Closing my Blog

One of the major things I will take with me from Morrell is not being afraid to push my students to achieve great things in the classroom. His discussion of community-based research projects was fascinating and he really had his students doing undergraduate and graduate level work as high schoolers. He says, “I believe that the work of the seminar stands on its own merit as an example of the kind of academic work student are capable of” (Morrell, p. 133). I couldn’t agree more. In terms of Freire, this type of work is “praxis: the action and reflection of men and women upon their world in order to transform it” (Freire, p. 60). Morrell also points out that “approximately ninety-five percent of the seminar participants either have been accepted to or are attending two- and four-year colleges and universities” (p. 123). I can only imagine the head start these students will have in college, not to mention how amazing a percentage that is. Essentially, what Morrell is helping these students do through community-research projects, is changing their future. They are actively transforming the system from one that would probably not have seen them in college to one where 95% of the students involved end up in college.

I also think his five unit plans for teaching popular culture were fantastic. I especially like that he has them viewing texts that represent their lives (even when he is making them read classic literature – Wright). I think it’s fantastic how he includes “In the Killing Fields of America” and Savage Inequalities. These are important “texts” and I think very pertinent to the lives of these students. All of these texts and the activities associated with them (particularly the Bigger Thomas trial), are clear examples of Freire’s problem posing education where, “the teacher presents the material to the students for their consideration, and re-considers her earlier considerations as the students express their own” (p. 62). I don’t know that I ever would have thought to teach my students these. I think one thing I can take away from Morrell is to get creative and think outside of the box when it comes to creating lesson/unit plans and choosing works to teach. Instead of being frustrated and saying “I wish I could teach this…” I can think hard and find a way to incorporate it. I think this is something that time and experience will help with, as well.

When I think back on this blog, there are four authors that really stick out in my head. Lisa Delpit, for one, is somebody I have read for previous courses. She has been very influential in my Master’s program and I will continue to read and reread her works and advice for support throughout my teaching career. Ernest Morrell and Paulo Freire will probably always been linked in my mind. Morrell’s practice is so driven by Freire’s philosophy and life’s work. I plan to finish Morrell’s Critical Literacy and Urban Youth and dive head-on into Freire’s entire Pedagogy of the Oppressed. I am fascinated to read more Freire. Lastly, Ed Hirsch, Jr. sticks out in my mind. I still firmly believe that what Hirsch is advocating for is misguided on the grounds of his list being made by and for the culture of power. In addition, I believe that this nation and its terminology and social practices are constantly changing, growing, and evolving. I do not think that what he wants will be able to keep up with the rapid rate of change (especially given the new technology and assumed growth of it) our nation goes through. I think what he advocates for is similar to national standards set by No Child Left Behind and I think it ignores local and community differences. I disagree when he says that multicultural education should not take the forefront. I believe I may be somewhat alone in my conviction against what Hirsch advocates for. I do not necessarily understand why this is, but I know that the name Hirsch will never leave my mind.

This blog has served me well as a place to mull over the issues and literature read through Literacy for Diverse Learners. It has been a place for meaning-making and connections between works. I think I have done some very careful analysis and digestion through this blogging process. That being said, I will not continue authoring this blog at the close of this class. However, I will take its purpose with me to my classroom someday. I know that blogs can serve an excellent space for students and teachers in the classroom. So, although this blog ends, another will continue.

Denial and Access

I think Moses argument is very well put together. One thing I am not sure about in his work is that he seems, in pushing so heavily for algebra, to deny other forces that are in play in the inequity of education. I think it is impossible to deny the effect that insufficient space and quality buildings have on a districts ability to provide a quality education. I also think there is a problem of expectations in many schools and students are not being pushed to excel, not only in mathematics, but in other subject areas as well. We can see this in Tatum’s (2008) work, when it is clear that Quincy has never been pushed to read. I think Moses is right when he asserts that a radical change in the education system and the teaching of culturally relevant material along with local efforts is necessary to lessen the class gap and bring about social justice and equity in education, I’m just not sure if I buy into the idea that algebra alone is the key. I think it is a piece, a large piece, of the puzzle.

Since I have several subject areas (certified special education, elementary education, and adolescent English), it is a little tricky for me to pin down instances of historic denial from my subject area. First of all, coming from a Special Education standpoint (and this might be a bit off-topic, but important), there is research that points to an over-representation of minority students in special education. The reasons for this are numerous (I actually wrote a significant paper on it), but to name a few: cultural bias in the testing systems, language barriers (ESL students), and behavioral expectations. Placements in special education tend to be highly restrictive, which means that once a student is referred, s/he is likely paced in special education, and likely kept there for the remainder of his/her education. If we look at “Even Sweet Gentle Larry?” The Continuing Significance of Race in Education, we can see the stigma, and/or the cultural barrier that results in students of color being described as behavioral problems. This means that they are more likely to be referred to special education on that grounding than white students are. To bring this back to the idea of denial of education, these students are being denied a general education in favor of a special education (which I am not denying is absolutely necessary and beneficial to many students). The problem is that the over-representation of minorities in special education suggests that many of these students do not really have learning disabilities. Many of these students are not receiving high expectations that would push them to reach their potential and are being needlessly tracked in the special education system, resulting in a mediocre (or worse) education and/or achievement of potential. They are being denied their right to achieve the very best they can. We can counter this by really looking at how we react to behavior. Is it something we are not providing (such as clear expectations for behavior) or the way we are reacting that is limiting a student from exhibiting “proper” behavior? Questions like these are important in addressing behavior and understanding how students are feeling before we write them off as behavioral problems and track them into the special education system.

As far as English is concerned, I intend to provide my students with the support necessary to help them make their own meanings of text. I want to read from a wealth of diverse perspectives, including authors, characters, plots, and messages from a variety of different cultures and ways of being. I want to see my students represented in the work they read and the writing they produce. I want my students to practice Morrell’s critical literacy in my classroom. I believe I can facilitate this type of thinking, but I cannot be in charge of it. My students need to be free to think for themselves regardless of how I think and I cannot push my beliefs/thoughts/ideas onto them. I think this is an important way to give my students access to literacy in ways that they may have traditionally been denied.

Tatum and Mahiri

I believe that Tatum’s work meshes very well with “Street Scripts” by Mahiri. From his discussions with Quincy, I think it is evident that he was not being taught culturally relevant material or any material that he saw as practical in his own life. Furthermore, he was not being pushed to excel by his teachers and was kicked out of class because his teacher simply didn’t understand him or have the capacity to deal with his concerns. Although his outcome was not favorable (as Tatum states in the end), I think there is a glimpse of promise in what he gleaned from his visits with Tatum. A new door was opened to him; a door through which he saw himself and his life reflected in writing. He started to understand a little more about life and stated, talking about “Yo Little Brother…”, “help me through this confusion” (p. 171). He started to see how literature could help enhance his life and understand himself in terms of the rest of society. I think that is also what was happening in Mahiri’s article. Geoff’s video really helped him to situate himself in the power structure of his school. He was able to articulate (and extremely well) how his voice is not heard in dealings with authority in school. Mahiri articulates, “his perception and explanation of what happened was never really taken into account” (p. 29). In both cases, the students did not feel represented in school. I think these texts articulate how a multitude of various literature and means for expressing oneself can be powerful and utterly important tools for students to develop a love for learning and the environment that helps them learn. The rise of technology provides for so many new ways for students to express themselves and access information. It seems only right that with this should come a better ability to foster students’ interest and give them more channels for learning. Although I’m speaking and referencing young black students, the same can be said for all different types of learners.