How does feeling shy and scared relate to the issue of identity politics and the reproduction of power relationships? At the time of the incident, the students were undoubtedly cognizant that they were occupying a socially constructed position of subordination whereas the literacy worker was occupying a socially constructed position of privilege. The students probably did not see any space for 'negotiating' these positions, and consequently chose to remain silent. This silence would support Ellsworth's (1989) claim that we must move beyond the notion that 'oppressed' people are silenced and instead, consider the possibility that they are choosing/declining/refusing to talk.

Ellsworth argues that differences in an individual's privilege and oppression in relation to the other members of a group influence his/her decision to enter into dialogue. According to Ellsworth (1989), "what they/we say, to whom, in what context, depending on the energy they/we have for the struggle on a particular day, is the result of conscious and unconscious assessments of the power relations and safety of the situation" (p.313). Ellsworth argues that before individuals decide to unleash their voice, they might well ask themselves, "Do I feel safe?" or "Do I trust the other members of the group?" or "What are the risks and costs of voicing my thoughts and feelings?"

Ellsworth's (1989) thesis helps to explain why the students at Haines Junction were willing to move from an initial position of silence in the fall in which they did not protest the decision that was imposed upon them to a position of narrating the incident the following spring for the photostory. I think the students perceived a positive shift in the power relationships between them and the literacy worker; the students had moved to a position of feeling safer and at less risk. Interestingly, the comment that preceded the first sentence of the photostory was "we don't have to say it, do we?" Liz and I responded by reassuring the students that it was 'ok' to share their thoughts and emotions, that others would learn from their story and that we might resolve the incident in the telling of the story. This final bit of reassurance seemed to clear the air and the students began to tell their story. Hence, a safe space had been created where students could express themselves. After 2 days of discussion, the students concluded their photostory by stating "We have learned not to do what we don't want. We have learned to speak up for ourselves."