ABSTRACT
This chapter explores the voices of three adolescents from the Seminole Nation and their perceptions of in-school and out-of-school literacy practices. The adolescents were enrolled in an after-school program sponsored by the Seminole Nation. Critical literacy, Tribal Critical Race Theory, critical gender theory, and critical Indigenous feminist theory informed this study. We conducted interviews and field observations. Thematic analysis of interview transcripts and field notes suggested blurring of gender lines in relation to the youth’s choices of literacy practices at home and in the program that connected to Seminole cultural values and traditions. Findings also indicated that cultural conflicts exist between school-mandated literacy practices and the practices favored and valued by Indigenous youth and their communities. By choosing to reject or embrace specific literacy practices in and outside of school, the youth enacted sovereignty and self-determination as they defined their identities as readers and writers. The study provides insights into the importance of respecting the cultural heritage and identities of Seminole youth and for providing culturally sustaining literacy practices at school to support their academic development.
