“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
This quote, in my opinion, best summarizes what I am taking away from this course. If we are to be true educators then we must open up our classrooms and allow all of our students to find a place where they feel comfortable and can find their voice. We cannot continue to critique or students, their families, or their intellect based on the narrow confines and constraints of a formal education system. We cannot allow our schools to become places for only a select few who manage to “fit the mold”. Schools must meet the needs of all students.
When I began this class I was definitely aware of the differences among the students I teach, however, I don’t think I ever really thought about the effects it had on their education. I must admit that at times, I was guilty of critiquing my students. I have been that teacher who thought the working-class children should welcome education with open arms and be grateful for the opportunity public school was affording them. I still think education is important, but I now see that it means different things for different people and it is not our job to decide the course of our students’ lives. It’s our job to make sure we offer an inclusive and responsive learning environment so they can decide that for themselves. When I read the articles by Dowdy, Henry, Staples, and Delpit, I began to realize that many students don’t feel comfortable in the school environment. The personal stories that were recounted in the research gave me a perspective that I had never really considered. For example, in Noll’s article, she discusses a Native American boy named Daniel. Daniel seemed to be living in two different realities; school and home. In school he struggled both academically and socially while at home he was a competent and thriving member of his family and Native community. Noll states that Daniel lacked a sense of belonging at school. His disconnect caused Daniel to be an unsuccessful student who did not particularly care for school. This made me think about the students I teach and the behaviors and attitudes they express while at school. The majority of my students come from working-class homes and some of them (if they finish) will be the first to graduate high school. Most say they want to graduate from high school and several even talk about going to college. Unfortunately, their work and attitudes towards school do not reflect their sentiments. Until now, I assumed it was due to a lack of maturity and possibly puberty. Now I realize it is much more and it is something that I may be able to impact and change. My students, like Daniel, don’t feel they belong in school. They haven’t found their voice or their purpose for being there. They don’t define themselves as successful and competent learners. Case in point, I had a student last year named “Kayla”. Kayla was habitually absent, did little homework or make-up work, and began the year reading at a fourth grade level. She commented several times about how frustrated she was with school and her lack of progress. Kayla comes from a working-class family. Her parents and older siblings all dropped out of high school. Kayla is very social and spends much of her school time focused on her friends and boys. When Kayla first entered my class she was a reluctant student who rarely participated. As the year went on she began to feel more comfortable and started joining in class discussions. She even began volunteering answers. Her lexile level began to rise and so did her grades. By the end of the year her end-of-grade test scores improved and so did her attitude towards school. Kayla finally started to see herself as a successful student. She found her voice and she started to feel like she belonged. This is exactly what I think the research we read is talking about. Whether the barriers are cultural, social, linguistic, or economic, we have to make our schools inclusive to all.
Another key idea I will take from this class is the idea that literacy and intelligence comes in many different forms. The most powerful and memorable reading to me was Deborah Hicks, Reading Lives. Hick’s case study of Jake really made me take a hard look at how I teach. The information she presented concerning Jake and the dynamics between his life at home and his life at school were compelling. It made me realize that our educational system has a very narrow view of literacy and intelligence. Jake, according to Hicks, is a capable and skillful apprentice to his father, yet, at school, he is failing. Jake’s knowledge and skills are not valued in a classroom setting. In contrast, what the school is trying to teach is often not valued by Jake. In order for Jake to be able to find a place in his school, his teachers will need to understand and respect who Jake is as an individual. Then, as Jake’s dad commented on page 134, they can begin to connect his interests to his academic tasks. Again, as I read about Jake I started to think about the students I teach. I, too, judge my students and their literacy skills through the eyes of a formal educator. I don’t give my students credit for being skilled mechanics, musicians, artists, athletes, farmers, etc. In the classroom, I don’t give them many opportunities to show me what areas they are experts in, yet I expect them to engage in difficult and challenging tasks on a daily basis. I don’t always explain the relevance the skill has in their lives nor do I always pick activities that are relevant to who they are as individuals. I teach them what the state deems important and I expect them to do what is asked of them without question. I now know this has to change and next year I will take a different approach to what I teach and how I teach it.
Deborah Hicks, at the end of her book, discusses excerpts from Mike Rose’s book, Lives On The Boundary. This was some of the most powerful and thought provoking material I have read in quite some time and I plan to read his entire book in the near future. I was particularly drawn to the section where he shares his reflections of life in South L.A. on pages 142-143. For many years I have often wondered why my students had never really dreamed of a life outside of the projects of East Winston or the rental houses of Stokes Co. Why didn’t they want more? Why didn’t they aspire for careers, financial security, nice homes, etc.? After reading Rose, it has started to become clearer. He states that growing up he never met anyone who was passionate about a career or a cause. He only saw people who worked as a means of survival. He witnessed how hard life was and the toll it took on people. He had no role models for what could be. That’s exactly what my students experience. They don’t necessarily see me or people like me as role models. To them, we live in completely different worlds. This is why it is so critical that we bridge the gap between home and school for our students. They need to see that education can be a part of their realistic part of their future. They need to realize that they can thrive in an academic setting.
In conclusion, I have found myself thinking a lot about the ideas presented in this class. I now catch myself being cognoscente of my pre-conceived ideas and notions about people. I cannot place my value system on them nor judge them for theirs. I have also spent a great deal of time reflecting on the students I teach and how I want to do some things differently next year. I know first-hand that understanding who your students are and respecting where they come from can have a tremendous impact on their success at school. The trick is to continue with this idea and reach all students; not just a few. Our schools should not be a place where students are judged and made to assimilate or fail; rather, our schools should be a place where all students are included, valued, and celebrated for who they are.
Sally Elliott