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?
Question #1
ReplyDeleteLiteracy is inherently political, and it cannot be separated from the sociocultural contexts. The definition of literacy goes beyond the literacy education structured in school because literacy can also be found in a non-school environment, where students can voluntarily do any oral or written literacy, and through this non-school literacy, literacy becomes political. Take the case of urban African American students mentioned in Mahiri’s research, both of them do not enjoy writing in school, but they are actively motivated to write their own literacy outside of school. They enjoy writing outside of the school because they can freely express their feelings in literacy and at the same time describe the environment and situation they live in. “These young people are intimately aware of the conditions that surround them, and as we later found out, their writings reveal as much and more” (Mahari: 168). Their writings reveal their life, which shows the social and economic status they have in the society; there are clear descriptions about the situation in African American neighborhood, such as how they sell drugs and involve in gangs. It is political because the meaning of their lives are embedded in the writing.
Question #2
It is unrealistic for a reconceptualization of literacy that includes the cultural offerings of traditionally marginalized students because like it is said before literacy is political, and in the face of the dominant Western epistemology, the minority group like the African American student will lose in terms of their opinions. The dominant group uses literacy to maintain their position; therefore, in order to maintain their position, they need to maintain the standard western education, which does not include cultural offerings to minority groups. It is also a clear challenge to American canon because if the teachers include cultural offerings for these students, they will need to discuss some issues that many schools have avoided for so many years in western epistemology. “Classroom continues to have difficulty accommodating certain culturally specific genres and provocative themes” (Mahari: 176). These provocative issues like drug selling can evoke different views from different students because it can be considered illegal acts by the teacher, but then it is also a way of survival strategy for some African American kids. It is hard to create a standard theme for cultural offerings that can be offered to all students and use it as a tool to support literacy.
This comment has been removed by the author.
ReplyDelete1. While to many people literacy is strictly an aspect of academia, this notion is more of a misconception than a truth. Although literary practices are the focal point of a student’s education, to many students, literacy is a part of their culture and life outside of school. Literacy has “different implications within different sociocultural contexts”(164) and to many students, school based literacy is not the only authentic type. Reading and writing holds a unique purpose amongst varying societies, and more specifically, individuals. An individuals literary practice are more likely to reflect what is learned on the streets, not in the classroom. This disparity in writing style is common among African American students. Many African American students develop a form of writing known as “vernacular writing, “which ”conforms, not to the norms of educational institutions, but to those of social life and culture”(165). While not reflective of a standardized curriculum, this style mirrors what is thought to be meaningful I these students’ everyday lives.
ReplyDelete2. Although reconstruction and reform in the way minority groups are educated would greatly influence their literacy and passion for learning, I do not see any changes in the future of education in the western world. Because traditionally education has been a source of power and sophistication in society, by denying the culturally “elite” the advantage of superior education, you are threatening their status and position. In order to change education standards to satisfy the learning curve of minorities, educators will have to change their entire curriculum. And as seen with the whole-language debacle, reform in education is not successful unless teachers are willing to learn new practices and develop new strategies. By halfheartedly constructing a new way of teaching that encompasses students of all backgrounds and cultures, you are only hurting the education system.
" - Mahiri seems to be pushing for a reconceptualization of literacy, which
ReplyDeleteincludes 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? "
Changing the American “canon,” and/or the educational system, would certainly be a challenge. Although there are many American’s who would welcome this shift in educational or societal policies, there are many who are satisfied with the way things are. Generally, it is the dominant social group who is content, and it will take much effort and persistence to educate the dominant groups to a more humanistic way of thinking. Many people simply do not want to give up their power in order to let others have equality. Changing this selfish way of thinking would require strength, patience, and understanding from the facilitators. I do believe this reconceptualization of literacy is possible, however. Realistically, for this reconceptualization to occur, more time must pass. It is not that good ideas aren’t out there, but this kind of change can’t be forced on people. If it were forced, there could be a backlash and have any new educational policies revoked. Educating my “generation” of teachers-to-be (so to speak) about ways to incorporate “voluntary writings” and “non-school literacy practices” (Mahiri & Sablo) is the perfect way to increase the support in the educational community. Force is not something that will change minds; persuasion and persistence change minds. Over time, data and studies will prove without a doubt that incorporating these personal literacies into the classroom is an exponentially better way of educating. In a society of so many multitudes of cultures and backgrounds, set educational practices cannot continue unchanged.
4). While Ogbu is obviously brilliant, there are some aspects to his classification of “minorities” that I don’t necessarily agree with. Ogbu defines a minority group as one that occupies some sort of “subordinate power position in relation to another population within the same country or society” (162). He goes on to classify minorities into three groups, autonomous, voluntary, and involuntary. These classifications make sense, but his explanations of them don’t in my opinion. According to Ogbu, voluntary minorities believe that, “hard work, following the rules, and… getting a good education will lead to good employment and success” (172). However, involuntary minorities have come to believe that, “job and wage discrimination is more or less institutionalized and permanent and individual effort, education, and hard work are important but not enough to overcome racism and discrimination” (172). These are extremely opinionated arguments that I don’t believe account for any variability within the groups. I don’t necessarily find this information useful in closing the achievement gap because it puts words in people’s mouths and doesn’t give them a chance to think for themselves or change the way things are. However, Ogbu does make some great points for teachers in general. Things like building trust and creating culturally responsive instruction are absolutely things any teacher should do to make children more comfortable in the classroom. I just think that the three minority groups Ogbu created are very extreme and a bit unfair for those who unwillingly fall into them.
ReplyDelete5.) I am Caucasian so “model minority” myths have not affected me much. I went to a very diverse high school in Los Angeles and there, the Asian students were always seen as the highest achieving, and made up the majority of the advanced placement classes. African American and Latino students were statistically the lowest achieving students, comprising the majority of the “non-honors” courses. White students could fall anywhere, they weren’t expected to do poorly but they weren’t expected to be high achievers either. Lee’s article addresses Asian American’s identity development in high school. It relates back to Ogbu in that success in school is definitely linked to future opportunities in these student’s minds, and is a major driving force in their achievement.
2.Mahiri wants to define, “literacy as skills in the production of meanings in or from texts .” According to Mahiri, this definition will allow for voluntary acts of writing to be included into a student’s classroom education. I think it is possible for teachers to find ways to include students’ voluntary writing into the classroom. While I don’t foresee the AP Lit test accepting an original rap as a valid response, I do think that it is possible for teachers to make their classes seem more relevant to their students by taking their students’ personal interests into account. Personally, I think the best teachers I had were the teachers who really tried to get to know their students. Allowing a student to demonstrate their creativity in class by sharing their voluntary writing would not be too much of a stretch from what many great teachers already do.
ReplyDelete5. I can relate to what Lee quoted from Mei Mei, when she said that the model minority stereotypes can lead to identity loss. For me the model minority stereotype led to identity confusion at times. I’m half Japanese and I look Asian, so when I did well in class I felt like some of my classmates attributed my success to the fact that I am Asian. While the myth of the model minority can be viewed as a positive stereotype, it discounts the achievement of the individual. Lee’s article complicates Ogbu’s piece by pointing out that generalizing any group of people can be problematic.
- This article seems to operate under the assumption that literacy, in
ReplyDeletethe final instance, is inherently“political”? Do you agree with His
assertion? Please explain.
Literacy has always been political. It has often been used as a means to repress people. In the context of this article, it becomes an issue with the educational system that does not want to address how it marginalizes certain races. To accept the writings of Keisha and Troy is to accept that their realties are not present in the education system and need to be considered. It requires the education system to address topics that are currently taboo. Mahiri says, “...Fine notes how teachers resisted ‘naming’ issues like drugs, racism, poverty and abortion that they felt would be too political for the classroom. Instead, she claims, they engaged in a ‘systematic expulsion of dangerous topics’ (p. 123).” But these topics are a reality in these students lives and in their writings and need to be discussed in class.
- 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?
I have always believed, as a future teacher and English major, that the American canon has left many students out and created a strong disinterest in the subjects of reading and writing in them. By not representing contemporary works, or minority and women’s viewpoints, the canon is often not relatable to students. English academia is always discussing what even legitimizes the canon at this point because of these very issues. I think the elimination of the canon, at least in teaching high school, is important to getting students actively interested in reading and writing. I also think it is very possible because of the conversations going on in the academic world.
1) I agree with Mahiri’s assertion that literacy in inherently “political”. Literacy extends well beyond the classroom, serving as a way to make meaning in one’s daily life. Through many different forms of literacy events, such as voluntary writing, which was the central focus of this piece, they are able to construct their reality and ultimately “gain control of and agency in their lives” (178). The ability to develop this sense of agency and ownership over their lives thus supports the idea that literacy is inherently political and can be used as such a powerful tool to develop an awareness and create change. Through their voluntary writing, African American youth can express their voices and concerns as well as the reality behind the violence, drugs, and crime that they face on an everyday basis. In school their voices may not be heard or may be silenced, but this out of school writing activity gave them a powerful voice.
ReplyDelete5) I feel like I can somewhat relate to the “model minority” mythology, even though I do not completely fit the stereotype. I am half Korean and half white but I do not really identify myself as being Korean because my mom was adopted into a white family when she was five so even she has lost most of her sense of culture. I went to a predominately white high school and when I would get good grades people would sometimes make comments saying that it was because I am Asian. This has created somewhat of a conflict because people base my high achievement based on my race, which was not even something that I had associated it with before. It is like all of my personal hard work meant nothing because it was expected of me to begin with. Lee’s article relates back to Ogbu’s work in that groups tend to live up to model-minority standards and that “perceptions regarding future opportunities and attitudes toward schooling are linked” (427).