In both Henry and Staples the commitment to allowing students to have their own voice is significant. “Coming to a voice” is a valuable concept that allows students to cope with adolescent struggles in accessible way. As Henry notes, “you cannot merely just ‘empower’ or ‘give voice’ to girls merely through weekly writing activities (p. 236).” It takes more than that. It takes understanding and interpreting their modes of expression. It means letting go off right and wrong and stepping outside the box. Staples also suggests teachers to facilitate re-authorship should “become a student of students, and learn to embrace the benefits of students’ reading, writing, speaking, and listening in alternative contexts (p. 388).” As teachers we have to provide freedom and acceptance to hear students. For staples re-authorship and literacy work outside the classroom proved to allow that autonomy as well as using relevant modes of media texts to appeal to interests.
Henry’s work with African Caribbean immigrant young girls allows us to recognize that often teachers and peers discourage these students from expressing their thoughts in their mother tongues. Her work addresses this through attempting to connect with the girls in small group sessions through a relevant novel. From this experience she found that in that comfort zone, these girls dealt with pertinent issues of their gender roles and began to express themselves more freely divulging their inner thoughts and needs. Staples provided a similar approach with African American boys in an after school setting using a popular movie. Although the approach was more risky, the study of Hustle and Flow provided “a popular narrative” that allowed the boys to deal with issues that are relevant to their identity. In this highly risqué film, their group challenged and analyzes the story. Discussing issues of words ( pimp, nigga) and themes (oppression and liberation), the boys began to re-author and question what they viewed which is an essential part of media literacy.
I really enjoyed hearing connections that were made in both of these case studies. They both confirmed something I have long believed-that to truly connect and build literacy you have to build a trusting relationship and provide relevant instructional contexts to engage students. I loved the fact that Staples took a risk in analyzing a movie that would be deemed inappropriate. While I don’t think that we should show those kinds of movies in school, I do think that our students often view movies like that without support. Many of our students can relate to some more risqué movies, but don’t know how to create their own frameworks for analysis. All too often parents, allow their children to view these materials without discussion or analysis. That is when the bigger picture is missed and a perfect moment to build literacy has escaped. Through various media, songs, television, and movies we can challenge our students to think that they never knew possible. One-that is where our children’s interest lies. Two-they often are surrounded by media and should become aware of how media can impact their thoughts. I love using songs and movie clips to teach my students in language arts. Their interest is peaked and that builds a connection. While I may not love the music or television they watch, just by knowing and understanding what they like, there is a connection made. I can use those things to pull from to teach and build knowledge. When I use their language and tell them to “holla” at me next year there is camaraderie that is shared. I’m down. While they may think it’s silly, it is important to speak to them on their level. I become accepted as more than just another teacher. That relationship and understanding is an invaluable tool with my students. I hear them and listen.
Amy Hardister