RES 5535: Race, Class, and Gender in Literacy Research (summer 2010)

I enjoyed reading the final two chapters of this text. I like that Hicks chose a girl and a boy to study to give the reader more insight and perspective into the lives of these working-class families. I found the final chapter more difficult to read than the narrative portions due to the technical language. Overall, I learned a lot from this book.

One thing I found interesting as I was reading was the author’s conclusion regarding family apprenticeship and school literacy practices. She stated, ‘Faced with substantial risks when confronted with challenging school practices, ones that would require him to think and be in new and unfamiliar ways, Jake chose what must have seemed the safer route: Tune out, fantasize, resist; then go home to live the relations that were so warmly embracing (p 123).’ My thoughts are: Why risk it? The child in this situation-between working-class and middle-class values-knows that the teacher has a class full of other students and is not able to devote enough time and support to him or her through such a transition. At home, the parents are able to devote their time solely to their children. Furthermore, the teacher and the values that accompany are with the students nine months out of the year. The family and its values are for life. I can see why working-class students reject or ignore middle-class values.

Another topic I found interesting was the research on the presentation of self. I found it fascinating that Jake told his story in a way that differed from Rachel based on their working-class and middle-class values. Rachel told her story using the method of authorial self whereas Jake performed his story. Working in a school that is primarily composed of low income and working-class families, I am excited to see if my students identify with Jake in terms of the presentation of self. I feel that having read this portion of the text will help me better understand my students.

In addition, I enjoyed reading about Reader's and Writer’s workshops. I, too, feel that both practices are effective because they reach the students on their levels. I think it’s important to give the students choice, to show interest in their interests. As a result, I plan to read more about both to incorporate them into my classroom. Writer’s workshop, in particular, is of most interest to me as it is the most difficult for my students being mostly ELLs. By using implementing Writer’s workshop, I think I will be better able to meet the students needs based on their levels.

Finally, and of most importance, I have come to the conclusion that socialization-culture and home values-directly impacts literacy learning. In order to reach my students, I don’t need a certain academic program or lesson plan. I need to be open-minded and willing to develop authentic relationships with my students and families. This won’t be through texts or theories, but through real interaction. Hicks best sums up what must be done when she says, ‘…change has to entail a moral shift of 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 (p. 152).’

Laura Corbello