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

The concept of discourses also reminded me of code-switching. Depending on which discouse we are participating in determines how we talk, act, and feel. Therefore, we most code-switch in order to talk the acceptable way for our discourse. In retrospect, I was a member of several discourses and I often code-swith among my peers, in school, at church, and at home. This is a skill that is learned at a young age, but it is never really taught. I think it is amazing how students just 'pick up on it.'

Isn't it interesting how all these different concepts we have read about seem to give us new "light" about our students. Deborah Hick's added new light onto the concepts we have already discussed. There are so many different concepts to take into consideration and new ways of looking at our students. I think Hick's makes a good point when she stated that literacy isn't just reading and writing. Our studens are bringing with them so many different types of literacies and we should be aware that those literacies have made them what they are. We need to be sensitive to what they bring with them, because after all those are the things that make them who they are and we don't want them to feel discouraged or feel like failures. The whole purpose is to encourage them to have a voice, tell their stories and use what they already know to be successful in school. I think your right about most children being able to adjust to the changing discourses they are better at it than most adults. Good job of "putting it all together"...your comments helped me to put everything we have read together. It seems it all pieces together like a giant puzzle.

From Candy Kee

The art of discourse has always bothered me. I did not realize it had a name until this class. The way I grew up the consensus was to always be yourself and true to yourself, hang on to your beliefs and convictions and so on. I actually did have some hard times in school because I tried to do this very thing and though I was doing things the right way. I failed to see the value in others or the way they grew up. This is the kind of thing we all need to change in our student's minds early on. All children contribute to each other and bring much learning and value to the literacy table.

I agree, we do need to know our children, and their backgrounds – their discourses...and we need to support, even encourage the students and the differences they bring into our classrooms. Equally challenging- or maybe even more challenging, we need to encourage students to recognize the ways they are unique themselves, and teach them to respect and value their classmates and their differences.

RuthAnn and Candy I agree, till this course I failed to see the vaules in the ways others grew up. I guess for myself growing up in a small country town where everyone knew everybody this was not to hard to do. It was a close knit community where many values and beliefs were universal. When I moved to NC and began to work in my school where the values were different. I didn't understand why students didn't want to please their teacher and do right. I thought that was the norm, but looking at the perspective that Hicks brings to the table I see how their values and home systems are different. The students are doing what they have been taught. It is harder for the children I teach to come and "code Switch" or let down their power when they are in the classroom setting.

Ruth Ann,

I think it must be confusing for students, too, especially if the environment at home is much different from the environment at school. Some kids do have it rough, until they learn the school rules. They may be allowed to settle differences physically at home or use language that would get them in trouble quickly if used at school. These students stay out of trouble by learning and adopting different discourses. Now I understand why my student, Shamek, is always fighting among his peers. It must be the norm at home, but it certainly won't fly on school grounds. That's tough, if you are a child who has been brought up to fight with someone who calls you a name, instead of ignoring them or telling the teacher. If fighting is all you know and has become such an automatic response, how can teachers, counselors and principals help to change that behavior?

Ruth Ann,
Isn't it neat how such young students can learn to code switch or adapt their personal discourse? I would think that it would be very hard for them because they probably don't understand the reason for it. But that in itself is incredible because they recognize how to do it by modeling after others, and it comes naturally to them. They are not making much of an attempt. It just happens. Meanwhile, the fact that the kids can do this, teaches US that they learn best from experiences and that we must teach hands on every day!

Ruth Ann,
You synthesized all of the concepts just beautifully! I can tell that you have really internalized how discourse "works." Well done!