Some learners are reluctant to read and write, in which there seems to be a connection to schooling – maybe even an intimate relationship. Students not wanting to be in school or avidly hating the thought of school can be related to the school structure itself, not a problem with the student’s learning ability. The common thought is that students don’t do well or don’t read or write is because they are lazy or just aren’t smart enough, which is very problematic. Everyone has the ability to learn and wants to learn; however, if the school (and at the micro level the teacher) doesn’t foster a positive active learning environment in which the students are demanded that they succeed they are then giving students permission to fail – which is a passive learning environment. Passively the teacher or school doesn’t need to expend energy to teach students and consequently they are knowingly/unknowingly being given permission to fail.
In “The Skin that we Speak” by Lisa Delpit, this idea of “giving students permission to fail” is outlined in the chapter, “I ain’t writin’ nutten’: Permissions to fail and demands to succeed in urban classrooms” by Gloria J. Ladson-Billings, in which a student was actively refusing to read or write and continually the teachers would passively allow her to do so and would say “Okay, maybe you’ll feel like writing tomorrow”. This is what I understand to be passive instruction, the teachers didn’t actively demand that the student complete the work which would be a challenge and would require more from the teacher. Ultimately, this particular student was avoiding the work because she wasn’t able to read and had limited phonemic awareness, and of course, the teachers allowing her to continually avoid the work was not helping the problems that she had. Why this is so critically important to recognize as a teacher is because as this student continues through school her problems will get worse and will go unaddressed and unfortunately this student may give up on school, so to speak. This is an act of pushing students out whether it is knowingly or unknowingly by the schools, which again is important to recognize and understand.
Students shouldn’t “be given permission to fail”. However it happens and, again, teachers need to be “active” in teaching – they need to expend energy in order to get a result, and that result is learning. Teaching isn’t “passive”, because teaching passively leads to a lack of student learning and gives students permission to fail (which are also results, however undesired results).
Note: I used active and passive to explain teaching methods – active, in a biological sense, requires the use of energy to get a result and passive requires no energy.
Tuesday, February 24, 2009
Friday, February 20, 2009
Out of School Literacies
It is easy for people to forget, particularly educators, that there are many out-of-school literacies. Since being in the traditional school setting for a while I had forgotten about how influential and important out-of-school literacy is and, as a future educator, how essential it is for my students. What is out-of-school literacy? Doesn’t literacy learning only occur in the classroom? – No, not exactly. Out-of-school literacy is literacy learning that occurs outside of the structured schedule (curriculum) of traditional class and there are many examples of out-of-school literacy - these include art, music, any form of literature (i.e. graphic novels, books of interest), and movies (just to name a few).
In “What they don’t learn in school” by Jabari Mahiri (which is a collection of youths experiences with multiple literacies by professional educators), gives insight into the lives of “unschoolers” who practice a form of out-of-school literacy. They don’t go to school and don’t follow a definite scheduled learning like “home schoolers” do, instead they may research a topic/subject that they are interested in and create their own projects – a type of self motivated learning. I think that all students are capable of self motivated learning and practice it different ways.
Out-of-school literacies are important in identity formation for young people, I remember when I was in middle school I use to draw and create artwork – it was central to my life at the time and meaningful. Just as the students described in “What they don’t learn in school”, Peter Cowan in “Devils or Angels: Literacy and Discourse in Lowrider Culture” (a chapter in Mahiri’s book) explores artwork by Hispanic (mainly Mexican American) students and how it is central to their identity formations and is meaningful to them – a form of literacy. These students understand the meanings of their artwork and the connections to their everyday lives.
As a future educator it is imperative to remember that there are out-of-school literacies that occur in everyone’s lives – for example, I still enjoy creating forms of artwork, particularly paintings, and it is meaningful to me. Teachers can incorporate out-of-school literacy techniques in the classroom; for example we can learn from the “unschoolers” and incorporate meaningful projects – which can be done if we remain aware of what is significant to the students. This reminds me of how important it is as an educator to incorporate and connect relevant information to the topic/subject being taught so to cultivate their own self motivated interest in learning.
In “What they don’t learn in school” by Jabari Mahiri (which is a collection of youths experiences with multiple literacies by professional educators), gives insight into the lives of “unschoolers” who practice a form of out-of-school literacy. They don’t go to school and don’t follow a definite scheduled learning like “home schoolers” do, instead they may research a topic/subject that they are interested in and create their own projects – a type of self motivated learning. I think that all students are capable of self motivated learning and practice it different ways.
Out-of-school literacies are important in identity formation for young people, I remember when I was in middle school I use to draw and create artwork – it was central to my life at the time and meaningful. Just as the students described in “What they don’t learn in school”, Peter Cowan in “Devils or Angels: Literacy and Discourse in Lowrider Culture” (a chapter in Mahiri’s book) explores artwork by Hispanic (mainly Mexican American) students and how it is central to their identity formations and is meaningful to them – a form of literacy. These students understand the meanings of their artwork and the connections to their everyday lives.
As a future educator it is imperative to remember that there are out-of-school literacies that occur in everyone’s lives – for example, I still enjoy creating forms of artwork, particularly paintings, and it is meaningful to me. Teachers can incorporate out-of-school literacy techniques in the classroom; for example we can learn from the “unschoolers” and incorporate meaningful projects – which can be done if we remain aware of what is significant to the students. This reminds me of how important it is as an educator to incorporate and connect relevant information to the topic/subject being taught so to cultivate their own self motivated interest in learning.
Monday, February 9, 2009
Languages
In evolutionary theory, all animals have evolved up to this point optimally and functionally for their environment ( a sea urchin is as optimally evolved for their environment as a human is for theirs) – no species is superiorly optimal/functional than another. Of course, animals continually evolve because their environment changes and evolves as well. Unfortunately there is a misconception that humans have optimally evolved and all other species are inferior - this is incorrect as explained why above. This is similar with languages, in the primitive language myth no language is more superior than another; they are functionally optimal for the needs of the people who speak the language. Some languages have a larger range of functionality; however, this doesn’t mean that the language is superior. In addition, languages evolve over time as well, historically English has evolved over time and is a conglomeration of other languages – the English language isn’t unchanged and wasn’t immaculate in its conception.
Other theories about language include multiple literacies and trilingualism. In multiple literacies, people go through their lives – realizing it or not – transitioning between the various literacies that make up our social world. Students need to learn how to navigate the maze of literacies in order to be successful (socially, economically, academically, etc…) in U.S. society. Furthermore, in triligualism – types of social literacies are isolated and identified. Everybody transitions between three major forms of their language; home, formal and professional forms of language. Which make sense when you think about it, because there are different forms of English that I transition through daily at home, college and work; this evidently lines up with home, formal, and professional forms of literacy. This is important to understand as a teacher because I will be aware that students will be learning how to transition and adapt to various social literacies, and specifically in my biology class they will be learning a form of professional English.
Other theories about language include multiple literacies and trilingualism. In multiple literacies, people go through their lives – realizing it or not – transitioning between the various literacies that make up our social world. Students need to learn how to navigate the maze of literacies in order to be successful (socially, economically, academically, etc…) in U.S. society. Furthermore, in triligualism – types of social literacies are isolated and identified. Everybody transitions between three major forms of their language; home, formal and professional forms of language. Which make sense when you think about it, because there are different forms of English that I transition through daily at home, college and work; this evidently lines up with home, formal, and professional forms of literacy. This is important to understand as a teacher because I will be aware that students will be learning how to transition and adapt to various social literacies, and specifically in my biology class they will be learning a form of professional English.
Thursday, February 5, 2009
Literacy
The definition of literacy – where to begin – let’s begin with the Merriam-Webster Dictionary’s definition of literacy; to be able to read and write (how simplistic is that definition!). Considering the course readings that I have completed so far for Issues in Literacy for Diverse Learners, literacy is complex and dynamic in nature and is much more than just the ability to read and write. Moreover there seems to be multiple layers to literacy which are all intricately interconnected. Of course being able to read and write is part of the definition of literacy; however, it seems to be only small component. Not only is a person literate in their native language – which is the language of their family/heritage – they also need to be literate in the formal language of their country, including social and technical discourses.
In “Looking Out Across Columbus: What We Mean by ‘Multiple Literacies’” by David Bloome and Patricia Enciso, they discuss the multiple literacies that are found across Columbus Ohio. Interestingly these concepts in Bloome and Enciso’s article are universal; the multiple literacies that are found in Columbus Ohio occur in other areas of the United States. And students learn these literacies through experience also from teachers, parents, friends, etc… and they continually spend their days “code-switching” between these discourses so to effectively move through the society in which they live.
Literacy is dynamic and ever changing so much so that we “code-switch” between literacies every day of our lives. For instance, when I am in a college class I use a different discourse than when I am at work at the Veterinary Hospital – It’s similar but different because there is a different audience. Furthermore, the discourses used in the above example are definitely different from the discourse I use at home (I’m from a working class family) – if I spoke the way that I talk in my college classes to my mother, she would tell me that I was talking down to her. My mother is a very intelligent women and hard working, however, very prideful – which isn’t necessarily a bad thing.
As a teacher, I never want to make my students feel that I am talking down to them as if they don’t have intelligence; because everyone has the ability to learn and I have more to learn from my students. Furthermore, I realize that my style of teaching is going to be a conglomeration of many teaching styles so to maximize effectiveness. Another important concept to note about literacy is that “standard English” is just the accepted discourse in the United States; meaning that it’s not a superior language.
In “Looking Out Across Columbus: What We Mean by ‘Multiple Literacies’” by David Bloome and Patricia Enciso, they discuss the multiple literacies that are found across Columbus Ohio. Interestingly these concepts in Bloome and Enciso’s article are universal; the multiple literacies that are found in Columbus Ohio occur in other areas of the United States. And students learn these literacies through experience also from teachers, parents, friends, etc… and they continually spend their days “code-switching” between these discourses so to effectively move through the society in which they live.
Literacy is dynamic and ever changing so much so that we “code-switch” between literacies every day of our lives. For instance, when I am in a college class I use a different discourse than when I am at work at the Veterinary Hospital – It’s similar but different because there is a different audience. Furthermore, the discourses used in the above example are definitely different from the discourse I use at home (I’m from a working class family) – if I spoke the way that I talk in my college classes to my mother, she would tell me that I was talking down to her. My mother is a very intelligent women and hard working, however, very prideful – which isn’t necessarily a bad thing.
As a teacher, I never want to make my students feel that I am talking down to them as if they don’t have intelligence; because everyone has the ability to learn and I have more to learn from my students. Furthermore, I realize that my style of teaching is going to be a conglomeration of many teaching styles so to maximize effectiveness. Another important concept to note about literacy is that “standard English” is just the accepted discourse in the United States; meaning that it’s not a superior language.
Monday, February 2, 2009
The Culture of Power
It wasn’t until class (Issues in Literacy for Diverse Learners) that I learned a labeled name for the group of select people/culture/belief systems that maintain control over others (see it was more difficult to describe before I learned the term ‘culture of power’).
The culture of power controls and maintains power by implementing and replicating ideologies that preserve the idea that there is only one “correct” culture/language/belief system and all others are wrong or primitive. And the power of culture for the United States is mainly comprised of Western European/”Caucasian” belief systems. Interestingly the people who are in the culture of power don’t “see” it, and the people who are not in the culture of power are painfully aware of its existence. For example, the near extermination of Indian culture in the early history of the United States clearly demonstrates the culture of power’s ability to control and dominant. In “Learning ‘The Language the Presidents Speak’: Images and Issues of Literacy in American Indian Literature” by Kimberly M. Blaeser, she describes the concept of Orientalism – “my sameness and its otherness” – and how this idea maintains the superiority of Western European/Anglo-Saxon culture and the inferiority of all others. Making these distinctions and following the idea of Orientalism during the colonization of Indian nations justified the colonizers actions; they were doing “good” by converting the Indians because the Indians were classified as primitive, heathen, even subhuman. As you know, there are many examples of these atrocities occurring throughout history and I’m sure that you can think of many others, even many that are occurring today in modern America and around the world.
Obviously the culture of power is still influential and maintaining hold of modern society. As a teacher, I need to be aware of the culture of power and its expansive influences over my students’ lives, including my own. I need to maintain clarity of the culture of power’s influences on school districts and their policies and how it will affect student learning and intellectual/developmental growth.
Personally, I was aware of the culture of power, however, I didn’t have a name for it – it was (to me) the controlling ideologies and culture in society and it was just part of life. And that is exactly what the culture of power wants people to believe, which is why there is a culture of power. I’m sure that there are other countries with their own culture(s) of power, but who said that I, or even the United States, need to be like everyone else – all cultures and societies are different, however, variation doesn’t create inferiority; all cultures are equally valuable – no matter the differences.
The culture of power controls and maintains power by implementing and replicating ideologies that preserve the idea that there is only one “correct” culture/language/belief system and all others are wrong or primitive. And the power of culture for the United States is mainly comprised of Western European/”Caucasian” belief systems. Interestingly the people who are in the culture of power don’t “see” it, and the people who are not in the culture of power are painfully aware of its existence. For example, the near extermination of Indian culture in the early history of the United States clearly demonstrates the culture of power’s ability to control and dominant. In “Learning ‘The Language the Presidents Speak’: Images and Issues of Literacy in American Indian Literature” by Kimberly M. Blaeser, she describes the concept of Orientalism – “my sameness and its otherness” – and how this idea maintains the superiority of Western European/Anglo-Saxon culture and the inferiority of all others. Making these distinctions and following the idea of Orientalism during the colonization of Indian nations justified the colonizers actions; they were doing “good” by converting the Indians because the Indians were classified as primitive, heathen, even subhuman. As you know, there are many examples of these atrocities occurring throughout history and I’m sure that you can think of many others, even many that are occurring today in modern America and around the world.
Obviously the culture of power is still influential and maintaining hold of modern society. As a teacher, I need to be aware of the culture of power and its expansive influences over my students’ lives, including my own. I need to maintain clarity of the culture of power’s influences on school districts and their policies and how it will affect student learning and intellectual/developmental growth.
Personally, I was aware of the culture of power, however, I didn’t have a name for it – it was (to me) the controlling ideologies and culture in society and it was just part of life. And that is exactly what the culture of power wants people to believe, which is why there is a culture of power. I’m sure that there are other countries with their own culture(s) of power, but who said that I, or even the United States, need to be like everyone else – all cultures and societies are different, however, variation doesn’t create inferiority; all cultures are equally valuable – no matter the differences.
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