Table Of ContentEmily Wender
Felt Tensions:
Preservice Teachers Read Sherman Alexie’s An Absolutely True Diary of a Part-Time Indian
As a teacher educator, I am continually re erature, broadly defined as literature that “represent[s]
minded of the differences among my English voices typically omitted from the traditional canon”
Education students. Though predominantly (Glazier & Seo, 2005, p. 686). Indeed, Grobman (2007)
White, they bring varied histories and purposes to my argues that multiculturalism “acknowledge[s] . . .
classes and come from diverse environments—from exclusions based on gender, class, sexual orientation,
small towns and big cities, from poverty and wealth, disability, and other categories of differences” (p.
and from families with post-secondary school experi xviii), ultimately expanding readers’ overall under
ence and families without. I meet them at different standing of historical and systemic oppression. In
stages in their lives—some right out of high school, my course, I choose young adult texts that not only
some parenting children while returning to their highlight marginalized voices, but that give students
education, and some teaching in schools and ready windows into “institutional structures that have
for more specialized training. I remind my students caused and continue to contribute to social inequi
of the endless differences they will encounter in their ties” (Athanases, 1996, p. 250), my hope being that all
classrooms: in abilities, interests, ethnicities, home students meet characters they recognize and charac
lives, relationships to school, language, gender iden ters who deeply challenge what they may believe to
tification, religion, sexuality, literacy, self-awareness, be true. I have found that those challenges appear
environment, and others. through expressions of frustration, confusion, and
In my Young Adult Literature course, I encour disagreement; it is those expressions of difficulty that
age students to wonder about those future students concern me here.
as readers. What existing literacies, knowledges, Extending Grobman’s broad recognition of
and identities will those students bring with them to multiculturalism, Trites (2003) characterizes mul
their acts of reading (Bomer, 2011)? Furthermore, I ticulturalism as a “process,” one “that includes in
try to illuminate my belief that the practice of read different measures conflict, accommodation, isolation,
ing literature can teach us to develop the flexibility to and awareness” (p. 67), a list analogous to, in many
revise our thinking—our interpretations of texts, yes, ways, the various responses readers experience while
and even our points of view (Blau, 2003). In other reading texts that counter their perspectives, whatever
words, reading literature allows us to continue to re those perspectives may be. It is the move from “con
vise what we know about the world, especially when flict” to “awareness” that interests me most, so what
we encounter literature from different points of view, I hope to emphasize in this article is the underlying
including those that contradict our own (Blau, 2003). importance of students’ “conflicts.”
For this reason (among others), I teach and hope During a recent experience teaching my university’s
my students will teach multicultural young adult lit Young Adult Literature course, I became interested in
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the ways in which readers experience and share conflicts and why other people think differently” (Thein, Beach,
between their own worlds and the world of the text, as & Parks, 2007, p. 55).
well as their willingness and/or resistance to revise their Perspective taking both builds and displays what
own perspectives. I became most aware of my students’ Blau (2003) labels as “intellectual generosity and falli
conflicts during our reading of The Absolutely True Diary bilism,” or a “willingness to change one’s mind, to ap
of a Part-Time Indian (Alexie, 2007). My reflection on preciate alternative visions,” ultimately leading read
teaching this novel has been driven by an overarching ers “to be changed . . . in the ways they apprehend
question: How do we teach students to reflect on the or construct themselves” (p. 214). Blau (2003) posits
conflicts, or emotional tensions, that emerge while read intellectual generosity as a key ingredient to becoming
ing multicultural literature? a rich academic reader, but he acknowledges that this
attribute is not nurtured by the culture of schooling,
Background where getting it “right” supersedes achieving multiple
ways of reading a text and where students, as Guillory
Perspective Taking as Intellectual Generosity
(2012) has noted in her efforts to challenge students
Thein, Beach, and Parks (2007) have argued that,
to identify and critique their own assumptions, “are
though teachers typically
largely unaccustomed to pedagogical spaces where
want students’ experi-
dissonance is encouraged” (p. 12).
We need to prepare teach ences reading multicultural
literature to broaden and
Why Perspective Taking Matters
ers to recognize and value shift their understanding
“This book made me feel like I was becoming racist,”
of the world, the reality is
those initial tensions be- announced one of my students during the beginning
that “significant changes
of our discussion of Alexie’s novel. Several others
tween their outlooks and in beliefs and attitudes are
agreed—they didn’t know alcoholism was such an
rare and happen slowly,
issue for Native American communities, for example,
those of the characters in over the course of many
and by the end of the book, they just wanted Junior
years” (p. 55). In their
the textual world. to get out of the reservation and away from the tribe. I
study of a multiethnic
remember my worry at hearing these responses. How
high school class reading
could my students not recognize the important role of
Dorothy Alison’s Bastard
the tribe in Junior’s life despite the pain and suffering
out of Carolina (which they define as a multicultural
he witnesses on the reservation? And how would they
text because of its representation of historical op
ever teach challenging multicultural literature if they
pression, in this case that of a rural, working, poor,
couldn’t articulate this complexity?
White community), they found that the text “created
As Blau indicates, there are more than academic
tensions” for many students and that negotiating
consequences for failing to produce students who are
these tensions produced a willingness to “consider
willing to revise their stances; a “conviction of cer
a new perspective” (Thein, Beach, & Parks, 2007, p.
tainty” often reveals “ignorance” and an “incapacity
57). Perspective taking, they explain, begins with the
to learn” (Blau, 2003, p. 213). Ultimately, intellectual
“tensions” readers experience “between the beliefs
generosity creates readers whose experiences with
and perspective they bring with them from their
texts help them perceive that their version of reality is
experiences and those they meet with in text worlds”
only one of many, that history and systemic oppres
(Thein, Beach, & Parks, 2007, p. 55). Those tensions
sion shape individual and group identities (Athanases,
can initiate a series of valuable and worthwhile reflec
1996; Dudek, 2011), and that between all people exist
tions: readers become more aware of their own points
both “difference and common ground” (Athanases,
of view; they may try on other points of view or at
1996, p. 250). But how do we get to a place where
least consider why those perspectives differ from their
these realizations mobilize our readings?
own; and they may experience changes in outlook,
As I will argue through my analysis of two
changes “that are often subtle, usually transitory, and
students’ work reading The Absolutely True Diary of
frequently contradictory,” yet still “increase their un
a Part-Time Indian, we need to prepare teachers to
derstanding of how their beliefs and values are formed
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recognize and value those initial tensions between to be an inductive approach to what it means to read
their outlooks and those of the characters in the tex literature. Students kept a reading notebook, and each
tual world, which means teaching preservice teach week, this notebook took on a different form, each de
ers and ourselves to identify the potential usefulness signed to help students think about what it means to
in discomfort, defensiveness, or confusion. Salvatori isolate moments of significance in the text, construct
and Donahue (2005) identify difficulty as the source meaning, and entertain
of our most meaningful moves as readers—marking interpretive possibilities
the moments when interpretation is most relevant, (Blau, 2003). I wanted students to
most needed, and perhaps most able to transform We began with the
our experiences with texts. As I came to see through dialogic journal (a two- notice in particular how
teaching Alexie’s novel, those moments of discomfort, column form, one column
they responded to non-
rejection, and worry (such as my student worrying labeled “quotations” and
she was becoming a racist) reveal the tensions that the other “responses”), and dominant perspectives,
can motivate perspective taking. They are moments throughout the semester,
to utilize and return to, if we can, even though they I provided other spin-offs especially perspectives
are moments we may want to avoid. What is criti of this journal form—typi
that might challenge their
cal, in other words, is how readers take advantage of cally two- or three-column
those conflicts or the tensions they experience while organizers that pushed
preconceived notions of
reading. They are the “seeds” of critical readings of readers to pay attention
self and text (Cai, 2008, p. 216), readings that we to their reading in differ- the world.
ultimately want for our students. ent ways. For example,
one form asked students
Methods to collect quotations, their own emotional responses,
and their reflections on those responses. Beyond
Students
helping students develop their own abilities to isolate
During a recent semester at the university where I
significance, construct meaning, and develop multiple
teach (a public university in rural Pennsylvania),
interpretations, the forms were also meant to give
all nine of my Young Adult Literature students were
students possibilities to teach their future classroom
White women (as am I). Three of the nine students
readers beyond teacher-centered, text-dependent ques
were graduate students, including two practicing
tions (a major proponent of the Common Core State
special education teachers and one literature student
Standards). Each form put readers, not me, in charge
preparing to pursue doctoral study. Though the class
of what was noticed; yet by assigning new forms, I
is designed to prepare students for 7–12 teaching cer
had the ability to shift our lens depending on the text
tification, at least one student did not plan to pursue
we were reading.
certification.
Students then began to create their own journal
forms, at first designed with a focus I assigned. For our
Course Design
reading of The Absolutely True Diary of a Part-Time
Our Young Adult Literature course is offered as an
Indian, I asked students to first read Thein, Beach, and
English Education class with pedagogical content, but
Parks’s article on perspective taking and then use those
it is not designed to focus on literacy theory; rather,
ideas to design a reading notebook form for Alexie’s
it serves to expose students to a wide variety of YA
novel that encouraged readers to take on perspectives
literature and offer them rationales and strategies
within the textual world. Thus, students were designing
for teaching this literature to middle and secondary
a form with future students in mind, working through
students. Because the class serves multiple purposes,
the journal form themselves, and then reflecting on its
it attracts a wide range of students, which creates
usefulness: where did it direct their attention, and what
both interest and challenge for the students and the
did it allow them to do as readers?
teacher. Given the class’s uneven knowledge of lit
Throughout the course, I wanted students to
eracy (some students had not yet taken our Teaching
notice in particular how they responded to nondomi
of Reading course, for example), I designed the course
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nant perspectives, especially perspectives that might education and imagine possibilities for adulthood he
challenge their preconceived notions of the world. Ul doesn’t see on the reservation, he has to join the his
timately, I hoped through our reading of multicultural torical oppressors. As a former public school teacher
young adult literature, students would acknowledge and a current educator at a public university, I must
difference in viewpoint; seek to understand perspec ask, How many students in America feel this way? As
tives that differ from their own, particularly those that Barcott (2007) says in the New York Times, this book
trouble them in some way; and imagine how they deals with the “grinding plates” between American
might teach students how to adopt other perspec Indian and White culture: is it possible, the book asks,
tives so that they ultimately, to quote Dudek’s (2011) to leave the sadness of your home and not betray who
definition of the goals of multicultural children’s you are? Students of all backgrounds can identify with
literature, “emerge with a stronger understanding and Junior’s struggles to find hope, deal with loss, and
respect for cultural differences and the effect they negotiate his identity. Yet, he also brings to his inter
have on individual and group identities” (p. 155). actions an acute awareness of systems of power that
I chose Alexie’s novel for a variety of reasons. help construct his identity as an American Indian. It
I anticipated it would challenge some students with was those cultural specifics I wanted students to face
an ethnically unfamiliar perspective and also provide (Grobman, 2007).
common ground in terms of Junior’s experiences with
poverty, addiction, violence, and educational change. Data Sources and Analysis
Furthermore, based on my experience recommending In order to gather data, I collected each student’s read
this book to high school students, I know that read ing notebook at the end of the course. By this point,
ers (including myself) find Junior to be a compelling, students’ notebooks contained nine different journal
believable, and likeable narrator. Junior is, in many responses for a variety of multicultural texts they
ways, the classic YA protagonist—an outsider. He had read. Five of these dialogic journal forms were
was born with hydrocephalus, a condition defined by assigned by me, and four were created by students in
abnormal amounts of fluid in the brain that requires dividually. Furthermore, throughout the course, I kept
early surgeries and leaves Junior with physical ab an informal journal in which I noted and reflected
normalities. He is a small kid with a big head and too on significant moments during class discussions. My
many teeth who stutters and lisps. As Junior says, analysis focused heavily on the class’s reading of The
he is a “zero on the rez” (Alexie, 2007, p. 16), which Absolutely True Diary of a Part-Time Indian because
means he is often the target of bullies. this was the book that provoked the most conflicted
Yet, despite Junior’s very serious worries in life responses from students. I wanted to return to this
(his anxiety at being bullied, his well-intentioned group’s experience with the novel in order to notice
father’s alcoholism, his incredibly intelligent sister’s how students’ conflicts with the world of the text
stagnation, and the loss he has experienced and manifested in their writing and their talking, to think
continues to experience), he finds ways to enjoy through how students did or did not reflect on those
himself. He loves to draw, read, and play with his conflicts, and to consider what pedagogical moves
friend, Rowdy, and he wants a life to look forward to. might encourage more productive reflection. Thus,
Within his world on the Spokane Indian Reservation, I began by analyzing all students’ journal entries on
however, he struggles to imagine a desirable future. Alexie’s novel. To analyze these journal entries, I
Thus, though he knows he will be stereotyped and reread them with the overarching lens of perspective
bullied by those in the more privileged, White com taking, broken down into the following questions:
munity, and though he is aware of how his tribe will Did students allow for expression of conflicts in their
feel betrayed, he decides to pursue his education at journal forms? If so, what were these conflicts, and
the nearby White community’s high school. how were they expressed? Did students reflect on
Despite the difficulty of leaving the reserva those conflicts? If so, how and what did those reflec
tion each morning and experiencing blatant racism tions produce? Finally, if they attempted to do so,
when he arrives, Junior gains opportunities—and were students able to articulate a perspective other
hope—when he switches schools. Thus, to further his than their own?
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For several reasons, I decided to focus further The second column, titled “Response to Character,”
analysis on the case studies of Anna and Lynn (pseud asked for the reader’s “inferences about their perspec
onyms), two graduate students and special education tive,” yet Lynn used it to recognize tensions between
teachers taking the course as an elective for their MA her perspective and those presented in the book,
in literacy. First, both made their conflicts explicit in most specifically her dismay at the tribe’s reaction to
their notebook entries (some students referred to con Junior’s choice to go to the nearby White school. (To
flict with the text in their reflections or during class better capture how Lynn used this column, one pos
discussion, for example, but then mentioned them sible label might be, “Confusion and Tension: Where
only subtly in their notebook entries). Second, Anna do I struggle to understand perspectives in the book?
and Lynn responded to their conflicts in direct con What bothers me and why?”) In the third column,
trast to each other. Lynn used her conflict to identify a Lynn worked most closely with the idea of perspective
perspective she struggled to understand and began to taking, naming this column “How? and Why?” Here,
employ perspective taking as a literacy practice. Anna, she thinks about how her own beliefs and values
on the other hand, remained rooted in her perspective are formed and accounts for differences between her
as “right” and made no attempt to try on the differ world and the textual world.
ent perspectives of the textual world. Finally, the Lynn identified tensions between her own world
contrast between their responses allowed me to more and the textual world through anger; in fact, her anger
deeply consider what approaches and aptitudes might
undergird a reader’s ability to reflect on conflicts with
a textual world and, in turn, what approaches and
Table 1. Sample entry from Lynn’s journal
aptitudes might deter such reflection. As I continued
Character Response to How? + Why?
to analyze Anna’s and Lynn’s journal forms, I added
Descriptions Character How are your beliefs/val-
an additional question about how they approached the
Thoughts, feelings, Inferences about their ues formed? Why do other
act of reading literature. To think through this ques beliefs, desires . . . perspective . . . people think differently?
tion, I attended to how they designed their journal
form and how they described their actions as readers. Gordy showed He listened to his When I assumed that the
Junior a good book teacher and told his tribe would not be affected
To address further pedagogical implications, I
and he read a play parents he wanted by Junior leaving the
returned to my notes on our class discussion of the
and read, “What to transfer. I thought tribe, I was wrong. I forget
book, which was limited to one two-and-a-half-hour
greater grief than this would be a where I read this quote but
class period. Given that I did not have a recorded and the loss of one’s bigger ordeal to his it said, “You change the
transcribed discussion, this component of my analysis native land?” immediate family. I tribe and the tribe changes
was limited to my written impressions and reflections He read this and didn’t think about you.” I could be off by a
thought, “Well, of the other people in few words, but it is very
at the time of teaching. In analyzing these reflections,
course, man. We his tribe and how true in this culture. And
I was most interested in identifying when students
Indians have LOST they would feel. That Rowdy describes Junior as
expressed their conflicts and the pedagogical moves I EVERYTHING. was a point where a nomad Indian. How Indi-
made that invited, highlighted, or responded to those We lost our native cultural differences ans used to be. Now they
conflicts. land, we lost our were apparent. They are not the same. They
languages, we viewed it as Junior have lost so much that
lost our songs and being a traitor and they only know how to
Findings
dances. We lost that he didn’t want lose. I think others get their
each other.” to be Indian. Later, views just like I did. I think
Perspective Taking in a Complex World
after the death of his so much like my mother.
Reading notebook one, Lynn: Using angeR grandmother, I real- I think Junior is much like
Lynn used Thein, Beach, and Parks’s article to set up ized how much the his family. He receives
a three-column notebook that allowed her to focus tribe was connected. guidance from all of them
on a single character perspective unlike her own Even with the drink- in some way. I think that
ing, fighting, and is how and why we think
(see Table 1). The first column included “character
gambling, they were differently. We all grow in
descriptions: thoughts, feelings, beliefs, desires” and
all a group. different environments and
was captured both in quotations and descriptions.
are nurtured differently.
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and surprise at the tribe’s response helped her realize land, Grandmother Spirit’s death, the tribe’s collective
what she had not anticipated and thus overlooked: mourning, and the theme of loss that haunts Junior.
“the other people in his tribe and how they would Her increased ability to understand and connect Ju
feel.” By investigating her anger, she uncovered a nior’s contexts—his home, the Spokane tribe, and the
missing piece to her own understanding—she didn’t historical realities of American Indians (loss of land,
recognize the significance of Junior’s actions from the for example)—illustrate Lynn’s success trying to take
perspective of the tribe. To that end, she struggled on another perspective.
to understand what it meant to be a member of the
tribe living on the Spokane reservation. In her reflec Reading notebook two, anna: Moving beyond a
tion, Lynn explained that she felt the form helped her CoRReCt PeRsPeCtive
“evaluate the tribe and why they viewed Junior leav Anna’s reading notebook form noticeably failed to
ing as such an act of betrayal.” She goes on: “I was have readers take on new perspectives (see Table 2);
angry with them in the text. I wanted all of them to be instead, she adapted a dialogic journal form in order
happy for Junior.” “to justify why Arnold was incorrect with his views on
Experienced as anger, Lynn’s inability to predict white people.” When we shared notebooks during our
the tribe’s response indicated a gap in her understand class discussion, Anna was immediately aware that
ing of Junior and his identity as an American Indian. her notebook entry didn’t take on new perspectives
Lynn used the form to begin building that under the way others did, and she confessed that she was
standing, gaining an appreciation for how the tribe not used to reading literature from a different ethnic
functions when Junior’s grandmother dies: “Later, perspective.
after the death of his grandmother, I realized how Her form emphasizes the tensions she experi
much the tribe was connected. Even with the drink enced while reading, though it does not move be
ing, fighting, and gambling, they were all a group.” yond them: Junior sees race as “something you can
She also connects the tribe to group loss—the loss of change,” whereas she sees it as “something you are
born into.” She also points out that Junior believes
White people have hope and success, while she be
lieves White people also have “struggles and down
falls.” Anna sees this tension as the difficulty she feels
Table 2. Sample entry from Anna’s journal
while reading: “It is difficult to see these phrases . . .
Quotations or Illustration: Response:
viewing us as superior and flawless.” In naming these
“I know, I know, but some The conversation between
tensions, Anna uses “us” to refer to herself and her as
Indians think you have to act Gordy and Arnold makes it
sumed readers, which works to further separate Junior
white to make your life better. seem like race is something
from her own White perspective. Schieble (2010)
Some Indians think you be- that you can change instead of
found similar “us/them” speak in her study of pre
come white if you try to make something that you are born
service teachers designing questions for high school
your life better, if you become into. Gordy says it all when
students reading Luna, Julie Ann Peters’s (2004) novel
successful.” he says “If that were true,
about a transgendered teen (p. 380). Citing Rogers and
then wouldn’t all white people
Christian’s definition of “white talk,” Schieble (2010)
“If that were true, then be successful?” It is difficult
explains that this dichotomizing language allows
wouldn’t all white people be to see these phrases from an
speakers to ignore the ways in which they reinscribe
successful?” Indian point of view when
racism (or heterosexism), and she calls attention to
they are talking about your
how teachers may mistakenly assume their students
own race because I see all of
share dominant perspectives (p. 380).
the struggles and downfalls
In this case, Anna clings to the rightness of her
that white people have, too,
dominant perspective throughout her journal—so
so it makes it tough to see
much so that she struggles to read the novel at
how Arnold is viewing us as
times. In fact, I can imagine how Pimental or Cole
superior and flawless.
man (2012), writers of the ELA Common Core State
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Standards, might read Anna’s problem as a reader: reading skills are one piece of that puzzle, what Anna
“She jumps too quickly to her own reactions.” Their most noticeably lacks in reading this novel is Blau’s
directions to Anna might be, Instead of thinking about performative literacy, principally the ability to revise a
what’s difficult for you, focus on what’s difficult for the perspective.
character. And to some extent, those directions would In contrast, that ability gives Lynn two different
be helpful. Perspective taking as a literacy practice inroads: examining her own perspective and also bet
does require listening. In the quote Anna selected ter analyzing those of the
from Junior, for example, “I know, I know, but some textual world. Anna specif
Indians think you have to act white to make your life ically struggles to acknowl- Perspective taking is most
better. Some Indians think you become white if you edge that two contradicto
try to make your life better, if you become success ry perspectives can be true rich, most meaningful,
ful,” we hear Junior trying to explain the way “some in the world at the same
and most transformative
Indians” think (Alexie, 2007, p. 131). He is weighing time. For example, plenty
a belief he is familiar with, a belief he seems to have of White people struggle to when tensions [between
inherited but is not completely sure about, during feel hope and to excel eco
a discussion with his White friend, Gordy. Anna nomically in America (this our reality and the textual
ignores the context of this comment, though, missing seems to be one of Anna’s
world] are front and cen
the fact that Junior is thinking through his own and underlying issues with
others’ perspectives, that his beliefs are “in process.” Junior’s understanding of
ter, when our own beliefs
Not only does Anna miss this context, but she also White people). At the same
then misses Junior’s underlying struggle with sorting time—and this is where are part of the purpose
through these beliefs. We wonder along with Junior: the flexibility of performa
and process of reading.
Will he have to become White to be successful? Can tive literacy comes in—the
he be a successful Indian in a White world? historical oppression of
Though Anna struggles to think in terms of Native people in America
Junior’s personal struggle, losing her awareness of defines systemic poverty and racism; Junior’s struggle
the tensions she is encountering between her own to believe opportunities could be his in a White world
world and the textual world would make her reading makes historical and systemic sense. How has life in
far less meaningful. Those tensions are how we gain America taught him otherwise? What I am suggesting,
awareness of our own beliefs (“I guess I think of race then, is that if Anna developed the ability to revise her
as something you’re born into”). They can push us own perspective, she would, in fact, become a closer
to recognize that there are alternatives to the way we reader. As Blau argues, performative literacy is what
see the world and, with reflection, they can reveal makes analytical reading possible (p. 211).
systems of oppression and privilege that help form Interestingly, Anna ends this dialogic journal not
our and others’ views, experiences, and identities. ing a change, albeit a small one, but one that has real
Perspective taking, then, is most rich, most meaning political teeth: “After reading this book and seeing the
ful, and most transformative when those tensions are views of Indians, I don’t think it is fair that schools
front and center, when our own beliefs are part of the make their mascot an Indian. I do have to agree with
purpose and process of reading. Arnold there.” Anna displays a reluctance to agree,
Explaining how Rosenblatt’s transactional theory and there is little explanation of why she thinks Junior
allows for critical perspectives, Cai (2008) names is right, but somehow this book initiated a shift in her
how the feelings we experience can lead to critical feeling about using a Native person as a mascot. We
acts, such as unpacking assumptions and trying on can see in Anna’s brief response here the changes that
different perspectives: “Critical literacy is a personal Thein, Beach, and Parks describe, and we also see evi
as well as political matter because it entails examin dence that hearing Junior’s perspective pushed Anna
ing one’s own aesthetic experience” (p. 214). Anna to acknowledge that there are other meaningful ways
has yet to examine and reflect on her own aesthetic to read such a mascot.
experience, and though I acknowledge here that closer
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Goals for Reading tive visions” can be “changed by their experience in
Thein and Sloan (2012) have recently argued that the their sympathies, in their knowledge of a represented
practice of perspective taking must be couched within world, and in the ways they apprehend or construct
a broader ethical goal for reading: “to construc[t] be themselves” (Blau, 2003, p. 214). We see Lynn’s new
liefs, opinions and stances that are flexibly located in understanding of the tribe in her dialogic form, which
relation to the beliefs and values of others” (p. 321). perhaps speaks to why she felt it was so important
Indeed, Anna’s and Lynn’s responses suggest different to make sure Sherman Alexie was Native American
goals for reading. Anna’s when she finished the book—something she shared
responses indicate that she during class discussion. If a reader of a novel is chang
Lynn’s responses suggest reads with a positivistic ing her understanding of the world based on her
stance, assessing what reading experience, then she needs to feel confident
that she reads in order
seems right or wrong. She trusting that experience.
mentions doing research
to gain insight into oth
about team mascots and Trying on Complex Feelings
ers’ worlds but also, and rates of diabetes while Near the end of our class discussion, one student wor
reading and spends much ried out loud about teaching this book. “I would want
perhaps most important,
of her notebook entry ex it to be transformative,” she said, but she was afraid
plaining how Junior’s per- it would leave students feeling hopeless. She went on
to gain self-awareness.
spective doesn’t match her to say that the end left her sad—it was unclear where
reality and thus must be Junior was going. Will he have a more hopeful life
incorrect. Lynn’s responses given his losses and struggles? Will he pursue an edu
suggest that she reads in order to gain insight into cation? She was worried students would end the book
others’ worlds but also, and perhaps most important, without a map, without a sense that they can indeed
to gain self-awareness. In fact, her notebook form gain power, voice, and options. I asked if others felt
begins with her own recognition of Junior’s thoughts the same way at the end, and we realized we had a
on poverty: divided class. We returned to the ending scene and
reread Junior’s basketball game with his best friend,
We grew up poor and lived under the poverty line. I loved
Rowdy. I quote a short section here:
when Junior said being poor doesn’t teach you anything.
It teaches you how to be poor. It’s sort of true! A lot of my
I would always love Rowdy. And I would always miss him,
co-workers complain about how little money we make. I just
too. Just as I would always love and miss my grandmother,
think in my head, I currently make more money by myself
my big sister, and Eugene.
than what my mother and father made together and they
had two children to take care of. I’m not going to complain! Just as I would always love and miss my reservation and
my tribe.
By engaging Junior’s perspective, Lynn was able to
I hoped and prayed that they would someday forgive me
find common ground and see her life in new ways
for leaving them.
(“It’s sort of true!”). The “sort of true” comment
highlights Lynn’s willingness to recast her understand I hoped and prayed that I would someday forgive myself
for leaving them.
ing of something personal. In other words, she is able
to recognize her own life within the descriptions of “Aw man,” Rowdy said. “Stop crying.” (Alexie, 2007, p.
a life that in many ways is radically different from 230).
her own. Blau would label this as one component of
I asked students to account for why this scene felt sad
“intellectual generosity and fallibilism,” a “handful of
to them. In offering an answer to this question, one
related traits that allow readers to learn from and be
student mentioned that this scene reminds her of how
influenced by texts” (2003, p. 214).
she feels at family reunions. She explained that no
At the same time, Lynn was quick to note con
one in her family has a college degree, and now she’s
frontations between her world and the textual world,
about to finish her MA and start a Ph.D. program. She
which allowed her to acknowledge the limits of her
recalled talking to her cousin at a recent family event
perspective. Readers who can “appreciate alterna
and how it felt awkward and sad because they had
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so little in common. We talked as a group about the students back into the text during the evening we
reality that gaining an education, leaving home, and discussed Alexie’s novel, I began by asking them to
changing social class can be painful. We returned to find moments when they felt race came up in ways
Junior’s case, where he is not only undergoing these that made them uncom
changes, but also aligning himself with a different fortable. I gave them all
ethnicity (one that had subjugated his own); there is time to look through the
Ultimately, we need to
no way for him to avoid pain, even with the hope that book, and then I began
leaving home provides. by sharing my moment, a find ways to teach stu
What this moment emphasized was the sheer moment when Junior gets
complexity of feeling at the end of this book. That a ride home from Roger, a dents how discomfort or
complexity itself challenged students trying to take White boy at school, who
anger can increase under-
on Junior’s perspective. Leaving home for a hopeful has gone from bullying
future seems as if it should be a purely happy occa him to feeling sorry for standing and meaning.
sion, but as Junior’s and my student’s experiences him. Roger has figured
highlight, that is often not the case, especially when out that Junior actually
family, race, and culture are at stake. has no ride home and has
planned to hitchhike his way home to the reservation
Significance and Implications (something he often does). Alexie (2007) writes:
The Role of Emotion and Classroom Practices And Roger, being of kind heart and generous pocket, and
a little bit racist, drove me home that night.
This final conversation reveals what Anna’s and
Lynn’s notebooks also reveal—the significance of And he drove me home plenty of other nights, too.
emotion in the strategy of perspective taking. First and
If you let people into your life a little bit, they can be pretty
foremost, we experience “tensions” through emotional damn amazing. (p. 129)
response. Both Anna and Lynn recognized their dif
I shared how conflicted this description made me feel,
ficulty in understanding Junior and the tribe’s per
causing me to reflect on the conflicting motivations
spectives when they felt frustration, anger, disappoint
within my own and others’ actions in the world. As
ment, or confusion. These also were moments when
we see in this brief description, racism can fuel pity,
the complexity of the text itself emerged. We have to
pity can fuel kindness, and kindness can fuel friend
teach students how to recognize and account for those
ship—a rather disturbing, contradictory sequence.
feelings, as Lynn does, not to inhabit them as “unre
As students shared the moments they selected, other
flective reactions” (Wilner, 2002, p. 179), as we see
students responded, both complicating readings and
in Anna’s defense of her perspective. Ultimately, we
adding connections.
need to find ways to teach students how discomfort or
Throughout this discussion, we realized that by
anger can increase understanding and meaning. To do
making two White teachers mentors for Junior, it be
so, we need to simultaneously teach our students how
came easier for readers to dismiss the perspective that
to revise perspectives and acknowledge (and live with
students struggled the most to understand—that of the
the fact) that contradictory perspectives can exist at
tribe. It was as if those teachers, characters my stu
the same time. How can we do this?
dents understandably admired, became the force op
1. Ask students questions about the text that push
posing the adults from the reservation (and it seemed
them to understand a character on his or her terms.
as if my students felt like they could understand only
Why does this character act or respond this way? How
one of those perspectives, instead of appreciating
does it make sense for that character? If I don’t under
both). One student wondered aloud why Alexie made
stand it, why not? What bothers me or confuses me
the choice to create two White teachers as Junior’s
about this response or action? Why does it stand out
most helpful mentors. Though we didn’t come up
to me? What gaps in my cultural knowledge or under
with clear answers, the discussion was a turning point
standing could help explain that difference?
for the class. Students were not only sharing their own
2. Create spaces where tensions are shared
difficulties, but they were using them to articulate
and examined, even if it is difficult to do so. To get
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important questions about the creation and impact of 5. For teacher educators in particular, give stu
the novel. dents ownership over their experiences with texts by
3. Find ways for students to “try on” other inviting them to create dialogic forms for response.
perspectives in writing, as recommended by Thein, There is risk involved in ceding this control to stu
Beach, and Parks. One dents, as Anna’s journal form illustrates: hers is in
student, in fact, did this direct contrast to the perspective-taking goals of
Give students ownership for her journal form. For the assignment. That said, in a classroom environ
this particular form, the ment where these forms are shared, discussed, and
over their experiences student chose events compared, students learn to recognize the limits and
significant to Junior and possibilities of their own designs, and they gain from
with texts by inviting them
then wrote diary entries in the designs and responses other students offer. Most
to create dialogic forms response. She noted in her important, they take ownership over the experience
reflection: of reading, and they recognize their own ability to
for response. continue to revise that experience. For example, as we
By writing as Junior, I found
shared dialogic forms during our discussion of The Ab
myself understanding him
more, even the parts that I solutely True Diary of a Part-Time Indian, one student
thought were a little troubling or hard to relate to. . . . When remarked that she wanted to try reading the book with
I tried on Junior’s perspective, I found that despite the fact another student’s form. These forms, in other words,
I am a white woman and he is a Native American teenage
altered the dialogue readers had with themselves as
boy, we actually had a lot in common. Both of us had ex
they read. With multiple possibilities in their design
perienced alcoholism in the family, were poor growing up,
and lost family members and friends in violent ways due of the forms, students were able to try out new ways
to our surroundings. of experiencing texts, and this encouraged an overall
revisionary approach to reading and perspectives.
This student came to class able to talk about the com
6. It became clear throughout the semester that as
plexity of Junior’s experience with honesty and aware
a character’s situation and allegiances became more
ness. Her own performative literacy, perhaps her life
complex, students struggled to appreciate multiple, of
history, and perhaps also the experience of writing
ten contradictory perspectives—those that exist within
Junior’s diary entries as she read, enabled her to read
a single textual world or a single character. To help
this book with eyes open to both Junior and herself.
students think through this complexity (both in their
I also recommend trying on perspectives in writing
own lives and in the world of the text) and to try on
as a valuable communal activity; group members add
perspectives that are complicated, multifaceted, and
different pieces of a complex perspective that other
contradictory, culture mapping can be a useful tool.
students might miss, helping students to flesh out a
An exercise used for various community purposes,
character’s point of view more deeply.
culture mapping can also help individuals identify
4. Give students chances to directly examine their
their various identities and the tensions that exist
perspectives after reading and discussing texts and
between them. As Okrah (2012) has explained, “Since
acknowledge that one goal of reading literature is to
we all belong to specific cultures, we use our own cul
expand our understandings of people and the world.
tural lenses to produce the illusion of the only possible
Questions such as What do I know now that I didn’t
and the only acceptable vision of the world, lifestyles
know before? are an easy way to start, but other ques
and mentalities” (para. 2). When we can try on other
tions about perspective should push students: What
perspectives through reading, we “realize the specif
beliefs of your own felt challenged by this book? Have
ics of our own consciousness” (para. 2), a particular
you revised your beliefs in any way? or Many different
goal of culture mapping. Ideally, the exercise can help
experiences of life and history exist in America, and
students identify those multiple identities and tensions
many of those experiences oppose others. What did you
for characters as well.
learn about an experience that isn’t your own through
Understanding Junior’s complex system of
this book? What difficulties about that experience do
belonging, for example, is an integral component of
you understand? What difficulties do you still struggle
fleshing out his perspective and understanding his
to understand?
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Description:Felt Tensions: Preservice Teachers Read Sherman Alexie's An Absolutely True Diary of a Part-Time Indian. As a teacher educator, I am continually re.
