Race, Class, and Gender in Literacy Research (Summer 2011)

Staples and Henry provided fascinating insight into the way teenagers engage in literacies ‘outside of school’ and how they use these to explore social issues.
Staples discussed, as our previous readings have, the importance of ‘abolishing the great divide’. School and home should intertwine in the classroom and student backgrounds valued.

Staples article clearly explained our roles as teachers: “To carve out spaces, to inspire a sense of “not yet” and to reinvent schools and communities that are engaging for young people”. (Fine, 1997). This is not an easy task. It was clear from both Henry and Staples that the ‘classroom’ environment plays a role in creating an atmosphere that is conducive to students having a voice. Henry rightly suggests that teaches should ‘devise spaces inside of school that mirror outside spaces’. Single separate desks speak volumes to me about the level of interaction and types of cooperative discussion that can realistically take place amongst students. An environment geared for discussion that encourages cooperative learning and comfort, not silence is something we all recognize the importance of in our classrooms, irrespective of the age group. Other wise as Henry notes ’we leave them voiceless’.

The trust and freedom that Henry and Staples were able to create is also a crucial component to students having a ‘voice’. Teacher’s need to value what students have to say without judgment and understand that background shapes our diverse points of view.

It was also interesting to read about the ‘roadblocks’ that Henry encountered to students ‘coming to voice’. Henry notes it took a few weeks for the students she was working with to realize that there is never ‘one right answer” gleaming on the pages of a book. I agree with Henry who states that this is a difficult learning process for students of all backgrounds. Too often we experience teachers who expect the ‘right answer’ (I know I did growing up). These are classrooms where as Henry discusses, the teacher does all of the thinking, discussion and imposing of a correct ‘view’ or ‘voice’ and students sit silently without giving voice to their ideas.

Both articles also discussed the importance of the teacher learning to read what the students are reading. How else are we to transform the discussion process?
Staples argues that this atmosphere of trust, this creation of ‘voice’ also has to encompass positive reinforcement, acceptance of language variations, text value and collaboration. It was obvious that text engagement and text choice in the discussion process are essential. Staples explained how after reviewing the film ‘Hustle and flow’ students felt more confidence and more pride in their accomplishments because the issues being discussed mattered to them. They were also given multiple literacies to express their ‘voice’. Henry discovered that Kay used her voice more readily in writing and wrote at length when “ the topics were good” and she could ‘read the world’.

Clearly these experiences that we want for our students take considerable planning. I think it goes beyond simply providing the cultural texts that I have in my room. We have to know what students are truly interested in. Some themes as Henry argues are relevant to all kids and will meaningfully engage them. Others, as we have all previously discussed, need to reflect specific cultural backgrounds as well.

What resonates with me in both of these articles was the importance of planning for discussion throughout the school day. Not for the teacher to be in complete control, but for them to clearly define roles that the students will participate in. The students need to generate questions of their own in order for the group to make connections, create understanding and for all voices to feel valued. The teacher also has to deal with students who as Henry discusses ‘ come to school with real life questions that a teacher cannot always predict” or plan for. Henry’s response to Tamisha’s questions about when to begin being sexually active would have left me at a loss for words. Working in an elementary school, I would not have been equipped to deal with that type of question. However, she chose to turn that question to the group and asked them what they thought first. This choice in the spontaneous discussion maintained an atmosphere of trust and freedom that was so important to the students.

Henry summed up the needs that our students have: ‘they are anxious for spaces” and we must strive to provide them because ‘voice is identity, voice is power and a sense of purpose’.

Karen Massey-Cerda