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Goodbye Lamott & Hello  KingI found myself over the past three years returning to this book with SJC faculty (Michael).

Topics of Conversation/Quotes:

• pay discrepancy

• equality between genders

• repetition in oral stories

• cultural identity (James, Michael, Dee Dee, Kate,  Elsie Billey, Elsie Begay, Duane, Maryam, Frances)

• Negative imagery: significance of lack of imagery for Native students more complelling than influence of negative imagery, ASU research reported during conference (Michael)

• dichotomies of perspectives: competitive & cooperation; rich/poor, right/wrong. "We trust easy oppositions. We are suspicious of complexities, distrustful of contradictions, fearful of enigmas" (p. 25, Amanda, Dee Dee,  Duane, Michael)

• Representation of Native Literature incorporated in curriculum (Eirene, Alsie Begay, James)

• Farmington protests (read Broken Circle)

"The truth about stories is that's all we are" (p. 122, Kate).

"For once a story is told, it cannot be called back. Once told, it is loose in the worked" (p. 10, Eirene).

"That's always a good way to start a story, you know: you'll never believe what happened" (p. 5, Elsie Begay).

"Do with it what you will. Tell it to your friends....But don't say in the years to come that you would have lived your life differently if only you had heard this story. You've heard it now" (p. 29, Elsie Billey).

Michael posed one question to ponder for tomorrow: Is there a place in your classroom for teaching a story from the Old Testament? How would you contextualize it for your students and justify it in your curriculum?

SACRED WRITING TIME, LUNCH & WRITING GROUPS