Breaking the Taboo

Abstract

Abstract Research has shown that student silence poses one of greatest challenges in the teaching of race. This article reports on a small one-year study that examined the value of using anonymous student feedback to teach race in the context of Indigenous literatures. The author's experience suggests that the collection of anonymous student feedback opens up a back channel of unconditional love between students and instructors, where students’ authentic beliefs and ideas are neither judged nor evaluated, thus empowering them to discover a sense of agency in the ongoing conversation around race.

Journal
Pedagogy
Published
2024-01-01
DOI
10.1215/15314200-10863002
Open Access
Closed
Topics

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Cites in this index (2)

  1. Teaching English in the Two-Year College
  2. College English
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  6. Discovering Race in a ‘Postracial’ World: Teaching Race through Primetime Television
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  7. A Nearly Postmortem: On Course Evaluations from Students
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  8. The White Possessive: Property, Power, and Indigenous Sovereignty
  9. Actions Following Words: Critical Race Theory Connects to Critical Pedagogy
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  10. Native American Literature: A Very Short Introduction
  11. Exploring Ancient Native America: An Archeological Guide
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