Critique is understood as an interrogation of the terms by which life is constrained in order to open up the possibility of different modes of living; in other words, not to celebrate difference as such but to establish more inclusive conditions for sheltering and maintaining life that resist models of assimilation.
-Judith Butler
I chose this quote because it reflects my own personal opinions and feelings about differences in individuals. I was taught from an early age to respect other people, no matter their race, culture, gender, social status, age, or anything else. I was taught by wonderful parents to respect other people’s thoughts and opinions, even though they may often be different from my own. Everyone has a history, a story that makes them who they are. I am no different. Therefore to have respect for yourself, you must respect others in the same way. Just as it is important to realize your own history, it is equally as important to realize the history of others.
I grew up knowing a few things about my family’s history. My dad’s earliest known ancestor on his father’s side was an Irish immigrant. My dad’s mother was ¼ Cherokee. I knew very little about the history of my mother’s side, although it was thought that there was a little bit of German and also some American Indian ancestry (an old photo of my great-grandmother looks enough like Sitting Bull you would swear they were siblings!). Sadly, my family didn’t preserve any specific cultural traditions; however, knowing this part of my history was a formative part of who I am. The awareness that my history is so varied, much like many other Americans, I think has made me more accepting of other cultures and backgrounds. How can’t I be? What right, knowing the various cultures that are all contained within me as my history, could I possibly have to think any one culture, language, or ethnicity is any more important than another? What right does anyone have to think that?
The readings in this class just further my views that it is time that we stop worrying about trying to define people and start accepting them. Nowhere is this more true than in a classroom. In our first set of readings, we discussed the fact that people are expected to act and sound a certain way (such as use of proper English) to be seen as successful in society or school. I stated in my reflection that I do not think anyone should have to speak a certain way to gain respect. I still feel that way, but I now also think there should be a mutual willingness on everyone’s part to make whatever effort is needed in order to communicate. Sometimes this may mean altering the way you speak a little bit, but I do not think it should be only the responsibility of the student. Out of mutual respect both persons (student/teacher, white/black, English speaking/ELL, Southerner/Northerner, etc…) or groups represented should be respectful enough of each other’s differences to accept them and work with them instead of trying to change them. In the classroom this means that Delpit hits a key point of effective instruction—the kids have to be able to relate and see purpose in what they are learning. Likewise it is up to the educator and educational system to relate to the individual students and backgrounds they represent, learning to work with those differences instead of against them.
In the article by Noll, it was made clear to me that the differences I spoke of in students’ histories are directly related to their very idea of literacy. The Native American youths Noll discussed were involved in numerous cultural literacy events at home, but not seen as “literate” at school because their was little or no link between the two. They were not given the opportunity or situation to let their talents be seen. I wrote in my reflection of this article that I felt it was a little easier for Zonnie to fit in, maybe because of the connection she seemed to have with her teachers through writing. Now after reading Deborah Hicks’ book, I think it was more than that. I think that Zonnie acted much like other girls Hicks referred to as wanting to be “good girls” in school. She wanted to be successful in school, and tried to do so by doing what she was asked and whatever it took to be “good”, even though she was not excelling in her work. Hick’s book also shed a little more light on Daniel’s situation. Daniel’s problems were more than cultural differences involving his Native American background. He also did not make connections because he was stronger in activities that were 3-dimensional, not paper/pencil type 2-dimensional activities which were being required of him at school. Connections to his cultural and home discourses were missing, as well as connections to more physically involved, hands-on literacy opportunities. Zonnie needed opportunities to write about things which were important to her, and share her writing with others in an environment she felt safe in. Daniel needed the opportunity to share his talents with other students. I can imagine he would have been seen in a different light if he had been encouraged to present stories or history of his culture. If the teachers of these two students had respected their histories…their discourses, and given them opportunities to express their knowledge through means that were relevant to them, Daniel and Zonnie could have felt and been seen as successful in their school environment.
The articles by Henry, Staples, and Perry also reiterated to me the importance of accepting students and the histories and cultures they represent. Students need to be empowered, not taught to defer to the teacher and text as authority, as referred to in the article by Henry. I need to empower my students more. Although I do a pretty good job of encouraging independent writing and reading of the students’ choice, I need to give them more choices about we learn in class. All students need to feel a sense of belonging and respect to become successful learners. Perry really opened my eyes to the cultural gaps for students who have such a close link to cultures so drastically different from our own. The aspect of storytelling as such an integral part of the Sudan culture, had to be transformed into a new literacy by the Sudanese refugees discussed in this article. The ‘Lost Boys’ in Perry’s article knew the importance of literacy, and saw it as a symbol of power. As expressed by Ezra, one of the students of Perry’s study, literacy may be a part of the solution to saving the culture of the people of Sudan. This is a real purpose for, and connection to learning.
In my reflection of the Perry article I stated that everyone has a story which tells who they are and where they come from. They all need the opportunity to share that in a meaningful way, such as for real audiences and purposes. I still feel that is true, even more so now than before. In order to give these opportunities to our students, it is important that we, as Hicks states, shift our thinking and approach. It is “…not just the learning of new pedagogies—genre instruction, whole language, guided reading, skill-and-drill—or even the learning of information about dialects, cultural practices, and injustices. Rather, change also has to entail a moral shift, a willingness to open oneself up to the possibility of seeing those who differ from us. This is very hard work, but work that lies at the heart of teaching.” (Hicks, 2002) The ability to see our students, respect and accept what we see, then work with… not against the differences they all possess, is the key to unlocking each student's success. This is truly what lies at the heart of teaching.
Marcia Smith