Abstract
This article explores the benefits of verbal conflicts—contested storied spaces—in a Native American literature classroom composed of a multi-tribal and multicultural urban student body. Students in this course engage in whole-class verbal discussions focusing on contemporary and historical issues concerning Native American tribes and communities. Often these conversations focus on issues of oppression, colonization, and the unjust treatment of people of color. This article discusses the ways silence has been interpreted as a deficiency within standard schooling, then moves toward a view of silence as engaging, rich in identity construction, and filled with agency. Specifically, students who appeared to be silent during verbal exchanges in whole-class discussions were very much engaged and critical of the conversation, challenging dominant perceptions of silence as detrimental to education and learning. The conversations, herein, occurred within an ethnic studies course in a state that has banned the teaching of ethnic studies. Federal law protects Native American students from such dangerous legislation.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.