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Viewing report
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Where Are Our Stories?. Edition No. 1
VDM Publishing House, Sep 2008, Pages: 248
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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