Listening with seqacib: Writing Support and Community Listening

Autor/inn/en	Concannon, Joe; Foster, Boo Balkan
Titel	Listening with seqacib: Writing Support and Community Listening
Quelle	In: Community Literacy Journal, 14 (2020) 2, S.93-109, Artikel 6 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-9734
Schlagwörter	Writing Instruction; Partnerships in Education; Middle School Students; High School Students; American Indian Students; Cultural Literacy; Listening; Indigenous Knowledge; American Indian Culture; Culturally Relevant Education; Washington (Seattle) + Suchen Sie Ihr Suchwort? Schreibunterricht; Hochschulpartnerschaft; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Hörvorgang; Zuhören
Abstract	This essay examines writing partnerships in 2016 and 2017 that invited community nonprofit volunteers and employees into seqacib, which is a Seattle youth (middle school and high school) Native cultural literacy classroom community. As a white settler employed by the nonprofit during the events described, I emphasize the wisdom of seqacib students who reflect on the collaboration. Drawing on Rachel Jackson's work on community listening, I find that seqacib students demonstrate the importance of cultivating listening practices when community literacy practitioners enter identity-safe scholarly communities such as seqacib. I urge academic and literacy supporters in similar contexts to center Native and Native youth voices in their own terms. (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