Common Threads
I think the main common thread between these two articles is the trusting relationship each teacher/researcher developed with the students involved in their research. I think it was only through those relationships that the growth and realizations of these students were possible.
I also Nadia’s quote was very revealing about what was gained through using small group meetings as a means of research and instruction. She said, “…nobody is different from…It’s good to work in group…because you get more understanding than if you work by yourself.” Working in a group as they did, it gave the girls a sense of belonging. It helped them open up about themselves and find “their voice” though interaction with others.
As mentioned in the article, I can see how research could show that school teaches students to “…defer to the teacher and the authority of the text.” The author discussed that her group had to “unlearn’ these behaviors, teaching them that their thoughts and opinions were valid, even if they were different from those of the teacher, the text, or other individuals. I think this is an important point. We do not (at least I do not) do enough to empower my students.
In the second article, Hustle and Flow, the term ‘re-author’ was introduced. I found this to be an interesting term for a familiar concept of finding or re-defining oneself. I think re-author is a great name for re-writing who you are, changing the direction of your life. The carry-over of peer engagements in the regular classroom was a great bonus, and would be worth looking at closer in additional research.
Marcia Smith
Comments (2)
Marcia,
Your introduction to your post really nailed one of the most important things that I took away from these articles without even realizing it, “I think the main common thread between these two articles is the trusting relationship each teacher/researcher developed with the students involved in their research. I think it was only through those relationships that the growth and realizations of these students were possible.” It is interesting that I was feeling the same thing, but you were able to verbalize it in a way that I could not. I like it.
William Byland
Posted by William Byland | June 14, 2010 7:50 PM
Posted on June 14, 2010 19:50
Marcia, you did a great job stating that. I agree that is the most important connection between the two case studies. I don't think students realize how much they can learn from each other through those types of discussions until they see it in action. But first they have to unlearn that the teacher and the text is the authority. THat is challenging. During a class where I attempted to get my students to lead the discussion, they just looked back at me. Eventually though, they were leading the discussion and presenting their ideas. I was so impressed. In this collaborative class, my EC students shocked me with how they bounced ideas off of each other and reflected on what each other had to say. It was the best experience I've had teaching. It felt so good to hear their ideas. It is challenging to empower our students, and it definitely took some training for me to relent and give up my authoritative post as leader. I never have felt so successful as a teacher as I did when allowing them to question the author. THis is very similar to re-authoring. :)
Posted by Amy Hardister | July 2, 2010 12:01 AM
Posted on July 2, 2010 00:01