Abstract and Keywords
This article examines some of the complications that arise when teaching Indigenous literature in a multiethnic classroom. It considers not only how to teach American Indian literature responsibly in multiethnic courses, but also whether teaching Native literature in a broader framework has any advantages. It argues that there are potential benefits to teaching students how to examine the experiences of distinct tribal nations and narratives within a wider context. It suggests that multiethnic courses offer opportunities for students to learn politically engaged approaches to literature that might foster understanding and political solidarity across cultures. It also explains how teaching novels by American Indians and other peoples can be usefully extended to other multiethnic courses on specific genres.
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