In AP English Literature classrooms, it is essential to recognize that everyone’s literature matters. The canon of literature has historically been dominated by Western texts, leaving Native and Indigenous voices underrepresented. The inclusion of Indigenous authors is not only a matter of diversity but also a means of enriching students' understanding of what literature can encompass. By introducing Native and Indigenous perspectives into their AP courses, teachers offer students a more inclusive view of literature that captures the full spectrum of human experience.
“Remember that if you are teaching Native American literature well, you are not just teaching literature, you are also teaching culture.”
Joseph Bruchac - writer, musician, and storyteller from the Nulhegan Abenaki Nation (Vermont)
Broadening the Canon and Fostering Empathy
The genealogy of English literary study traditionally placed Western voices at the center of the canon of texts taught in school. Starting in the mid-to-late 1800s, English Literature as a field of study emerged from the desire for students to study texts deemed important to the development of society and academic thought. But these decisions were being made by those in power at the time. Robert Irvine, a Professor and Researcher at the University of Edinburgh (Scotland), has even explained that English Literary studies emerged from the “ruling class as a means of deflecting threats to its monopoly on power.” This is not to dismiss all such texts. While many of them hold undeniable literary merit, they reflect only a portion of the world's narratives. What’s more, those early canonical texts developed their value during a time when the voices of those who were not in power were actively being silenced by those who were.
Teaching Native and Indigenous literature challenges the boundaries of this historically narrow canon and acknowledges the value of diverse experiences. Authors like Joy Harjo, Louise Erdrich, and Tommy Orange bring to life the perspectives, struggles, and triumphs of Indigenous communities, offering powerful alternatives to more familiar Western narratives. These works not only deepen students’ literary understanding but also prompt critical thinking about how canons are formed and whose stories are deemed “worthy” of study.
One of the most powerful aspects of literature is its ability to foster empathy by allowing readers to step into lives and perspectives different from their own. Indigenous literature brings readers into intimate contact with themes like resilience, community, identity, and survival, challenging students to think beyond stereotypes. For example, reading There There by Tommy Orange, which portrays contemporary urban Native lives, can reveal the complexities of modern Indigenous identity and shatter simplistic notions of Native culture. Stories from Native and Indigenous authors also allow non-Native students to develop a nuanced understanding of the historical and cultural forces that shape Indigenous experiences today.
Empowered Voices and Inclusive Citizens
When AP Lit teachers make a conscious effort to include Indigenous authors in their curriculum, they send a powerful message to Native and Indigenous students: their cultures, histories, and stories are valued at the highest academic level. This inclusion fosters an academic environment that respects and honors cultural identity and empowers students from all backgrounds. By giving voice to underrepresented authors, teachers create a classroom where diverse narratives are celebrated, enriching the educational experience for everyone.
Incorporating Native and Indigenous literature also equips students with critical thinking skills essential for navigating a complex world. By analyzing stories that reflect colonization, cultural erasure, and resilience, students learn to question dominant historical narratives and explore alternative perspectives. This not only makes them more informed readers but also prepares them to be culturally competent citizens who value inclusivity and equity.
The upcoming webinar, "Everyone’s Literature Matters: Native and Indigenous Authors and Texts in AP English Literature” (December 4, 2024), will explore how AP teachers can successfully bring these voices into the classroom. By acknowledging and celebrating the importance of Native and Indigenous literature, teachers can guide students toward a deeper understanding of the richness and diversity of human experiences—a fundamental goal of literature itself.
Works Referenced:
- Abrams, M.H. ‘The Transformation of English Studies: 1930–1995.’ Daedalus 126 (1997): pp.105–31.
- Eagleton, Terry. ‘The Rise of English.’ In Literary Theory: An Introduction. Oxford: Basil Blackwell, 1983. pp.17–53.
- Irvine, R 2010, English Literary Studies: Origin and Nature. in D Cavanagh, A Gillis, M Keown, J Loxley & R Stevenson (eds), The Edinburgh Introduction to Studying English Literature. Edinburgh University Press, pp. 16-24.
- Graff, Gerald. Professing Literature: An Institutional History. Chicago IL: University of Chicago Press, 1987.
