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Public Education Curriculum
and Sherman Alexie’s Flight:
Changing the English Classroom
Michelle Nicole Boyer-Kelly
American Indian Studies Ph.D. Program
University of Arizona
4 February 2016
mnboyer@email.arizona.edu
Fundamental Questions
What
are universal/overarching literacy
problems faced in public school
classrooms?
How can the English classroom be
tailored to better suit students—
especially Urban Indian populations?
Does Sherman Alexie’s Flight have unique
benefits for a classroom setting?
Understanding Literacy Issues
While
race-based literary statistics have
their place in research, it is important not to
focus on dismal AI-specific statistics
“Eight million fourth through twelfth graders
struggle to read” at their respective grade
levels (Kelley, Wilson, & Koss, 79)
2/3rds of transitional students have
deficiencies in reading/writing/composition
There are both “aliterate” and “disengaged”
reading groups—and they rely upon one
another
Disengaged Readers
Many
disengaged readers receive their
negative perceptions from classroom
settings where they are not asked for
their emotional responses to what they
read (Lesesne 11)
They lack an “authentic response” to the
core texts they are often required to read
(Lesesne 11)
There is often the interpretation of a
novel (Lesesne 11)
Aliterate Readers
Aliteracy
is “best defined as a condition in
which one can read but chooses not
to” (Sullivan 1)
Often, students find the reading
unpleasurable, for many different reasons
(Sullivan 33)
In our contemporary setting, students can
often find internet sources that allow them
to skip readings but still be adequately
prepared for class (ex. SparkNotes,
CliffNotes, paper-writing-for-hire sites)
Concerns for “students of color”
Tokenism: the
selection of a single text to
represent an entire body of literature (or
ethnic/racial group)
Often found in survey courses in college
(Goebel 1)
However, this happens frequently in the
public school setting due to
standardization (Stover and Tway 135)
Phoenix Unified School District
We
know that there is a large, urban Indian
population that is being served by the
Phoenix Unified School District
We know that Common Core Standards
help to standardize (and dictate) which
novels are taught in the classroom
We know that the “classical canon” does not
include AI writings (Elliott-Johns 47)
We know that many urban Indian students
are disengaged, at best, with what they are
being forced to read
Common Core Standards
English
students must be able to “actively
seek to understand and communicate clearly
with people of varied backgrounds”
◦ Enhance the discussion in the English classroom
—get varied opinions and ideas, including varied
realities
Also, work
with (or read) “from widely
divergent cultures who represent diverse
experiences and perspectives”
◦ For AI students, they always read a different
culture—but non-Native students could benefit
from learning about an AI culture(s) through
literature
Lessons from Flight – Or, “Why
teach this instead of Moby Dick?”
The
protagonist is a character that all
students can somehow identify with
◦ Identity crisis
◦ Drugs/alcohol issues
◦ Loss of a parent
◦ Orphan
◦ Sexual abuse
◦ Violence
AISA_Presentation.pdf (PDF, 1.26 MB)
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