Throughout the book thus far, I have personally connected with Hicks. In this chapter, she talks about her “Bible Belt” raisin’. Like her, I was reared in an environment where being bad would spiral into a world of sin, and inevitably Hell. Also, like Bell Hooks mentioned in her memoir, I had a personal struggle with my want to form a new identity, while at the same time my need to still fit in. I realized from a pretty young age that I wanted “bigger” things. I wanted to explore, and find out about the world through my own experiences. It was not that my parents specifically discouraged this, but my “church” environment (specifically) did not promote it. Even today, it is more common for a rural southern woman in her early twenties to be married with children than not. This is one cultural norm that I believe distinguishes southern women from those above the Mason Dixon. It is not that I think that these women are making poor choices, but I don’t think that it should be considered “abnormal” that a woman who is 25 is not married.
Janet Frame’s writing regarding her childhood experiences with literature also reminded me of myself. In an attempt to live beyond the world around me, I chose adventure and fantasy stories that I placed myself in. Growing up in a home with three other female siblings, it was not difficult to find others to share these experiences with. Looking back, it seems as if our summers were full of all kinds of adventures--archeological digs for treasure, princesses trapped in the woods forced to survive on our own, pirates on a magnificent river (really, just a small creek that ran through the woods behind our house), and gymnasts, bike riders, and dancers performing at the Olympics.
Before taking this course, and reading Hooks’ book, I never really considered the effect of my childhood literacy practices on the outcome of my life. Now, I can also see how my experiences also affect my teaching. One quote at the end of the chapter summarizes this: “We read students’ lives in ways that draw on our own histories as learners.” I can clearly see how my literacy experiences from my youth are reflected in my teaching practices. How I learned and experiences best is how I expect my kids to. I really enjoyed this chapter, and I look forward to reading the remainder of the book.
Heather Coe
Comments (5)
I enjoyed this chapter as well. I think the word CONNECTION is etched all through it. I teach to attempt to build connection, community between us as learners as well as with the material we are studying. I think perhaps the reason connection is so important is because it is a continuous thread in my being. I was created to connect, perhaps what is central to us influences our histories the most. I am constantly finding connections with new people, new lesson ideas, new thoughts this blog presents, etc...
I grew up in the North with a emphasis on church, but yet not the rigidity of the Southern Bible Belt. The role of the woman was defined by much more independence and self assuredness than in this region. It is so interesting to me. I did not get married until I was 25, and felt no pressure to do so. May our generations offer freedom from what our societal regions may deem acceptable. May you pursue your passions Heather!!
Posted by stefoni shaw | April 4, 2009 8:12 PM
Posted on April 4, 2009 20:12
I have just read several posts and so many of us grew up like Hicks, in the Bible belt. We all felt this threatening that if we were not good, we would end up in Hell. Did our parents use that to get our good behavior or did we come to that conclusion after listening to everyone around us? I think that is such a horrible psychological effect.
I, too, wanted to get out and explore. I never thought about whether or not the church encouraged that. My mom did not, but she was just scared for me. I still have this feeling deep down no matter what church I attend, that I just never fit in. I need a new discourse!
Ashley Catlett
Posted by Ashley Catlett | April 4, 2009 8:26 PM
Posted on April 4, 2009 20:26
Heather, I really enjoyed your response to the reading and how it connected with your own life. I know exactly what you mean about the Bible Belt and adventures. Then, I also liked Stefoni's response to your post. Connection was the word etched throughout the chapter. I have done a lot of building relationships and making connections in my own classroom. I have talked to students about their lives, read aloud books, learned their language, and simply listened to their stories after telling my own. Connection is the thread that holds every classroom together.
Posted by Brittany Guy | April 6, 2009 9:08 PM
Posted on April 6, 2009 21:08
I always like reading about the way people feel the text relates to their life. Almost every week someone connects the information to the way they have grown up with books, or the environment they have grown up in. I think this is what students do, or we should try to allow them to do if they do not because I think it is an important part of connecting to literature. Think about how the authors described how they escape from their worlds through literature, I would feel great if I led a student to escaping their life through literature regardless of their home situation (whether it is pleasant or unpleasant we all need somewhere to escape)
Posted by Elizabeth Griffin | April 6, 2009 9:45 PM
Posted on April 6, 2009 21:45
Your entire first paragraph is all about discourse -- I love it! (And I agree with Ashley -- some days I think I need a new discourse too.)
I was intrigued by this statement of yours:
How I learned and experiences best is how I expect my kids to.
I'm wondering if you think that is something positive or negative in your teaching?
Posted by Alecia Jackson | April 8, 2009 10:22 PM
Posted on April 8, 2009 22:22