It’s evident why conflict exists among kids from working class families as they are forced to transition into white middle-class schools. I have to agree with Hicks that literacy is more than reading and writing because language is used in diverse ways in a range of places. It’s our overall use of the language in various social settings, which often differs with one another and creates the need for this move towards “hybrid” individuals. This “hybridization” compares with code-switching in that we have to understand our roles within each setting and talk like we are a part of that setting. However, the “hybridization” that Heath discusses includes more than our speech. It also involves our behaviors, thoughts, and actions of each role in our social places. A child can often experience failure and decrease in self-esteem and confidence when they are unable to distinguish different roles for each setting, making it hard for them to achieve the literacy and its expectations of each setting.
The idea that power, gender, and class affect our relationships as our social worlds expand is best said with Hicks’ idea of how children enter classrooms having already “named” their identity from their cultural worlds. However, when they enter classrooms, they encounter worlds that are saturated with specific cultural meanings, values, and forms of knowing that are unfamiliar and foreign from their home lives (p. 24). Because they sometimes experience trouble performing to educational literacy expectations, they are labeled in statuses perceived lower than their roles within their families, making many of these working-class children dread or hate school. They feel stupid at school but empowered at home because of their families’ roles that are defined by their gender, race, or class. This concept further affirms Hicks’ thoughts that literacy practices aren’t learned by autonomous reasoners (p. 15). Literacy is guided by those around us in our differing social settings, which include home and school.
Melissa Riley
Comments (4)
Melissa,
I also thought of code switching when I was reading these chapters. I do think that children have to learn very early which type of language or discourse is appropriate in different settings. I also think this is extremely difficult for some children. Consequently, we have the feelings of failure and low self-esteem that you mentioned. I also agree that if they begin to experience these feelings, it will be almost impossible for them to achieve the literacy expectations for that particular setting. I guess the question we as educators have to ask ourselves is how do we prevent these feelings of failure and promote academic/literacy successes?
Posted by Leslie Rothenberger | June 22, 2011 8:01 PM
Posted on June 22, 2011 20:01
Melissa,
I agree with your comment about children feeling empowered at home because of their families’ roles, which are defined by their gender, race, and/or class. It is sad to know that many of these children do not feel as successful at school. I also believe that a large part of this is because these students are not developing a hybrid between school and home. Teachers can help with this difficult transition by becoming more aware of their students’ home life. If teachers had this knowledge, they could help students find connections between these two lives. If connections are made, chances are learning will take place.
Posted by Stacy Durham | June 22, 2011 9:20 PM
Posted on June 22, 2011 21:20
Melissa, you make an interesting point when you talk about children feeling "empowered at home because of their families' roles". Similarly, I have noticed that children seem to feel a sense of empowerment in other social settings. I enjoy watching my students perform in extracurricular activities. It is so fascinating to see them take on a different persona when in different settings. The very students who clam up in class and are reluctant to participate are sometimes the ones who stand out in ballgames or dance recitals. Perhaps I should make more attempts to use their success outside of school to encourage them about the limitless academic possibilities. Just as they received a positive "name" in other settings, they can "rename" themselves in a positive way within the classroom.
Posted by Holly Lawson | June 22, 2011 9:59 PM
Posted on June 22, 2011 21:59
What a great critique! You really capture the "movement" of discourse and identity among social worlds. Excellent!
Posted by Dr. Jackson | June 23, 2011 9:16 AM
Posted on June 23, 2011 09:16