NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1084112
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1066-5684
Silence as Weapons: Transformative Praxis among Native American Students in the Urban Southwest
San Pedro, Timothy
Equity & Excellence in Education, v48 n4 p511-528 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Arizona; Montana
Grant or Contract Numbers: N/A