“Breaking the Mold”
Daniel and Zonnie were chosen for this qualitative research project to provide a “purposeful sampling” to represent a “rich understanding” of American Indian students in a predominantly white, rural community. They were studied in regards to their use of literacy and the factors that influence their literacy experiences as well as how others interpreted those experiences. Through interviews, observations review of records and schoolwork within multiple settings, this research was conducted over a seven month period.
What is obvious through this study is that Daniel, Zonnie and their families break the stereotypical mold of rural, American Indian families. I am comparing this to commonly held stereotypes in the South in regards to rural, lower socio-economic families; that they don’t care about education; they are ignorant; they won’t amount to much and have no aspirations. Both Daniel and Zonnie were read to by their parents and were provided books through their local library. Their parents supported their education in school and in the traditions of their American Indian culture. These two had support from family, but also faced the same adolescent struggles as most young teens as they try to find their identity in the world. Their struggles are complicated with the issues of being in cultural minority in their community.
What became evident through the study was the realization that literacy is not gaining meaning purely through various forms of oral and written language, but it also includes the “influences of music, dance and art.” Additionally, relationships with friends and family impact the acquisition and expression of literacy and language; who and how books, music, art, and written communication are shared, from traditional cultural stories and drum music to popular forms of music, art and books. All of these influences shape literacy experiences. Daniel and Zonnie built an “understanding of themselves and their world through reading, writing, dance and music.”
What is significant about this study is the awareness of these factors and how they influence adolescent students. To maximize learning in schools, teachers need to take these factors into consideration to plan meaningful activities in literacy lessons. Incorporate what interests them. Daniel and Zonnie both performed better in school when they were allowed to explore the areas that had relevance to them and they expand the areas where their strengths lie; Daniel in his story telling and writing and Zonnie in her poetry and music. People seek ways to express themselves through many different ways: literacy, art, music, crafts, sports,… Teachers need to be able to open the door for students to journey through experiences while recognizing where the student is coming from and not holding to preconceived ideas about diverse students.
Susan Hines
Comments (1)
Susan, it is geniunely eye opening when teachers provided opportunities for students to learn from various literacy experiences in the classroom how they grow. We must break the mold in thinking about how language is acquired and what influcences our student's literacy experiences. Adolescents do need those opportunities to explore themselves and working with them for years its more important than ever. Rather than identifying themselves through television, music, and peer pressure, students need to find themselves through journaling. I have begun journaling with my students the past several years and it's amazing how much they look forward to getting their journals back with my responses. It can be a safe place for them. For others they detest writing and it takes time for them to warm up to allowing themselves to feel freedom journaling. Adolescents often can't express in words how they feel at times. Students need security and comfort; through various creative modes, they often can express their understanding and connections to literature and the world. It is amazing what they will share when you are willing to listen. This year I devoted more time than ever to creating parnter poems, skits, sketching responses, and allowing more creative modes of expression. It was rewarding and worth it, butI think as teachers is hard sometimes to find the time to allow them to work on things that don't fit the testing mold. We are so driven by testing at schools we aren't teaching "the whole child." Unfortunately, our adminstrators doesn't always see those things worthy of our instructional time as productive literacy lessons. As teachers, we must faciliate their expression of ideas and through the various ways you've mentioned I've seen students who rarely find success thrive. We need the people in charge to see the bigger picture of how these children learn and succeed. I love that final sentence you wrote. I agree whole heartedly and hope that I can continue to open that door for my students to journey through and teach the appreciation of that diversity rather than the judgment of it. How do we as teachers elminate those biases in society? We must teach more empathy and provide understanding of diverse cultures, languages, and ideas.
Posted by Amy Hardister | June 17, 2010 12:09 PM
Posted on June 17, 2010 12:09