It was interesting, after reading these two chapters and listening to the podcast, to think of the other readings we have done with Hicks’ beliefs in mind. It appears that Daniel and Zonnie, the American Indians in the Noll article, were very much the produce of their Native American culture. Despite having parents who supported the students in their attempts in school, they were not as successful as they could have been, perhaps because their cultural literacies were not valued in the school setting. The Black students and the African Caribbean students in the Staples and Henry articles and Lamont Carey, were, likewise, not successful in school, and again, I believe, their cultural “ways” were not accepted in school. Their home discourses, their “language practices, ways of acting, values, and beliefs” (Hicks, p. 20) were not compatible with school literacies, and therefore these students had a strong sense of being disconnected with the world of education. None of these students had become skillful at shifting between cultures – hybrid ways, as Dr. Hicks described it, nor did it appear that the schools recognized and valued their discourses. On the other hand, the Lost Boys, from the Perry article, were able to successfully make the shift, and, as a result, they flourished in school even as they maintained their cultural identities. They were even able to use their literacy skills to share their culture and their experiences with the world. I have to wonder what made the experiences of the Lost Boys so different from the other students about whom we have read, what caused them to be able to function comfortably in both worlds.
At one point in my teaching career I taught in a small town where most of the parents worked in a furniture factory. Many of those parents were very distrustful of the school system because of negative experiences they had with schools in their childhood. Their feelings and attitudes came across loud and clear to me when we talked – and I can only imagine what their children grew up hearing about schools. As I read these chapters, I began to wonder if their experiences were the result of conflicting discourses, with a lack of acceptance of their home culture in the school setting. If their school experiences are repeated with their children’s schools, it makes sense that this becomes a cycle...so how do we break the cycle? It seems clear to me that it is crucial that educators get to know their students, that we learn about their home lives and community, and that we work with our students as they come to us. Only in that way can we break the cycle that holds so many students back.
Marlee Wright
Comments (8)
Thanks for sharing your experience about teaching in the small town. It just further proves how important it is to get to know your students. Not just the students you see in the school setting, but the kids they are when they are outside the walls of the school as well. Breaking the cycle that you talk about is crucial for helping so many children succeed in school. If we are able to become familiar with the complete identities of our students, get them to trust and respect us while giving them our trust and respect (especially of their home lives, customs and “mother tongues”) in return, maybe that will serve as the first step.
Posted by Kim Strzelecki | June 21, 2011 10:39 PM
Posted on June 21, 2011 22:39
I also wonder how the men from Sudan, "The Lost Boys", were able to shift from their cultural influences to excel in education. They viewed education as a tool to enhance their cultural identity where many of our students seem to be fighting it. They saw the importance of their school discourse and worked hard to be successful. Maybe it is less confusing because they do not go home after school to a discourse that contradicts their school culture. They are surrounded by Americans who want to help make their life better and to spread the word for their mission to help other Sudanese people.
Posted by Michelle Carlson | June 22, 2011 1:04 PM
Posted on June 22, 2011 13:04
Marlee,
You bring up an interesting comparison with the lost boys and how their shift seemed smoother.I think their greatest shift was being forced to move countries and all the different discourses that come with that. They also had a strong need which could not be denied,to preserve, through their literacies the stories they would no longer be told in their cultural community. Maybe because it was a world wide issue that educators were very aware of and they went the extra mile for these young men.I wondered if it was also in part because they were older and more assured of who they were, or perhaps it was also because of their need to activate change on such a political issue?
Posted by Karen Massey-Cerda | June 22, 2011 3:03 PM
Posted on June 22, 2011 15:03
Marlee,
I like the point that you made about the parents being distrustful of school because of their own negative school experiences. I have found that when parents have had negative experiences in school, we have to work three times as hard to convince them that we value their children and truly want what is best for them. I think that if they felt unworthy at school, then they just expect that their children will be perceived in the same way. It is an enormous task for us to break this cycle, but as you said, we have to find a way in order to ensure success for these students.
Posted by Leslie Rothenberger | June 22, 2011 8:34 PM
Posted on June 22, 2011 20:34
Marlee,
I also thought of my students from previous years while reading. Especially the students from families who made it clear that other things were more important than school. I also felt as if these parents had a clear distrust of the school system because of their own negative experiences. To me, this is why is to so beneficial when schools provide numerous opportunities for parents to be involved in their child’s formal education. When schools host nights for parents to come in and participate in activities that will not only benefit the child but also the parent is important. Teachers must be sensitive to each family’s background to help keep the lines of communication open. Allowing the parent to feel comfortable in the school setting may help them to develop a more positive outlook on their child’s education.
Posted by Stacy Durham | June 22, 2011 9:11 PM
Posted on June 22, 2011 21:11
When thinking of your comparison of the Lost Boys to other students we've read about in this course, I thought that perhaps age made a difference in their ability to adapt. My impression was that many of the Lost Boys discussed in the article were attending college. Maybe this difference in age allowed them to be more confident in themselves, causing them to be better able to adapt to the new surroundings.
I like how you pointed out that we need to learn about and respect our students' home lives. That is the only way that we will get all parents on board with education. If parents feel that they are being pushed away, they will push back. If we welcome what they have to offer, I think we will be pleased with the support we receive in turn.
Posted by Andrea Schlobohm | June 22, 2011 10:11 PM
Posted on June 22, 2011 22:11
Marlee-
I agree there are many similarities between Hicks’ viewpoints and the student examples we have previously read. I also wonder what factors made the difference for “The Lost Boys.” Was it the elders’ examples and stories that served as the foundation and motivation? Was it the opportunity of being in a new country with a fresh start? Or was it just the individuals themselves?
Family members previous experiences can and do influence not only students discourse but how they approach the school environment as well. I find it to be an even more challenging situation than usual to communicate with parents about their children when they have not had positive experiences themselves. Telling parents something they may not want to hear is one of my least favorite aspects of the job. It is only made worse by past experiences that have been less than favorable but making a positive connection early on can make the difference.
Posted by Ruth Ann Timmons | June 22, 2011 10:40 PM
Posted on June 22, 2011 22:40
Very smart connections and critique, Marlee! Your insights about your former teaching in a rural place is right in line with what Hicks argues about discourse, community, and learning. Well done!
Posted by Dr. Jackson | June 23, 2011 10:01 AM
Posted on June 23, 2011 10:01