Oppression, Resistance and Transformation - Colonial and Postcolonial
Literature
Chantel Acevedo is a teacher
at St. Margaret's-McTernan School, Waterbury CT
Grade: 10
Summary
The year-long theme for the 10th grade at St. Margaret’s-McTernan
School centers on discussions of the effects of colonialism. The study
of colonialism began with a particular emphasis on New Zealand.
Students looked at both colonial and post-colonial literature and tried
to dissect the construction of national identities. Students viewed Whale
Rider over the summer in preparation for the course. Because much of what
is labeled post-colonial in terms of literature is in the novel form,
students studied literature from many genres. Artifacts, power point presentations,
letter exchanges, etc. from New Zealand enriched the classroom, and potentially,
the entire school community.
Specifically, it is my goal to include both the 8th and 5th grade in
our studies of colonized nations in the coming months. Working in a small
school comes with its benefits, and cross-divisional activities are certainly
one of them. Likewise, all sophomores take a European history course.
The apposite members of the history department and I have collaborated
so that our courses run parallel and enrich one another “across the
hall.”
The tenth grade is divided into three classes. With this in mind, the
activities for this project include giving each class its own assignment,
or mission:
One class was responsible for creating a “colony” replete
with constitution, reasons for expansion, dominant beliefs, etc. Students
gathered signatures to “populate” their colony.
Another represented the original, or native, nation. Again, a system
of beliefs, a language, music, geography, and maps would be designed.
A third group represented the historians who study the process of
colonialism and post-colonialism.
Through extensive journal writing, each group would narrate its experience.
Whole grade activities involved the interaction of the three groups,
large Socratic Seminars, debates, and reports.
These ideas will be modified for use in the lower and middle school,
as well.
Having upper school students make a presentation to the other divisions
is also a promising idea.
Oppression, Resistance and Transformation
- Colonial and Postcolonial Literature
acevedoc.pdf (404 kB)
