Things to keep in mind while reading:
* The main goals of the project: consider how I read the book differently and how I would teach it differently given my explorations of multicultural and equity issues through this course
Theories to Review at the End:
1. Chimamanda Adichie: the idea of the single story
2. Michael Apple: hidden curriculum and ideas of conflict, especially within social studies/history, replication of social class structure
3. Sonia Nieto: socio-political context of learning, “everyone can learn,” accommodation, go beyond recognizing everyone to make learning better for everyone
4. Maxine Greene: dialectic of freedom, community, open spaces, understand shared humanity, classical literature examples
5. Gary Howard: culturally responsive learning, stages of White identity development
6. Bourdieu: cultural capital
* “Economic capital: command over economic resources (cash, assets).
* Social capital: resources based on group membership, relationships, networks of influence and support. Bourdieu defines social capital as "the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition."
* Cultural capital: forms of knowledge, skills, education, and advantages that a person has, which give them a higher status in society. Parents provide their children with cultural capital by transmitting the attitudes and knowledge needed to succeed in the current educational system.
* Later he adds symbolic capital (resources available to an individual on the basis of honor, prestige or recognition) to this list.” -http://en.wikipedia.org/wiki/Cultural_capital
7. Geneva Gay: Voice and Visibilitiy p167, “counter memories” p 170
8. Patrick Camangian: autoethnographies, caring, connections
9. Mariana Souto-Manning: Literary practices in the home such as church, ideas of reality
African American churches were an important part of many children’s lives. Thus, during reading aloud and shared reading, JW and Marilyn chose books which brought words and illustrations to enhance (or to be associated with) texts that were already familiar to many children. Not only did the texts enter the classroom, so did culturally situated ways of acting. Marilyn and JW also created spaces for children to express themselves and let their bodies feel the text and the beat as opposed to quietly sitting during read aloud circle time. Marilyn and JW designed different kinds of read alouds—some of which were done standing up and with more active participation. In the beginning, the children felt a bit weary about such a structure as indicated by their looks and debriefing “interview” events, but soon the two kinds of read alouds became more of a hybrid form in which children were not necessarily dancing, but were using their hands to express the rhythm of the text. Children re-designed the activity with lots of fist movements. Yet, such redesigning represented just the beginning. The activities identified by the children as occurring in out-of-school settings were those that were redesigned by them based on the initial (re)designs presented by the teachers.
Another literacy practice observed in Latino and African American households was storytelling from a very personal perspective linked to culturally located moral messages—e.g., kinship, the importance of extended family, etc. JW and Marilyn observed that many of the ethical and moral teachings happened through oral stories based on personal experiences (26/37 households). When asking families later if the stories were true, the teachers found out that many of them were based on real occasions, yet constructed as realistic fiction with added details. Others were completely improvised. The “real” was a very ethnocentric concept—the central tenet of such stories was to pass on consejos (advice) by bringing them to life.
TO DO:
Watch http://www.learner.org/workshops/tml/workshop1/index.html# if time permits
* more TEACHING MULTICULTURAL LITERATURE: A Workshop for the Middle Grades available at http://www.learner.org/workshops/tml/index.html
* series with high school focus at http://www.learner.org/resources/series178.html for future reference
No comments:
Post a Comment