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

Critique is understood as an interrogation of the terms by which life is constrained
in order to open up the possibility of different modes of living;
in other words, not to celebrate difference as such
but to establish more inclusive conditions
for sheltering and maintaining life that resist models of assimilation.
-Judith Butler

This semester has been one of extensive self-reflection. Not only have I learned a great deal about various cultures and discourses, but my own perceptions of myself and others have also shifted. Day one of this course marked the beginning of my transformation; however, the end of the semester will not be the end of my conversion. The quote by Judith Butler summarizes my learning experiences thus far. I believe that her statement describes the ideal world--one that is ever-evolving, and contains no “status quo.” We should never accept the constraints of society in an attempt to assimilate. Rather we should maintain our character and identities in an attempt to improve the world around us. My job as an educator is to foster this same idea of personal growth in each and every child that I teach. If we are ever going to be a “salad bowl” nation, this idea of a protective model of civilization must be accepted and adhered.
From the very first essay that I read by Judith Baker, I knew that this course was going to be “different.” Rather than reading and regurgitating for a test, I was going to have to read, internalize, and process (very high on Bloom’s taxonomy I might add). Soon after I read about Baker’s idea of “trilingualism” and multiple discourses, I began to notice it in my classes. Not only did I observe it, but I also encouraged it more. My English Language Learners began to see “Buen Hecho!” on their papers as opposed to “Good Work.” Our classes recently engaged in debates regarding proper discourse (yes, I explained to them, on a very basic level, what it meant). This tied in nicely when studying various cultures around the world, and how certain groups of people are discriminated against because of their discourses. We even talked about their parents--many of whom barely speak English, and the prejudice that they face. After reading about the emphasis that Hick’s places on connecting the child’s home life to the curriculum, I felt that it was necessary to extend the debate to include their own parents.
A constant theme that I believe was reiterated throughout several of the pieces was the need for global children. Chapter ten of The Skin that we Speak suggests that our children should be exposed to multiple languages. Not only will this make them more intelligent, but also more tolerant. Next year, I think that I will do a simplified language study with my seventh graders. Using the various countries of Asia and Africa, I want to talk about word origins, and study how some languages have been used to hold some groups back (some still do). Through this study, I hope that kids will learn to appreciate their own language, as well as others. At the same time, they are reflecting on social issues, a point that Moller and Allen suggests is imperative. My ultimate goal for these “world citizens” is to provide a neutral environment for them to learn about the world. With new Skype technology in our school, I hope to connect with various schools across the state, country, and world. In my opinion, there is no better way for the students to “critique” the world.
The readings have also forced me to reevaluate my method of giving assignments. Each and every time that I pass out a project, I hope that I think about Kay, and her quest to find a voice. Since reading about Kay’s writing journey, I have begun to give options for most work that I assign. One thing that I have learned this semester is that every person is different; therefore, we should not assume that all children learn the same way. If we, as teachers, are to truly nurture their personal growth, we have to make adjustments to accommodate their learning style. To take this one step further, state governments who dictate curriculum need to understand this as well. Teachers, alone, cannot change the education world. As long as our state continues to view all students as one body, never fully “critiquing” society, things will not change. Since I began this course, I have begun to solicit support from various teachers in my community to begin a letter-writing campaign to the state government presenting them with many of the ideas regarding multiple discourses and the various approaches that children take in order to learn. I finally realized that teachers can complain in lounges, offices, and classrooms all that they want, but until they put that verbal exchange into action, it is to no avail.
If the first half of the semester helped me to understand multiple discourses, and that various types of learners exist out there, the second half helped me to understand exactly what “discourse” entails, and why certain children behave the way that they do. For example, the idea that a child from a working class background will act out at school makes perfect sense to me now. Of course, they feel threatened. At home, they have mastered their discourse and have power; however, at school, they are not comfortable and often shut down. It also explains why children do not want abandon their peer groups. Often, this is their only comfort zone at school. Also, as Bell Hooks explains, many of these children want to explore areas beyond their comfort discourse, but are afraid that this will affect their place in their home environment. Utilizing these resources, I have slowly started to understand my children for who they are. Without even realizing it, I have begun to have more patience with students that I may have dismissed before. I truly want to understand their discourses.
As a person (not a teacher), this course has allowed me to examine myself. I now understand how my past has shaped and formed the person that I am today. As a southern woman, like Hicks, I grew up within a unique discourse. I had a wonderful childhood, oblivious to any thought that my family was different from any other. However, I quickly learned that being southern can produce a negative stigma in the minds of others. Therefore, throughout my teenage years, I fought vigorously against all things southern; however, as I began to grow up, I realized how truly special my culture was. I came to understand that I added something special to the world, and I should not adapt my way of life in an attempt to assimilate. Although many aspects of my life are different from those of my family, my home discourse is internalized, and will forever be a part of who I am.
Finally, in the ending pages by Hicks, I began to realize that as a teacher I have to walk a thin line. Not only do I have to assert myself in the classroom, but I also have to place myself at the children’s level to truly understand them. As teachers we can never accept a situation for face value, or get “stuck in our ways.” In order to shelter various discourses, we must tend to them much like we would a new flower. As the reading suggests, we have to get out of our comfort zones to reach the children. My visual goal for my classroom is now a large flower bed--full of shrubs, evergreens, perennials, and annuals. Even though each of them requires unique attention, with my individualized help, they will uniquely bloom to form a beautiful masterpiece. As Judith Baker suggests, it is my responsibility to “open up the possibility of different modes of living.”

Heather Coe