I’m perhaps biased as a fellow Karuk, but I loved Pike’s memoir. It contributes to the emerging area of Native travel literature and explores commonly discussed facets of Native identities in a fresh way. Pike shows her own experience navigating the Peace Corps’ fundamental white savior complex and how it is inextricably intertwined with neoliberalism, colonialism, and imperialism. Her experiences lead her to what I understood to be a solidly Karuk conclusion: “The best help we [Peace Corps] could give them [Bolivians] was the same we could give to a community in the US, which was to ask what they needed and really listen to their answer” (218).
My interpretation of this, combined with her reflections on intertribal spaces and community development in the AmeriCorps, is that we all have a place and roles in community. Particularly, when Karuk peoples’ doings are rooted from Katamiin, and spiral out from that Center into the world, we bring with us the responsibility of World Renewal. This work must decolonize as well as acknowledge how our own positionalities both within and between Tribal communities are diverse, and yet all of those experiences come from and contribute to uniquely Native knowledge production. This memoir must be read from a contextualized understanding of how every Native community and family’s experiences with colonization have resulted in particular manifestations of intergenerational trauma and cultural rupture. In particular, Pike highlights the need to understand the why and how of unpacking, processing, and rejecting imposed colonial worldviews and values. In fact, I found this memoir so effective and thought provoking that I have taught it in my Native literatures classes at university.
Pike’s work explores themes of Native identity that lend themselves well to hemispheric considerations. In addition, this memoir can be paired with literature that provides further context on major themes in a way that is conducive to emergent curricular units. For example, I have used the text to help students explore: colonization in NW California and Bolivia; urban and rural Indian identities; Native language (reclamation) in California and Bolivia; Indigenous feminisms; storytelling and oral traditions; Indigenous music and performance studies; and Indigenous concepts of “place” that go beyond surface level/stereotypical analyses of spiritual connections to “mother earth.”
There are some chapters that should have content warnings for students. Chapter 12 includes a graphic depiction of a suicide attempt. It’s crucial not to skip over this, as it is deeply relevant to a very real pain within Native communities. However, if a student chooses to skip that chapter, it will not impact their ability to follow the story. I would recommend pairing this chapter with something that specifically addresses how Native communities create cultural programs to provide support to those with depression. Doing so brings some balance, hope, and decompression with such a heavy chapter. And Pike, we are so glad you are here.