I liked how Hicks artfully connected memoirs of others to her own stories, and then led into Laurie's history. She points out that all children come to be readers in a specific location (class, race) and with specific people. It is those relationships and how children choose to react that determines literacy.
For Frame and for Hicks, living and reading came together. For Laurie, however, this doesn't seem to be the case. Even though Hicks considered school to be work, reading didn't have to be work because it fueled her imagination. Laurie had a close relationship with her mother and chose "domesticity" over academics. Romance was a real possibility to her. For Hicks, she had some of the same influences and experiences as Laurie, but reacted differently. She took the academic route. Wow!! The child's choice and reaction changes everything. How can we as teachers affect this choice??
I underlined the quote on page 50: Girls' identities are shaped by "their love for their mothers, their mothers' desires... and social class standing." My mother is not a college grad. I always thought of her as not very smart. I always wanted to get As in school and prove to her that I could be successful in ways I thought she was not. How much of my overachievement is tied to my relationship with her? Could I have been unsuccessful in literacy had I made different choices? Do I look down on Laurie for her desire to be like her mother?
I think this chapter needs another good reading for me to absorb the possible implications for my life.
Ashley Catlett
Comments (3)
I also liked how Hicks used the memoirs of others and herself to lead into Laurie's story. It reminded me of the importance of background knowledge and how it can put things into context.
Like your mom, my mom never went to school. However, I always thought she was extremely smart. For some reason I never thought I could be as smart as my mom. I always wanted to be as smart as her so I worked hard in school to make the grades, unlike my brother who didn't have to left a finger to make an A. My mom never had the opportunity to go to college so one of my goals was to go to school and somewhat pursue the goals that she never could.
It is amazing to realize the impact so many things can have on a child's life without even realizing it.
Posted by Amy Spade | April 2, 2009 4:12 PM
Posted on April 2, 2009 16:12
It is good to be reminded that students do have choices to make in the process of literacy learning. While that notion may serve some teachers by relieving them of a little of the responsibility to produce readers, it may also be even more convicting to others to think of the importance of the teacher in affecting the choices of students. If I have not given my students authentic reasons to become literate, then why would they choose this path that requires hard work? Maybe the key is helping the student identify what she wants out of life and then convincing her that literacy is critical to reaping fully the benefit of that accomplishment. While a student may want to choose "domesticity" the harsh reality of life is that bills must be paid and groceries must be bought. Even if that young girl gets to be a domestic goddess (whatever that is), she will still need to be literate.
There are so many times I would like to make choices for students. However, that is not possible. Instead, I have to be sure that I will not be a reason a child will be "turned off" to reading. That is the choice I must make.
Posted by Lisa Rasey | April 5, 2009 11:09 PM
Posted on April 5, 2009 23:09
I think your question about the role of teachers in this particular situation with Laurie is a good one. I think about that same question a lot, because I identify more with Hicks; I took the same route. Like you, I wanted to be different from my mom, so I made different choices. I think it's hard to try to influence children whose role models are their parents.
I think about this chapter a lot, too, Ashley!
Posted by Alecia Jackson | April 8, 2009 9:32 PM
Posted on April 8, 2009 21:32