There's no doubt whatsoever that I find Deborah Hicks' research very interesting. In fact, it's something that I will continue to do more research and reading on myself: How DOES class affect our construction of meaning in the school's literacy discourse? This subject is without a doubt research-worthy. I did, however, have a very difficult time with her flowery use of language. I don't mean this to be an insult; it's just my reality.
Now, as I try to construct meaning of what I've read thus far about her research, I understand that she's trying to understand where students are coming from, their language histories, and how this affects their ability to construct meaning in their literacy practices at school. I think she also is concerned that many children are so enmeshed in their literacy cultures of home that they are unable to make profitable meaning of the literacy exposures at school.
To me, this all stems back to all of the readings we've done thus far: children must be affirmed with concern to their home language, literacy, and culture in order to move forward in their education. In relation to this, I do know that when humans feel threatened in any way--even by a teacher's dissaproval in the classroom--there is a place in our frontal lobe (I believe it's frontal lobe) that shuts down and prevents learning from taking place. How many times have I offended students in a way that "threatened" their security by correcting their cultural use of the English language? I'm sure I probably can't count. I thought I was doing what I was supposed to do as their teacher.
Now, on the note of autonomous mastery: I do believe that students autonomously construct meaning about countless things every day. Autonomous "mastery," however, is a totally different ballgame. I don't believe anyone--unless they've been a hermit all their lives--can even possibly autonomously master anything because as a culture, we're always interweaving bits and pieces--even if subconsiously--of life for the construction of understanding and meaning. I don't know that mastery is achieved here on earth. I just don't believe that as imperfect beings we can know all that must be known for true mastery of anything.
Erin Farrington
Comments (5)
I am with you on wanting to know more about how class influences literacy. I think I would be interested on reading more about this subject as well. I also really liked your statement that children must be affirmed of their home languages, literacy, and culture in order to move on with their own educations. I think that if students know they can embrace their differences instead of feeling ashamed of them like most young children do, they will begin to grow academically with leaps and bounds.
Posted by Erica Spicer | June 23, 2009 10:57 AM
Posted on June 23, 2009 10:57
I felt very confused as I read these chapters, especially the first one and you are right that the language is hard to decipher, at least for me it was. I agree that children have to be accepted for who they are and what they bring to our classrooms, and I don't think there are many teachers out there who would on purpose try to humiliate a child or even make him/her feel ashamed about themselves because of their culture, but we probably do it without meaning to as you stated. It is difficult to be aware and knowledgeable of all the cultural histories when you have diverse classes like we do at my school. I have so many kids who are from different countries (as lots of you guys do too) and I don't always know what their heritage is or what they may find offending because I am simply not familiar with their culture. I would love to know how to perfectly meet the needs of each one of my kids, but it is soooooo hard to do that when there are so many with needs to meet. They each come with their own set of issues and it is difficult to find out what those are and then try to meet them with limited time and resources. I do agree that if the children do not feel accepted for who they are, and comfortable in our classes, then nothing else we say or do will matter.
Lorie Hedrick
Posted by Lorie Hedrick | June 23, 2009 3:04 PM
Posted on June 23, 2009 15:04
I agree that we have to accept our children for who they are. They know when all we are doing is talking about loving and accepting them. They can feel when they are accepted and loved.
They come to us from so many amazing backgrounds and can teach us as many things as we teach them. We must approach each child with an open heart and an open mind.
Posted by Caroline Walker | June 23, 2009 3:48 PM
Posted on June 23, 2009 15:48
Erin,
Your post made me think of an opposing viewpoint to what everyone is writing. Suppose the child comes from a home less than ideal, one that doesn't place a high value on education, or even on literate practices in the home. Unless the child is exposed to other environments, like school or perhaps a caring mentor to show other discourses, that child is doomed to live the life of his parents. Not that that is a bad thing, but everyone deserves choices, and to choose one's own way in the world. I came from a working class family. My mother worked nights. I babysat all the time. Nights, weekends, and summers. For free. Always with the promise of pay that never materialized; my mother always spent it somewhere else. I was trapped. I didn't have a car, a chance to go to school, didn't have the support of my own parents. I left when I was 17 and I'm not bragging when I say I am the first in my family to graduate college, never asked or received anything from anyone, and seem to be the happiest and most stable of all the kids in my family's generation. I got out of a big mess, and with hard work and determination, other kids can too.
Posted by Annie Croon | June 23, 2009 9:34 PM
Posted on June 23, 2009 21:34
I think as teachers just the Hicks it is important for us to understand how class can affect a child's learning. If we do not learn about their home life and what they are being exposed to then how are we supposed to understand their actions and try to teach them the best way we can to prepare them for success not failure in the real world? This article made me open my eyes to what our student's may go through in their home lives. Maybe they aren't excited about school because their parent's do not show interest in the work and projects these students bring home. Maybe their parent's talk negatively about their teacher in front of them, that shows the student that they do not have to respect their teacher. When we think about our children in our classrooms it is very important to take these things into account or we will not be doing our job to the best of our ability.
Posted by Megan Machuga | June 24, 2009 12:15 AM
Posted on June 24, 2009 00:15