Society” invites comparison. The vibrant, red-headed orphan of Montgomery’s Anne of Green Gables is a wiry, curious, precocious character who dearly desires to discover a “kindred spirit,” someone who shares her senses of wonder and adventure. Anne’s creator, Lucy Maud Montgomery, once claimed that she possessed “a passport to the geography of fairyland.” In her novels, Anne transforms the mundane world of Prince Edward Island much like C.S. Lewis’ wardrobe invites readers to another world. Despite all their differences, and though they never met or read each other’s books, Montgomery and Lewis are kindred spirits, for they share this imaginative passport to fairy-worlds of transformation and joy.

Some parts of my work to read further on this topic:

Reach out to me if any of that is unavailable to you.

If you are interested in the talk but haven’t read the Anne of Green Gables series or the Emily trilogy, beginning with the brilliant Emily of New Moon, you can catch some of the “spirit of Anne” in the trailers to two television productions: the Kevin Sullivan 1980s mini-series that creates the visual imagination of “Anne” for most Canadians of my age, and the darker, artistic, troubling and beautiful recent Anne with an E serial on CBC/Netflix.

And though it sounds a bit maniacal out of context, Anne of Green Gables: The Musical has run for decades at the Confederation Centre of the Arts in Charlottetown, Prince Edward Island (until COVID broke the record run). Here is the “Kindred Spirits” song. In the “MaudCast: The Official Podcast of the L.M. Montgomery Institute,” And, by the way, a new season is launching this fall.

Though I don’t think we are ready to call Montgomery and Lewis “bosom friends,” here are some “kindred spirit” scenes from the Anne with an E series that captures Anne and Diana’s friendship (though I think Anne Shirley’s truest kindred spirit are those of “the race that knows Joseph” in Anne’s House of Dreams, Leslie Moore in particular).

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“At war with all wild things”: A Settler’s Reflections on C.S.Lewis and Indigenous Spaces (Iași, Romania)

It is chilly and pouring rain here in Prince Edward Island … normal weather for the week of Remembrance Day. Anne of Green Gables and I both love Island Octobers, but I struggle with the dying-dark and dreary days of November. I was hoping a change of atmosphere would bring an uplift this November. I have been planning to attend the C.S. Lewis conference at Alexandru Ioan Cuza University in Iași, Romania. Besides a different experience of light, I was hoping to meet good friends, colleagues, and students in this burgeoning intellectual centre of Eastern Europe.

Alas, I cannot make it Iași, and I am feeling a bit Eeyore-ish about missing out. There is an online registration for the hybrid conference–check it out here–and the folks there are kind enough to let me present digitally. Still, it isn’t the same thing … and I haven’t had the heart to look up the weather in Iași today.

Instead of moping, I spent part of the day working up the materials for the idea I am presenting. I am continuing with a theme that I have been focusing on all year, including my talk on Out of the Silent Planet at MonsterFest last month and my MythMoot discussion about “Being Hnau and Harry Potter” at Mythmoot in June. It goes back even further, actually, to an in-class lecture in 2022 and my Mythmoot paper in 2023 on ‘Nowhere to go, nowhere to hide, nowhere to be free’: A Settler’s Reflections on Indigenous Spaces and ‘Negotiated Symbiosis’ in Octavia Butler’s Literature.”

The unwieldy title of the Octavia Butler paper reveals how I’m struggling with a concept that is somewhat beyond myself. I keep talking about it from different angles and perspectives and finding new approaches, but not getting to the point of definitively saying the thing I need to say. Some people write to tell the world; some write to hear their own voices in a land of echoes. I write, at least initially, to discover what I know.

For my Romania talk, I am situating C.S. Lewis in a distinctly Indigenous studies space. In part, it is an echo of my Theology on Tap local talk back in the winter, which was not recorded, unfortunately. I gave that public lecture in this place I inhabit: Prince Edward Island, Epekwitk to the local Mi’kmaq folks, Abegweit in L.M. Montgomery‘s imagination, the Land of the Red Soil, the Cradle in the Waves, the Million Acre Garden of the Gulf. I am the descendant of settlers who, in their attempt to make life beautiful and make the world better, were part of a movement that caused great harm to the people who were already living here. In this way, I am a settler, but Epekwitk is my home. I am a native Prince Edward Islander, but not one of our Indigenous peoples. I belong nowhere else. It is deeply unsettling.

In Romania, I’m attempting to put all of this in a context that has a completely different kind of history from Canada and the United States, and then show some ways that C.S. Lewis speaks into this conversation–not as an expert, but with beauty, truth, and goodness. Romania has its own stories of conquest, displacement, and development, and I would love to learn more about them. However, in reading Narnia closely, I want to try to connect that audience to this Island space in which I endeavour to live well as it inhabits me.

If the talk is taped and I can share it, I will do so. Meanwhile, here is the title and a somewhat expanded description (though I already see that I am saying too much for a 15-minute talk!). I look forward to comments or seeing you online!

“At war with all wild things”: A Settler’s Reflections on C.S. Lewis and Indigenous Spaces

From the beginning of his fiction project in “Bleheris,” “Loki Bound,” and Dymer, to his mature and popular fantasy novels, C.S. Lewis is always writing about tyranny. When Lucy first finds her way into that magical world, the land is under the yoke of a century-long winter. We learn about this “always winter and never Christmas” reign through the stories and folklore of the Narnians as they live lives of resisting or giving in to the pretender’s cruel reign. Slaves are liberated in The Voyage of the Dawn Treader, The Silver Chair, and The Horse and His Boy as Narnia negotiates its spaces between and among empires and colonies. In The Last Battle, these pressures finally collapse as colonial powers flood into Narnia through ways opened by conspirators.

But in Prince Caspian, we learn of the tyranny from various angles. In this “Return to Narnia,” a remnant of Old Narnia tells the successor to the tyrannical throne—the Telmarine Prince Caspian himself—about Narnia’s long history of loss and suffering under tyranny. We hear the stories of oppressors and the oppressed as old Narnia comes alive again in an alliance of settlers and indigenous peoples.

Prince Caspian’s peculiar position of colonial power in sympathy with the colonized invites us to reimagine Lewis’ fiction in a context where we are coming alive to the stories of lands and their peoples that where often destroyed or forced underground in what Lewis called the death-consumed “social sewerage system” of European colonial rule. Lewis gives space to the heart-breaking tales of the indigenous folk, like Dr. Cornelius, without pretending that colonial systems of government and social development can simply be uncreated.

In this paper, I walk beside Prince Caspian as he considers his role in the ancestral and ongoing (though illicit) land of the Narnians, while I live in the ancestral and ongoing territory of the Mi’kmaq people of Prince Edward Island. Europeans came and conquered, driving the Old Islanders, who once had the wealth of all of these lands and rivers and woods, into tiny hamlets, claiming to rule this place, re-educating the people, and, like the Telmarines, suppressing the old stories and wild ways of being in the world. Without ignoring the cultural distance of time and space between my kitchen table and C.S. Lewis’ writing desk, Lewis helps us reimagine a way beyond course binaries that dominate (especially American) social discourse—guilty and innocent, ignorance and knowledge, despair and naivete—and invites us to listen, live, and lead in transformational ways within the tensions of our ever-changing colonial spaces

Prince Caspian, hungry for magic, mystery, and meaning, thrills when he discovers that “All you have heard about Old Narnia is true. It is not the land of Men. It is the country of Aslan, the country of the Waking Trees and Visible Naiads, of Fauns and Satyrs, of Dwarfs and Giants, of the gods and the Centaurs, of Talking Beasts.” But then he discovers that “It is you Telmarines who silenced the beasts and the trees and the fountains, and who killed and drove away the Dwarfs and Fauns, and are now trying to cover up even the memory of them.”

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