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

These articles went so well together. Addressing the misrepresentation of Black masculinity as well as the loss of voice in African Caribbean girls, both have groups that are misjudged by our society and thus they suffer from the retroactions of this. The authors, thus those working with these groups had to both find a way to connect with them through literacy. In both articles I was surprised to hear about the materials that were used in teaching the 2 groups of students. In the Henry article one student wrote about the O.J. Simpson murder trail and in the Henry article the movie Hustle and Flow was used to teach lessons on reauthoring. Also Tamisha was very interested in discussions on gangs, sex, and dating. She was even bold enough to ask when was an appropriate time to start having sex. Because of her interests the teacher used Just Another Girl for instruction. Because of these students’ backgrounds this was the material that they were familiar with. I don’t think Little House On the Prairie would have worked well to use to reauthor the voice of a black man. I also don’t think Tamisha could have connected with The Cosby Show. She needed material to discuss, act out, and journal about that was similar to what was on her mind and happening in her life. In both articles a group of people is misjudged. I was asking myself how many times I do this with people on the streets or in the stores. These poor African American girls were so misjudged that they felt the need to clam up and remain voiceless. Their continual misjudgment had brainwashed them to think they were inferior and their ideas worthless. While on the other hand the black masculinity was assumed to be, well, hyper-sexed, ignorant, and criminally-minded, with little regard to community, family, and self-improvement. Because of this stigma the children working in the after-school group themselves suffered. They were mainly disengaged when it came to interactions with text. The several strategies used to get these students to engage in literacy and reauthoring were quite appealing to the students. I wish there were more after school programs like this, more programs that connect with children who are not interested in what is happening at school and in the literature world. I liked how Staples used literacy engagement activities appropriate for each student. She didn’t assign poor public speakers with the public speaking. I also saw something that I already do that she used. She used journaling as a private means for students to communicate with her. If students know that this information will not be disclosed to their peers they will open up so much more. I have noticed that in my own classroom with my own students and their private journals. I found it interesting that Staples mentioned these students exhibited two identities. They separated their school and outside worlds. I wondered why this is? Is it some support of defense mechanism? I don’t know. Or is this particular group of adolescents the type that has to buff up and stand tall outside of school to protect themselves from predators and gang members, something they do not worry about in school? Going back to the Henry article and discussing these African-American children’s needs to separate school and outside life I noticed that these African-American girls that have no voice are maybe this way because of their struggles in their outside world. They may be continually suppressed. Their opinions and ideas not respected. These girls need a way to draw out their voice. I think writing is an excellent step in this journey. I have a young African-American girl that is so shy and quiet in class, but when it comes to writing she fills up the paper! She has so much to say. Like the article suggested, these young girls probably have a lot to say but they have been taught to be quiet. What does this do to their confidence? I think a lot of teachers who continually correct these students’ dialects have caused them much trouble with self-confidence. Like the Henry article stated, teachers that are not aware of the dialect may assume that these students are incorrectly speaking. I liked how Henry used lessons that required the students to interact with one another’s work. These shy children need this to get them engaged in public speaking. This will also get them to open up and express their opinions. Possibly this may even help their self-confidence. What a wonderful lesson idea! The drama used as a creative way of self expression reminded me of my readers theaters I use in class. I didn’t realize it but they are a wonderful way to entice the voiceless ones in my class. Henry’s idea of ignoring errors in the journal was one I had used in my own journals in class. I let the students’ journal entries be entitled to errors just their final published pieces must be cleaned up a bit. Henry used this to help with voice, creativity, and expression, I agree that it does get them writing more if they know their errors will be overlooked. Knowing what works with your group of students is what it takes to get through to them and to provide adequate learning in literacy.

Maria Blevins