Recent Canadian curricular reforms have recognized the prevalence Amer-Eurocentric literature in the classroom and the resulting exclusion of minority voices. While the new curricula advocate the inclusion of those voices, the comfort of teachers with these literatures is limited. Not only are teachers unfamiliar with the literature, they do not have the theoretical knowledge to interpret from a non-Eurocentric tradition. Two teachers worked together with Balzer to introduce their students to Aboriginal literature and ...
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Recent Canadian curricular reforms have recognized the prevalence Amer-Eurocentric literature in the classroom and the resulting exclusion of minority voices. While the new curricula advocate the inclusion of those voices, the comfort of teachers with these literatures is limited. Not only are teachers unfamiliar with the literature, they do not have the theoretical knowledge to interpret from a non-Eurocentric tradition. Two teachers worked together with Balzer to introduce their students to Aboriginal literature and appropriate critical literary theories. The exploration of this literature exposed the presumptions and prejudices arising from the systemic racism in the communities. Through the introduction of this literature, the teachers were able to engage the students in dialogue and problematize their assumptions. They were also able to further their own understandings and develop strategies for teaching minority literatures. This study provides the groundwork for teacher introducing minority literature in their classrooms and for teacher educators wishing to prepare the next generation of teachers for more inclusive classrooms.
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