RES 5530: Race, Class, and Gender in Literacy Research (Spring 2009)

“There are times in life when the question of knowing if one can think differently than one thinks, and perceive differently than one sees, is absolutely necessary if one is to go on looking and reflecting at all.” Michael Foucault

I think this quote means that being open to thinking differently is necessary for growth. I chose it because it reflects my own beliefs and my experience in this class. The search for new ideas is what learning is all about. It’s why I’m in this masters program! This class has been all about allowing myself the opportunity to look at life situations in a new way. As a result, my perceptions have changed; my awareness of both my own life experience and my appreciation for others has increased.

Our readings and discussions have raised my awareness of how language, race, gender and class affect both the learner and the educator in the classroom. It has been powerful to reflect on my own situated history and see how it influences my beliefs and my teaching. I’ve also learned some important insights from the authors and the commentators (my colleagues) about the experiences of others that will help think differently and become a better teacher.

Delpit and Baker helped me to understand the importance of valuing a student’s home language. Since reading their article about Standard English, I’m less judgmental and actively look for ways to honor and validate their home language in my classroom. Using good children’s literature where my students can both see and hear themselves reflected in the text has led to some amazing classroom discussions. “Hip Hop Poetry with a Beat”, edited by Nikki Giovanni has been one of the best books for validating the language and culture of the African American students in my room. They have enjoyed performing the poems for all of us. I know it was important for me to hear first hand accounts of various experiences in order to really understand and empathize with their life story. My own life story, growing up in Maine was relatively isolated. Although I didn’t learn any prejudices as a child, I just didn’t have any similar experiences. I needed to hear their story so that I could understand their experience.

The Sudanese refugees, the African Caribbean teenagers, Danny, Laurie and Jake helped me to understand the power of telling our story. Students need to feel safe enough in our classrooms that they are willing to take risks with their writing. We give them voice when we show them that we respect their background and give them authentic, meaningful and relevant reasons to write. I’ve been trying to give my students more opportunities to choose what they want to write about as well as making sure that all assignments are relevant and meaningful. As a result, I’ve got to know them better. I have a deeper understanding of their interests, values, and beliefs. It has given me opportunities to connect with them on a personal level where we have learned mutual respect for one another. I respect them and they feel comfortable enough with me to share the truth of their lives.

Seeing the classroom through the eyes of students from so many different backgrounds has helped me to find some common themes. It seems that no matter what race, gender, or class the students came from, they all needed one thing from us as educators: respect. When we try to truly understand who they are and what they need as individuals, we show them that we value and respect them. I’ve been mindful of our readings and discussions during my day. I try to remember that the relationships I form with my students are the foundation for the learning I want to impart. I want to teach the whole child, meeting each of them where they are at socially, emotionally, culturally, economically and academically.

I’ve so enjoyed our “discussions.” I have certainly learned just as much from my colleagues as the “published authors” we’ve read. Reading their stories of how they have built relationships with their students and their families has truly inspired and humbled me. I’ve been impressed by Sarah’s idea of making home visits in an effort to truly get to know her students’ families. Stefani Shaw’s story of her student, Jake, reminded me of the power of parent involvement. It’s a lot of effort but it has great payoff for our kids. Their stories and others have made me question and reflect upon my own thinking and practices.

Perhaps one instance in this class that best reflects Foucault’s quote came after reading Hick’s last chapter. This chapter helped me to reflect on my own situated history. It led me to some important self revelations and changed my thinking about Jake from the previous week. The reading and our discussion helped me to recognize that my background and beliefs have a huge impact on my approach to teaching and how I relate to my students. I’ve learned that I’m harder on the working class students who most closely reflect my own experience, while I have greater empathy for others. I’m grateful for this new awareness. I hope that it will help me stay mindful of my own bias in the future.

This class has challenged me to think differently. Now I look at myself and my students through a new lens. At times I have felt validated that my teaching style is meeting the needs of my students. Other times, the authors have “stepped on my toes” and convicted me to change. I’m thankful for the opportunity to change my thinking and grow as an educator.

Jayne Thompson