Chapter 1 Teaching Native American Literature: Reflections and Responsibilities

In this chapter, Goebel presents a series of questions that all teachers must ask before they introduce Native American literature into their classroom.  The questions are grouped into sections such as, “Why do you want to teach Native American Literature?”, “How should I select appropriate Native American Literature for the classroom?”, and “What are my responsibilities in the classroom when teaching Native American Literature?”.

The most important piece I took from this chapter is the re emphasis on the idea that, “…educators need to do some serious self-reflection about their own motives and beliefs” (3).  If I were to start using Native texts just because my students are Jicarilla Apache, I would be way off the mark on what I could actually accomplish.  My motivations have always been rooted in exposing my students to the stories of their cultural ancestors as well as stories from other tribal groups in the area.

By introducing other tribes’ stories, a discussion could occur to show that though they are unique individuals growing up in Dulce, they are not alone on this reservation, and there are similar themes among the stories groups of people throughout the country.

An issue that I can see going forward with this book is its intended audience.  The author appears to be writing this guide for teachers of non-Native students, who want to introduce Native American literature into their classrooms.  In this first chapter, Goebel spent time reiterating the point that a teacher must first understand a culture before introducing their literature.  This is my 5th year in Dulce Elementary and I do not claim to be an expert on the cultural history on the tribe.  I do feel that through my interactions with the tribal elders and various community members that I may accurately align literature to the needs and beliefs of my students.