Literaturnachweis - Detailanzeige
| Autor/in | Tohe, Laura |
|---|---|
| Titel | A Native American's Perspective on the Writing Classroom. |
| Quelle | (1993), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Cross Cultural Studies; Cultural Awareness; Cultural Differences; Cultural Pluralism; Higher Education; Literature Appreciation; Modeling (Psychology); Multicultural Education; Social Bias; Teacher Behavior |
| Abstract | Except in small doses, the language and literature of Native Americans remains invisible in the American school curriculum. Undergraduate literature classes fail to offer works by Native Americans just as the undergraduate curriculum offers few courses in Native American literature. Graduate schools frequently define minority literature as African-American and the contributions of Native Americans are neglected, distorted, or given minor attention. Consequently, students who are confronted with ethnic literature that is not "white man's literature" are initially unwilling to accept the credibility of either the literature or the native American instructor. A Native American female teaching predominantly White students struggled with these issues, and with the question of how to gain credibility and voice in the classroom. She decided that being honest and up front with students at the beginning of the semester concerning her own identity, presence, and voice, could help build a framework that focuses on history, cultural studies, art, and historical events. This framework can challenge students' comfortable world view and provide opportunities for them to reach for their own voices as they go beyond their self-made and culturally-made boundaries. (NH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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