ABSTRACT
Brian, a bright yet underachieving student, identifies as white. He rarely takes assignments seriously, has difficulty focusing, and frequently doesn’t turn in homework. He prefers playing video games or goofing off with his friends in his spare time. He frustrates teachers because he has enormous potential as a student, yet his potential remains largely unrealized. In his “Family History Project” presentation, Brain shares that his mother is Native American and grew up on a reservation. He shows photographs of her family and tells stories about ancestors who fled into the woods to avoid Removal and of living relatives who have faced racism. Later in the semester, Brian researches the history of his mother’s tribe/community for his “People’s Histories Project “and identifies how his family’s stories fit into the historical timeline. His presentation is organized, thorough, well documented, and personal. Brian brings fry bread to share with the class. His classmates, riveted by the information he shares with them, see a side of Brian they have not seen before. Brian, too, sees himself in a new way. In connecting to his Native roots, he feels pride in his history, and at the same time, systems of discrimination become relevant for him. He is motivated to learn more because he has discovered something worth knowing. Suddenly, learning becomes meaningful and school has purpose. His grades improve, not only in our class, but in other classes as well.
