This essay examines writing partnerships in 2016 and 2017 that invited com- munity nonprofit volunteers and employees into šǝqačib, which is a Seattle youth (middle school and high school) Native cultural literacy classroom community. As a white settler employed by the nonprofit during the events described, I emphasize the wisdom of šǝqačib students who reflect on the collaboration. Drawing on Rachel Jackson’s work on community listening, I find that šǝqačib students demonstrate the importance of cultivating lis- tening practices when community literacy practitioners enter identity-safe scholarly communities such as šǝqačib. I urge academic and literacy sup- porters in similar contexts to center Native and Native youth voices in their own terms.
Concannon, Joe, and Boo Foster. “Listening with Šǝqačib: Writing Supportand Community Listening.” Community Literacy Journal, vol. 14, no. 2, 2020. pp. 93-109. doi:10.25148/14.2.009038.