Blog 8

Here we go: 1. The "Methodology" section (720-725) of the Hull, Kenney, Marple, & Forsman-Schneider article details the process of constructing a qualitative case study. What's the relationship between these qualitative methdologies and course themes related to out-of-school literacy and learning? 2. On page (reader) page 724-5, Hull et al discuss the importance of agency and "de/recontextualization" and, in Gee's terms, how "good learning requires that learners feel like active agents (producers) not just passive recipients (consumers)." With these ideas in mind, discuss how the teachers in the Parker excerpts enabled students to learn agentively. What implications do these approaches have for pedagogy in general? 3. Choose one of the learning principles discussed in Gee's article about video games and discuss how you would use a video game to teach specific content (a concept in math, physics, language arts, physical education...)

Literacy Autobiography Grades Posted

I've completed reading and grading your literacy autobiographies, which I thoroughly enjoyed. You should all be proud of yourselves - they were really solid. You should have received a returned rubric in an email from me by now.

Please read through my comments and return to your papers. If you would like to discuss your papers, please set up office hours with me asap.

However, if you would like to contest a grade, I will need you to explicitly write out the reasons why you feel your paper should be re-evaluated before November 7th. Please be advised: I will re-grade your work if you feel you have received an incorrect grade, but I reserve the right to also lower your grade if, upon my return to it, I feel that I was overgenerous.

Also, I will be out of town the next two weekends so I plan to post your blog questions a bit early this week. They are still due at the usual time, so don't feel that you need to rush.

I hope you all enjoyed the sunshine this weekend.

Again, well done on your papers!

-T

Blog 7 (Week 10 readings)

1. Street argues that literacy is a “social practice.” Using examples from Hull & Schultz, Richardson and/or Newkirk, explain what Street means.

2. Street also argues that literacy is “always contested, both its meanings and its practices, hence particular versions of it are always “ideological”, they are always rooted in a particular world-view and in a desire for that view of literacy to dominate and marginalize others” (p. 694 in reader). How might our discussion of Friere and/or racial power dynamics play into his conception of literacy?

3. Richardson writes that “African American females’ language and literacy practices reflect their socialization in a racialized, genderized, sexualized, and classed world in which they employ their language and literacy practices to protect and advance themselves” (p. 637 in reader). How does this intersectionality create a unique linguistic practice? How does Richardson see these affect African American female students?

4. Newkirk writes about the role that Bourdieu’s “cultural capital” plays in what is considered valid reading and writing subject material in school. What does he mean by “cultural capital”? How does this tie into power in our classrooms?

5. Last week, we read Mahiri and Sablo who indicate that “real life” subjects such as drugs, murder, and abortion are not considered socially acceptable topics. Newkirk highlights the unacceptable genres of comic books, horror stories, etc. Why do you think classrooms are such restrictive spaces for student creativity? Who benefits from restricting the canon? Think about out of school examples highlighted by Hull & Schultz as ways we can problematize these limitations.

Make-Up Blog (aka Blog 6)

Hi everyone,

For those of you who have requested blog questions, here are some "make up" ones. If you have them to me by 11:59 Wednesday night, I'm cool with that.

Settling down to start on your autobiographies now!

Questions:

   - This article seems to operate under the assumption that literacy, in
   the final instance, is inherently“political”? Do you agree with His
   assertion? Please explain.
   - Mahiri seems to be pushing for a reconceptualization of literacy, which
   includes the cultural offerings of traditionally marginalized students. Do
   you see this as a clear challenge to the American “canon”; and, how
   realistic, in the face of the overdetermination of a Western, Eurocentric
   epistemology, do you think the prospect of this reconceptualization is?
   - Considering the case studies of students represented by Mahiri & Sablo
   and by Skilton-Sylvester, how does "investment" as explained by
   Skilton-Sylvester relate to these students and, perhaps, others like them?
   Based on these readings, what ideas do you have for bridging in-school and
   out-of-school literacy practices?
   - Do you agree with Ogbu's argument regarding the classification of
   "minorities?" And do you find it a useful tool for discussing and closing
   the "achievement gap?"
   - How have "model minority" mythologies affected you? And how does Lee
   connect to Ogbu's work?

No blogs this week

Thank you so much for our outdoorsy section today and for your great participation in our stereotype labels game. I really enjoyed hearing your thoughts and experiences!

In recognition of your upcoming literacy autobiographies (due Saturday by 11:59 pm) we will go ahead and skip blogs this week. But please make sure to get to the reading before class. There are only four articles, which should be manageable.

Finally, if you have any questions about literacy autobiographies, shoot me an email. I will not be available for office hours tomorrow.

Have fun writing! I can't wait to read them.

-T

Blogs & Class Thursday

Hi everyone,

Blog 5 is graded and emailed. In reading your responses, I kicked myself quite hard for only posting two questions. I promise I'll provide more options going forward.

Also, I know it's midterms and you're all incredibly busy. However, I am noticing a marked drop-off in readings. Please make sure you're up on our race and racialized language readings for class on Thursday. I intend to leave a majority of our section time for discussion and I intend to have it primarily student-led. You cannot participate if you have not done the readings for the week.

Finally, a reminder that literacy autobiographies are due THIS SATURDAY, October 15th by 11:59 pm. If you have questions or need to meet with me during office hours, please email me asap as my time slots are filling up.

Thanks, everyone.

-Tracie

October 13th Blog Questions

1. What is/are Lisa Delpit's major argument/s about power in the classroom in the text Other People's Children?

2. In Black Skins, White Mask, Fanon argues that "the negro of Antilles, whoever he is, has always to face the problem of language" (pg. 18 in reader 2). To what problem is he referring?

Blog 3 Grades

Blog 3 grade emails have been sent out. Again, if I somehow missed yours and you did not receive a grade email, let me know ASAP so I can rectify.

Thanks!

Blog 2

I have finished sending out grades for blog 2. If you have NOT received a grade but submitted a blog (either as an "unknown" or via email) please let me know so I can look into it.