Decolonizing Community Writing with Community Listening: Story, Transrhetorical Resistance, and Indigenous Cultural Literacy Activism

Autor/inn/en	Jackson, Rachel C.; DeLaune, Dorothy M. Whitehorse
Titel	Decolonizing Community Writing with Community Listening: Story, Transrhetorical Resistance, and Indigenous Cultural Literacy Activism
Quelle	In: Community Literacy Journal, 13 (2018) 1, S.37-54 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-9734
Schlagwörter	Literacy; Activism; Land Settlement; Foreign Policy; Story Telling; Epistemology; Indigenous Knowledge; American Indians; American Indian Culture; Cooperation; History; Cultural Maintenance; Cultural Literacy; Listening; Academic Language; Tribally Controlled Education; Small Colleges; Course Descriptions; American Indian Education; Oklahoma + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Aktivismus; Politischer Protest; Siedlungsraum; Außenpolitik; Erkenntnistheorie; American Indian; Indianer; Co-operation; Kooperation; Geschichte; Geschichtsdarstellung; Hörvorgang; Zuhören; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; College; Colleges; Oberschule; Kursstrukturplan
Abstract	This article foregrounds stories told by Kiowa Elder Dorothy Whitehorse DeLaune in order to distinguish "community listening" from "rhetorical listening" and decolonize community writing. Dorothy's stories demonstrate "transrhetoricity" as rhetorical practices that move across time and space to activate relationships between peoples and places through collaborative meaning making. Story moves historic legacies into the present despite suppression enacted by settler colonialism, and story yields adaptive meanings and cultural renewal. When communities listen across difference, stories enact resistance by building a larger community of storytellers, defying divisive settler colonialist inscriptions, and reinscribing Indigenous peoples and their epistemologies across the landscapes they historically inhabit. (As Provided).
Anmerkungen	Community Literacy Journal. Veronica House 317 UCB, University of Colorado Boulder, Boulder, CO 80309. e-mail: editorsclj@gmail.com; Web site: http://communityliteracy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01