Text of pleasure: the text that contents, fills, grants euphoria; the text that comes from culture and does not break with it, is linked to a comfortable practice of reading.
Text of bliss: the text that imposes a state of loss, the text that discomforts, unsettles the reader’s historical cultural, psychological assumptions, the consistency of his [sic] tastes, values, memories, brings to a crisis his [sic] relation with language.
Roland Barthes
After reading and reflecting on the three quotes, I believe that Roland Barthes’ quote best represents the conclusion I have drawn based on my learning in this class. Before starting the class, his statement meant little to me; I didn’t understand his point or perspective. Now it offers such clarity into the complex world of literacy learning and the interconnected influences that construct it.
To me, Barthes statement articulates the importance of both kinds of texts, both being good for the reader as he uses the words ‘pleasure’ and ‘bliss.’ The text of pleasure is enjoyable, not deviating from the known and accepted, whereas the text of bliss is more valuable and worthy of being read because it challenges, causing the reader to question values, form opinions, and think in new terms.
Concerning these two types of texts, I feel that this class required me to read texts of bliss. The articles and the studies assigned presented new information and ideas, and cultural values that often differed from my own. For example, the text of bliss that had the most profound impact on me was "No Kinda Sense." Its focus on code-switching really had me thinking about solutions to the discrepancies between home, school, and culture. As a result of the research studies, I had to think, understand, question, and evaluate what I read. I had to adjust my prior knowledge to incorporate new understanding.
As I reflect on my learning, what I find to be most meaningful and influential are the recurring themes of culture, socialization, and literacy learning. The information is especially meaningful in Hicks‘, Dowdy‘s, and Delpit’s work (texts of bliss), as it provided so much evidence that literacy is not just something out there existing apart from other entities. Rather, literacy is learned and shaped from birth by those around us. Knowing this information allows and demands me as a teacher to get to know the students and the families that attend my school. I need to become familiar with their beliefs, values, and expectations. I must form relationships and make connections with them. To do so, fosters the path for students’ success. To ignore, causes barriers of misunderstanding and prejudices.
From beginning to end, this course challenged my assumptions and understandings of literacy learning. Although raised and accustomed to a middle-class discourse, I’ve spent my teaching career in a Title 1, Equity-plus elementary school in which students face difficult financial situations and home lives. I thought I had a respectable amount of insight into their lives. However, I realized how much I didn’t know when reading and discussing issues and trends regarding race, class, and gender in the texts. I didn’t know about different discourses and code-switching. I didn’t know socialization is directly related to literacy learning. I didn’t know literacies besides reading and writing could be so interesting and motivational to students who struggle with traditional forms of literacy. Consequently, I anticipate using my learning to positively impact my students. Frequent interaction-meetings, phone calls-will be a part of my plan at the beginning of the year. I hope to implement reader’s and writer’s workshops in order to meet the students’ needs. I want to engage the students in real conversation through storytelling and/or writing so that I can learn what is interesting and motivating to them. I want expose the students to texts of pleasure as well as text of bliss so that they can be comfortable and relate to material, but also so they can be challenged by material and use methods of critical thinking and problem-solving.
Finally, Barthes quote lends itself to my reading, writing, and thinking processes throughout the entirety of this course. Because I was engaging in texts of bliss, I found myself reading portions of text more than one time, often on different days. I needed time to process what I was reading, to question what I thought verses what the reading was presenting. As a result of texts of bliss, I needed to form an opinion or an argument, something that rarely comes natural to me, but is necessary for higher level thinking. In addition, as a result of daily writing for this class, I’ve become a much more fluent writer. Prior to this course, writing was a slow-going, often painful process. While I’m nowhere near an eloquent writer, the words flow more freely in much more meaningful ways.
Now that I have finished reading the texts of bliss for this class, I will probably spend some time reading texts of pleasure. But I will always remember the distinction and make sure to engage in both in the future.
Laura Corbello