Silence as Weapons: Transformative Praxis among Native American Students in the Urban Southwest

Autor/in	San Pedro, Timothy
Titel	Silence as Weapons: Transformative Praxis among Native American Students in the Urban Southwest
Quelle	In: Equity & Excellence in Education, 48 (2015) 4, S.511-528 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2015.1083915
Schlagwörter	American Indian Students; American Indian Literature; Ethnic Studies; Federal Legislation; Verbal Communication; Conflict; Cultural Pluralism; Tribes; Urban Schools; Discussion (Teaching Technique); Power Structure; Foreign Policy; Minority Groups; Disadvantaged; Self Concept; Teaching Methods; Course Descriptions; College Seniors; Ethnography; Student Attitudes; Indigenous Knowledge; Parent Attitudes; State Legislation; Literacy; Personal Narratives; High School Seniors; Case Studies; Semi Structured Interviews; Arizona; Montana + Suchen Sie Ihr Suchwort? Bundesrecht; Konflikt; Kulturpluralismus; Tribal society; Stammesgesellschaft; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Außenpolitik; Ethnische Minderheit; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Kursstrukturplan; College; Colleges; Senior; Hochschule; Fachhochschule; Ethnografie; Schülerverhalten; Elternverhalten; Landesrecht; Alphabetisierung; Schreib- und Lesefähigkeit; Erlebniserzählung; Case study; Fallstudie; Case Study
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01