RE_5539

Overview – Chapter One
The overview brought some questions to my mind about Jake and Laurie’s educational histories. I wondered if they will be similar to my own. I was raised in a rural farming community in Michigan. Growing up, I never considered my class. Thinking back now, I do feel that my life was sheltered, and I was very shy. I do believe that my shyness did affect my educational performance.

My parents did value education and expected me and my sisters to do our best, but the expectation to go to college was not present. We were not discouraged from going to college. We just did not talk about it. When I decided to go college my parents did help me financially. My dad was very good with money and made sure he had enough set aside for me to go. It’s really odd because I never felt like were poor or working class. I am not sure how I would categorize my economic class growing up. In my elementary school, everyone was about the same. I guess we don’t categorize ourselves; other people do that for us.

While in college, I met many people from all over the country. One summer I decided I needed to take a trip and see something new. I wanted to visit my uncle in California. He drove to Michigan and I decided I was going back with him. Everything was in place except for my dad’s reaction to my desire. He would not have anything do with it. He told me if I went to California, I could pay for my own college. I said okay and I went. From then, I arranged student loans, so I would not have to ask for help. Later, I decided to go to Japan for year long academic work study program. I remember my dad saying that I would not learn anything and I just wanted to say I’d been to Japan. When it came time for me to leave he gave $600.00 in spending money, and my mom made plans to visit me while I was in Japan. Now I am wondering, did I grow-up in a working class family or middle class family? How could a working class family afford a plane ticket to Japan? I looked up the definition of working class. I definitely grew-up working class.

Chapter Two
In Chapter one, Deborah Hicks describes a situation between Lee Ann and Jake that involves them playing with a box. The play gets out-of-hand when Lee Ann gets hurt and she starts calling Jake a “chicken”. The way the mom and the “mom mom” respond is labeled as a working class response. I do not know that I think one case study or even two case studies can be extrapolated to all working class families. I know many working class families that would not have handled the situation in that way. The text further states, “The ways with words (Heath, 1983) voiced by Jake, Lee Ann, and their mom and mom-mom reflect the working-class practices and values of the community of which they lived.” I am sorry; so far I am not buying this. You can not follow one or two families and say that this is a reflection of their values based on their class and community. How can someone state that one family can reflect the values of the community? I came from a working class family and, my mother would not have handled the situation in that manner nor would my grandmother. I do not think we would have been allowed to play in that manner. Is money the determining factor of class? On page twenty-one Jake is described as engaging in a “macho discourse”. There are plenty of examples in every class where men and boys portray a “macho discourse”. On the other hand, I have met many poor families where the children and parents were very sensitive and well mannered.

As I read further I am beginning to understand, I think, that cultural literacy researchers have one school of thought and critical psychologists and critical literacy researchers have another school of thought, but I still disagree with the idea that working class children identify themselves as “failures”. It is society who does that for them. I do not understand the following, “Children and teachers together can contest and transform the relations that position children as “failures” because they voice and enact working-class identities and values, or Black identities and values.” Again I believe it is society that deems them unworthy. Is this the point the author is trying to make?

On page 33 the first paragraph is about the “smallness of power” and how it is, “lived by women, girls, Blacks, and working-class people” This is true of all non-White males. All other minority groups are struggling for power at this present time. This is a time where I believe we have to be very careful. Our rights are at risk and there is an opportunity for real change, if people have the courage to allow it to happen. I am alluding to our 2008 election year. I do not think it is out of line to talk about it as we are talking about feminist activism and the powerless. When children see people of their race, gender or even orientation in positions of power, it is going to give them new goals and opportunities to reach for. Historically, we are in interesting times. There could be great discussion in the classroom, and yes differing opinions among children could be a problem especially when students discuss these ideas with their parents, but that is no reason to not have a discussion. It is time to validate all people. When I say this I include everyone from the poor to all races and those whose sexual orientation differs from that of those in power. There should no place for intolerance. When people feel accepted, they are more open to learn. It is creating that environment that can be difficult. I guess that is where critical literacy comes into practice.