Noll brings up a good point when she discusses the low test performance of American Indian students. The information presented on these tests most likely did not relate to topics or subjects of which these students possessed prior knowledge. It seems that these tests could easily have been considered biased. How well would white children perform if they were given a test designed by a different culture? It is simply not fair to view or define children “by sets of numbers rather than by the experiences and activities of their daily lives.” (Goodman 1992) It is easy to understand why students’ test scores would improve when using “locally developed materials.” (Begay 1995)
After reading about the case studies of Daniel and Zonnie, I have found a new respect for our Native American cultures. What a great literacy support system these two children had! It was evident that both students had parents who helped build a rich literacy foundation. They understood the importance of self-expression. After all, isn’t expression the very reason for language? Daniel and Zonnie were able to utilize literacy to convey their thoughts, not simply read about the ideas and thoughts of others.
In facilitating a child’s growth in literacy, we must consider their personal needs and interests. Isn’t that what we do as parents? We encourage children to write notes and letters to friends, read and reread favorite fairy tales and nursery rhymes, and sing favorite songs over and over. These earliest literacy experiences are pertinent to children and enable them to begin building background knowledge. Daniel and Zonnie had the optimum foundational experiences with regards to reading and the arts. Their parents and siblings facilitated their learning. With a culture rich in family values, music, art, and literacy, both students were successful in expressing themselves. This expression is the whole purpose of language- to convey meaning.
I found it interesting that both students were quite private when it came to sharing their innermost feelings. For this reason, they both expressed their disappointment with white students through their writing. Daniel would write about his experiences with racism and discrimination in stories while Zonnie would record her thoughts in a journal entry or poem.
In reflection, it must be very difficult for students of minority races to become better readers while having little background knowledge and reading about topics which are of little interest. It is a shame that Zonnie did not consider herself to be a good reader because she did not “really read appropriate stuff” although she did enjoy reading poetry by Langston Hughes. (Noll) Zonnie could relate to Hughes’ position as a minority. Daniel choice for reading was a weekly newspaper and the comics. In both accounts, reading was meaningful for them when it related to their worlds.
I believe a key theme of this reading is to celebrate cultural differences. Different cultures cultivate and convey meaning in various ways. Literacy comes in many forms. Ultimately, it is not for us to determine that one race or culture is superior over another. Rather we should recognize the differences and provide opportunities for expression.
Holly Lawson
Comments (4)
Holly,
You have commented on your Noll submission about the low performance of these two American Indian Students. Amen to the fact that our curriculum, tests and most of our books reflect only one culture, white, for the most part. I agree that these students cannot relate to this curriculum so how would we expect their scores to be higher. I guarantee that if we submitted test and curriculum to them from their culture they would be very high performing. We are at fault for their failure.
Posted by candace kee | June 10, 2011 11:14 AM
Posted on June 10, 2011 11:14
Isn’t it ironic that students who have the home support we wish all of our students could have would end up being mediocre students because of deficiencies in the school itself? How could the teachers not see what they are doing to these students? It is no wonder that these students were reticent to share their private thoughts and feelings. It seems that no one listened to them with any sense of caring anyway – until they went home to their own culture, that is.
Posted by Marlee Wright | June 10, 2011 2:28 PM
Posted on June 10, 2011 14:28
Holly,
I too thought how fortunate Zonnie and Daniel were to have such rich literacy support at home that embraced their culture. It also served to help them make sense of their struggle for identity.These are the students that we marvel at in our own classrooms because we know what a difference this makes in the lives of the children that we teach.
Your statement that "reading was meaningful for them when it related to their words"- speaks volumes about the importance of knowing our students and is an important point.Daniel chose comic books as one of his favorite texts and enjoyed writing his own horror story. This reminded me of a reluctant reader and writer that I had this year .After reading an interest inventory and talking with this student and his parents, I discovered his love of comics. I gave him the opportunity to write his own comics and it transformed his attitude towards reading and writing in school. As you rightly said, "we must consider their needs and personal interests".
Posted by Karen Massey-Cerda | June 10, 2011 5:42 PM
Posted on June 10, 2011 17:42
Holly,
What great insights here! I agree that just because "white culture" is considered dominant in our schools (and perhaps western society), that does not mean that tests should reflect monocultural ways of knowing. In so many ways we are *all* multicultural individuals, and I think your post points to that. Well done!
Posted by Dr. Jackson | June 15, 2011 9:38 AM
Posted on June 15, 2011 09:38