RES 5535: Race, Class, and Gender in Literacy Research (summer 2009)

Research can be interesting!
I learned a lot more about how research papers are conducted, I am not looking forward to writing one this involved. Both Henry and Noll chose unique populations to write about, I was very interested to the point I had to read all the way through before I stopped. I must admit I don't agree with all of the prejudice talk, I feel this word is used to much for any type of problem.
I see recurring concepts of the reluctant writer, participant in all of the articles we've read, until Noll. I hear the same excuses, “Do we have to do this?” “I don't have a pen?” etc. (Henry). I agree the problems run deeper than most people want to admit but as teachers we must address the needs of the child first, understand where they are coming from (not make excuses for them), and motivate them. I would like to have the time to dedicate to this, it would be a great after school “club” to let down their guard and be themselves, talk in whatever relaxed language they choose and listen in to what their concerns are, not necessarily school related. Page 246 (Henry) is a good example, talking about boyfriends and their parents expectations, society's expectations. Everyone benefits because they learn from their peers, and we could put some questions out there for them to contemplate upon. I believe very strongly that any club should be for anyone who wants to join in, alternating weeks perhaps for girls/boys and boys and girls separately. The interactions and independent actions would be a great study.
We are all important as is our heritage, I wish we could concentrate on how we are the same not how different. On page 234 it states that naming issues critical to their own lives gave them voice, I agree, our students' perspective of their life and history is an essential part of who they are and we must encourage their journey into that history, as long as it is not denying anyone else their identity. “Colonial literacy model” = “literacy for stupidification” is so true (Macedo 1993 p 204), I am happy to see history books being rewritten including various ethnic groups, class, and some women. It probably will not be in my lifetime that they include the influence women had on these events.
Page 235 mentions middle school is a critical time for intervention, I think the earlier the better, they are street smart etc. by third grade. The quote from Talking Back mentions again, all students in the class should have a chance to communicate their needs to the teacher, I see this in every article, I wish every teacher would act on this early in the year, include the families. I started our school program of visiting the neighborhoods years ago, it does break down barriers.
In the Noll article a good point is made on p 206 “what constitutes literacy and who possesses it?” I would like to get locally developed materials for the students literature classes as suggested by Begay, Dick, Estell, Estell, & McCarty, 1995, but where and how? I agree it would make a difference in students scores if they were reading about their world. I had to laugh at the mention of an after-school club on p 210, I thought of that when I read a previous article. Depending on my workload for Grad school I might take that on next year. I hope I will be as open minded as Noll, when she says she had to change her definition of literacy (p210), as I take on new research. Daniel wrote but reluctantly, and then misplaced his work, this tells me he is resisting “our” education system. His Indian education of dancing, singing and drumming are a higher priority. On the other hand I saw more promise of Zonnie succeeding because she did her “work” for school, but put her heart into her writing for herself. She realized this was a way she could immortalize herself and what was important to her, family and friends. Both subjects were proud of their heritage but Daniel wanted it his way and was doing poorly in school due to outside interests. They were both fortunate that someone set and example for them at an early age that reading was important. On page 223 Noll, a “bad way” of responding to her poetry would be trying to “fix problems and mix around words” is a good reminder to me not to try to fix everything, it takes away ownership of the piece.
Again the final thought is we must prepare all students for the global society we all live in and must therefore become productive members. I revised this so many times... sorry it is still long.
Grandma Cunningham