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Saturday, July 30, 2011
The Mendoza-Denton article is in the dropbox.
For those of you that have been assigned the Mendoza-Denton article, you will soon find out, if you haven't already, that it is not in the reader. Instead, you will find it in the dropbox, ready to be downloaded.
IMPORTANT: Clarification on remaining blog entry
I just want to provide some clarity regarding the final blog entry. You are supposed to complete five blog entries for this course. The syllabus asks for six entries; that is my mistake. We did not require an entry the first week (because you had yet to read any of the course material). So, then, at a rate of one entry per week, we are limited to five total entries.
Now on to the final blog assignment: we really wanted to give you all a "break" since you had so much going on last week. So, we decided to forego the blog entry assignment for this week. As a result, there can only be a maximum of four entries total. Enter the final blog question: this particular question is intended to elicit a more substantial, substantive response than the questions that were based on course readings, precisely because it asks you to critically reflect on your time at your field site by centering race and, subsequently, discussing the dynamic/s that were informed by it. Consequently, the minimum word length is doubled. This question, then, constitutes (i.e., counts as) two entries.
Here's how the math works:
Initially there were five entries required, each one worth up to four points. However, because we skipped a week there are three, each worth up to four points for a total of twelve possible points. Thus, in order to get to twenty total points, the final blog entry will be worth up to eight points (not six, as I'd previously posted).
The response to this question is due by August 10th, by 5:00pm; however, please feel free to turn it in anytime prior to the due date.
Please let me know if there are still lingering questions.
Friday, July 29, 2011
Hours log & final presentation assignment uploaded to dropbox
Per the title of this entry, both the volunteer hours log and the final presentation (i.e., reflective performance) sheets have been uploaded to our course-wide drop box. The dates for the final presentations are August 11th for the TTH class, and August 12th for the MWF class (respectively).
Thursday, July 28, 2011
Case Study assignment
Case Study Assignment for EDUC 140AC
Due Monday, August 15th, by 9:00am
This assignment asks you to write a case study of some aspect of the after-school or school programs you’ve been working in, the activities you’ve engaged in there, or of child/young/person/adult or small group of students you’ve worked with there. Unlike your literacy autobiography, which was a personal essay, the case study is a type of writing that’s usually associated with the social sciences—like psychology or linguistics or education or sociology—and that relies on data— in your case mostly field notes, but conceivably interviews, audio-recordings, and artifacts or documents as well— gathered by the author. BUT…. This doesn’t mean that your case study should be dull or stilted or have no passion or voice. Quite the contrary. It should be beautifully written, represent someone or something you feel strongly and have thought carefully about, and in a general sense, provide an insightful account about your work at the after-school or school sites. And it will also need to abide by certain conventions that we describe below, such as being based on an analysis of qualitative data.
To begin: The best way to begin thinking about the case study to think about what stands out in your mind about your fieldwork. What one issue or child or event or activity or moment has struck you as most interesting or problematic? Have you come back again and again to something in your field note reflections or in your site check-ins? Here is your chance to dig deeper into some aspect of your experience at the after school or school site.
Some examples of qualitative research and case studies from our reader:
Student papers from previous semesters
Hull & Rose, “’This wooden shack place’”
Olsen, excerpt from Made in America
Lee, “Beyond the model-minority stereotype”
Lam, W.S.E., “Literacy and the design of the self”
Newkirk, excerpt from Misreading Masculinity
Skilton-Silvester, “Literate at home but not at school”
Possible topics:
· Language or gender differences
·A student’s confidence in her abilities
· Conflicts involving violence or harsh language.
·Perhaps your case study child/children/youth is one who has developed and grown over the course of the semester or one whose personality is so strong you see him/her interacting with the various people and activities in unique ways.
· Perhaps you see a group of girls work through issues of self-confidence, or you've been fascinated by watching a pair of best friends as they interact from week to week.
· Maybe there is a certain piece of software or kind of technology that you’ve seen a child or children or young people work through differently.
· Do kids’ out-of-classroom lives that have you intrigued; is there a way you can document their social worlds and explain how these come into play in after-school settings· You could also chronicle the development of a relatively new after school site, like Space2Cre8 program, or a new activity that you initiate, such as storybook reading at an elementary school.
· You could detail the process through which a particular video or digital story got created. You might also describe one interaction and then analyze all the influences that created that interaction.
Having trouble deciding or finding a topic? Read through your (and your classmates’) field notes. Take notes on patterns you notice. Think of scenes you remember. While working on-site, you should keep in mind your possible topic. Gear at least part of your field notes towards this topic. If applicable (and if you have permission from teacher and participants), use a camera, tape recorder or camcorder to document your topic (observe a pair of kids working together, or capture the different layouts of the snack/homework space each time the tables are moved.) Feel free to informally interview children or to ask them to produce something for you, if applicable. If you are doing a case study about an individual, you might also want to collect other information about him/her besides the information you have in your field notes, by visiting him or her at school or maybe doing an informal interview.
You will analyze your data, and you will use your findings to make an argument, as we will see from the case studies we discuss in class. Be sure your arguments are grounded in evidence—that is, material from the course and real lived experience. Finally, be sure to incorporate the ideas and readings we have worked with in class about literacy, learning, language, and development. These should be illustrated, supported or refuted by the evidence/data that you’re including in your case study.
Your paper is due Monday August 15th, by 9:00am. Your paper should be from 6 to 8 pages double-spaced (not including Appendices). It should be well-written and documented with data. Make sure to define your key terms and concepts. Our hope is that this paper will be both fun to write and read! You should write the paper for someone who does not have any experience with the after-school or school settings where you are working, describing the programs rather than assuming that your reader already knows about them.
Here is the structure we would like to see in your paper:
Introduction: Background/Setting/Issue (1/2 to 1).
Research question(s) you hope to answer (paragraph or list)
Literature review: Readings that provide your framework (2 pp.)
Description and analysis of data you are basing your case study on (1/2 to 1 p.) and how you analyzed your data
Findings (around 2 to 4 pp.)
Conclusion (1-2 pp.)
Appendix A—Examples of Coding/Data Analysis (1-5 pp.)
Other appendices as appropriate
Final blog question, due August 10th by 5:00pm.
Sunday, July 24, 2011
Response to Morrell and Andrade
Message to Anna Kite and Anna Wu
I just realized that there is no way to differentiate between the two of you when you post. The tagline simple says "Anna"; so, can one (or both) of you also include your last name when you post? Thanks.
Castlemont field trip to Cal - volunteers needed!
Check-in at St Martin de Porres: Tuesday, 3 p.m.
Friday, July 22, 2011
My response to Anna's astute email:
the aforementioned “more fair-skinned” groups.
Let's open a thread based on our discussion yesterday. This is open to the MWF group as well.
Continuation of Thursday's discussion
We had some great and powerful discussions in class this Thursday and I went home thinking a lot about them. So, I sent Jeremiah an email specifically about our discussion on Asian Americans and he asked that I share this with you all as well. I, myself, would love to hear what you all have to say. The following is most of my email to Jeremiah:
"We had some great discussions today in class! I just wanted to email you
about our discussion on Asian Americans and their economic and political
station in America. If I am not mistaken, you mentioned that many Asian
Americans are currently pretty well off economically. However, they lack
political power. This I agree with. I mean, I haven't seen any Asian
protest groups on campus either. However, I know of a few Asian youth
groups that do a lot of advocacy work in their communities (AYPAL in
Oakland being one). I can't help but wonder if whether our stereotypes of
Asian Americans (as submissive, docile, silent, etc) play a role in the
lack of political activism, or perhaps the stereotypes are keeping us from
seeing that Asian Americans are indeed active? I'm not very sure.
You also brought up a point that Asian Americans, unlike other minority
groups, have almost positive stereotypes. (Or more positive stereotypes
vis-a-vis those placed on Blacks or Latinos -- Asians stereotyped as smart
versus Blacks being stereotyped as dumb). Correct me if I took it the
wrong way, but I'm not sure any stereotype is positive. Being placed as
the "model minority" and being stereotyped as smart has some pretty
negative repercussions, especially for those Asians who do not meet the
expectations. A lot of the Southeast Asian ethnic groups (Laotians and
Cambodians for example) face a lot of the same realities many other people
of color in poverty face. However, when Asians as an umbrella group are
seen as doing well in the academic and professional realms, as being smart
enough, it unjustly covers up a lot of the struggles many groups of Asians
still endure -- and as a result hiding a lot of the political support and
help many Asian groups still need. It's this notion that Asians are doing
well, they are well-off economically (and some groups of Asians are) that
ties into this perception that political involvement is unnecessary.
However, I'm not sure lacking a political voice is ever desirable, even
with economic prosperity as a trade-off. (Not saying this is what you were
arguing, however. The discussion had me thinking.)
Please share any thoughts you may have."
Thursday, July 21, 2011
Field notes - IMPORTANT
Reading lists for T/TH groups
Ayers: Tuyet, Andre, Phillip,
Morrell: Helen, Nayeri, Nick, Zack
Moll: Preunky, Patti, Anna
Mahiri: Michael, Jashley, Yuri
Hull: Astrid, Toshi, Tiffany
Pearson and Bruhmer will be covered by either Nora or me.
If your name is not on this list, please email me right away.
IMPORTANT: Attendance
I have noticed that they quite a few of you have unexcused absences. This is especially problematic because this class only last for 6 weeks. What is more, participation factors into your grade. You cannot participate in class discussion if you are not in class. So, to be clear, as with just about any class you will take here at UC Berkeley, more than two unexcused absences will negatively affect your course grade. We know that unforeseen emergencies also occur during the summer. Still, we ask that you alert us if you know that you will not make it to class on a given day; or, if you are unable to provide forewarning, as to the reason for an absence, please let us know as soon as you are able.
From the syllabus:
Wednesday, July 20, 2011
There are still a number (7) of "unknowns" on the blog.
A week or so ago, I mentioned that there were a number of "unknows" on the blog. A few of you made the necessary adjustment. However, there are still "unknowns" on the blog. To be clear, when you post a resopnse as an "unknown", we do not know who to assign credit to. Please take the time to choose a pseudonym/screen name; then, after you have completed this step, please email Nora (and me) letting us know the screen name that you've chosen so that we match students up with their respective screen names. Thank you.
No questions for Ayers and Ambe.
I have not developed questions for either Ayers or Ambe, precisely because though they are both valuable contirbutions to literacy studies, they are fairly straightforward and, in my opinion, do not need further explication. That said, I do encourage you all to read them. Both pieces, like I stated above, are important; and, both pieces are relatively short.
Questions for Mahiri & Sablo
- 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?
Questions for Morrell & Duncan Andrade
- Morrell and Duncan-Andrade argue that students benefit from culturally relevant instruction, yet there has been (and continues to be) ardent resistance insofar as rethinking or recapitulation the “canon” is concerned. Why do you feel that there has been continued resistance to the incorporation of this kind of pedagogy?
- The authors cite Ferdman (1990) who argues that cultural valuation leads to higher levels of literacy acquisition; why do you believe this is the case? More specifically, do you feel that cultural valuation (i.e., valuing a student's culture) in fact leads to higher levels of literacy acquisition?
- Why is it important for students to be taught in their own “native” tongues; and, what kind of transformational experiences do the authors attribute to this kind of instruction?
Questions for Hull & Rose:
- Why is freeing students from closed, canonical (and necessarily terminal) interpretations vitally important if we hope to help young people think critically about the sociocultural identities that are available to them?
- What do the authors mean when they argue that “hesitancy and uncertainty are central to knowledge making” (pp. 297 of original text)?
Questions for Moll:
- Moll, on page 565 of the original text, claims that “by capitalizing on household and other community resources, we can organize classroom instruction that far exceeds in quality the rote-like instruction […] children commonly receive in school.” What would this shift practice look like, practically? That is, what would a classroom that eschews rote, mechanized instruction in favor of a more dialogic flow look life in your opinion? Describe the mise-en-scène.
- According to Moll, why is it important to account for the variegated household dynamics found within his focal classroom, which is a relatively diverse classroom milieu?
Reading groups for next week:
Here are the reading gfroups for next week. Remeber, you are no longer limited to concept maps as far as presentations are concerned. You're free to present your assigned asrticles in any manner that you feel will be efficacious/edifying for your classmates. Lastly, please remember to create at least two questions to ask your classmates following your presentations. (The goal of these questions is to create an interactive dialogue).
Ambe: Daniel and Edwen
Ayers: Sarah and Eileen
Morrell: Ruby and Arno
Moll: Anna and Mary
Mahiri: Sequoia and Leshee
Hull: Lauchlin and Michelle
Tuesday, July 19, 2011
Field hours opportunity
Volunteer Coordinator & Development Committee
St. Martin de Porres School
675 - 41st Street
Oakland, CA 94609
(510) 652-2220 ext 32
Literacy autobiography
Sunday, July 17, 2011
Response to Lam
Revised reading schedule for the MWF class.
I hope that each of you is enjoying your weekend. Per the subject line above, I just added the revised reading list for the MWF class to our dropbox. To be clear, this doumment supercedes the syllabus; so, look to this list when you have questions regarding the chronology of course readings.
Emailing fieldnotes to Jeremiah OR Nora
Questions for Rodriguez
Thursday, July 14, 2011
Field note clarification
St. Martin de Porres Orientation schedule
Wednesday, July 13, 2011
From Michael Appis at OMI
Tuesday, July 12, 2011
Anzaldua...
- Anzaldua writes that the "home" tongues are the languages spoken among family and friends; according to Gee, what type of discourse is this? Please provide an example of the differences between your particular "home" tongue and the tongue you most frequently adopt when not at "home".
- Anzaldua argues that language is, essentially, twin-skin to culture; that is to say, that language both instantiates and carries culture. Please discuss what it is that she means by this; and, argue for why you agree or disagree with this argument?
- How can linguistic suppression, or worse oppression lead to negative mis-identification? More specifically, how can linguistic oppression lead to the internalization of pejorative associations for linguistically marginalized groups?
Pratt
- It seems as though Pratt is arguing that the notion of a speech community is predicated on a false assumption of cultural homogeneity? Do you agree with this argument: And, if so, why is it problematic?
- Pratt mentions perspectives of power, how can these asymmetrical power relationships, like teacher-student for example, be made more equitable?
Lam questions...
- Why does Lam feel that it is problematic, when engaging discourses, to focus on binary oppositions? And, do you feel that her concern is warranted?
- What does Lam mean by “transnational social fields (pp.83 of source text)” and how are they potentially counter-hegemonic (according to Lam)? Please explain.
- According to Lam, the development of intercultural voices and perspectives are vitally important for youth, especially immigrant youth. According to Lam, what do these two terms denote; and, do you agree with her regarding their intrinsic significance?
Questions for Howard (2006) reading...
- Sociologically, race is classified as a social construction (i.e., not an irrefutable biological reality); that is, it is defined as an abstract notion, so to speak. Is this designation problematic for Howard; and, do you see any potential problems with this classification? Please explain.
- What are “legitimizing myths”; and, what purpose do they serve (according to Howard)?
- Why does Howard consider the notion of meritocracy, as delineated in our distinctly Westernized, Eurocentric National ethos, to be mythical (pp. 37 of original text)? Please explain.
- Also on page 37 of the original text, Howard discusses what he terms “social arrangements of dominance”: please provide examples of said social arrangements, and, explain just how they fit into the definition that Howard provides.
Monday, July 11, 2011
Mistake in group pairings...
Hello all,
I mistakenly put Anna in two groups, while simultaneously failing to put Mary in any group at all. My apologies. So, Anna, you are no longer in the "Rose" group; Mary, you are now the newest member of the "Rose" group. Congrats.
If there's anything else that I missed, please don't hesitate to let me know.
The pairs/groups for next week's presentations (MWF class only).
Pratt (1999): Anna & Sequoia
Anzaldua (1987): Sarah, Ruby, and Lehsee
Rodriguez (1981): Edwen & Kim
Bragg (1998): Lauchlin & Eileen
Rose (1989): Anna & Michelle
Howard (2006): Jeremiah
Olsen (1997): Jeremiah
Remember, the questions that correspond to these particular readings need to be answered by 11:59pm Sunday night (the 17th). Some of the questions are already on the blog. However, there are quite a few that still require questions; worry not, all missing questions will be posted no later than 5pm tomorrow evening.
Readings for this week, (which will be presented on next week):
Great job on the presentations today!
I just wanted to recognize and commend the MWF class for doing an awesome job on their, respective, presentations today! Keep up the good work.
Volunteering at Castlemont
Linda
losuorji10@gmail.com
510-847-5620
Please email Linda by the end of today if you are interested.
Also, because the Castlemont site is furthest away from campus, driving time will be factored into the tutoring hours requirement.
Sunday, July 10, 2011
Learning is development is most plausible
Volunteering at OMI Orientation
Saturday, July 9, 2011
Regarding blog responses
I apologize for not making this more clear: you are required to answer one question on the blog. Even if one reading has four posted questions, you still need only answer one.
Friday, July 8, 2011
If you have not yet purchased the reader...
If you have not yet purchased the reader, please email me; and, I will reply with the PDF's that are to be covered come Monday.
Thursday, July 7, 2011
Tuesday/Thursday Reading Presentation Groups
"Unknowns" on the blog
There are several "unknowns" on the blog at the moment. Obviously, it is totally fine should one choose not to use her or his real name on this public forum. However, in order to get credit for the blog entries, we need to know who you are. So, please, select a screen name. Once a pseudonym is selected, please let me and Nora know who it corresponds to so that we can keep track of your points.
Presentation information
Below is a list of the (arbitrarily) placed groups for the MWF class. After I speak with Nora, either she or I will post a list of the groups for the TTH class. Expect that this evening or early tomorrow morning. Each group will be responsible for constructing a concept map of their, respective, assigned reading. Of course, this assignment is something that you can work on outside of class with your group (or pairs, as is the case with the MWF class); however, I will allow in-class time for the construction of concept maps. In order to ensure the quality of your presentation, make it a point to do a close/thorough reading of your assigned text before begin working on the group concept map.
Wednesday, July 6, 2011
Olsen
- In your opinion, is there anything particularly glaring that Laurie missed in her analysis of and and explanation of the racialized spatialization of her target school?
- Does Laurie’s assertion that “we make each other racial”, in your opinion, exculpate people and apparatuses that support and benefit from long-standing vestiges of institutional and structural inequity?
- More specifically, in your opinion, does she simply address a symptom while eliding an authentic discussion of the root cause (the disease, if you will)?
Pearson and Brumer
- In Brumer’s article, what does she feel led to the back-to-basics backlash; and, what events precipitated this backlash? What are the strengths and weaknesses of the whole—language and phonics approaches, respectively?
- And, what would an amalgamation of the two seemingly disparate approaches look like?
- On page 223 of the original text, first full paragraph, Pearson argues that schools and educational staff have appropriated the “whole-language label without honoring its fundamental principles…(223).” Why do you think this is, and, is the elision of issues of empowerment consistent with Freire’s critique of the banking model of education?
- Pearson argues that issues of literacy education in general and reading research in particular are inherently political: do you agree? Please explain.
Readings for Boal
- Boal is, seemingly, arguing for a particular kind of theatrical literacy, which he asserts will work to emancipate the oppressed/repressed; do you feel that this postulation is plausible? That is to say, do you agree that his conception of a theater (for) of the oppressed can truly work to emancipate oppressed, marginalized students?
- It has been passionately and cogently argued Boal, as well as by an esteemed group of anti-colonial, feminist, and critical race theorist, that oppressed people, irrespective of geographical locale, share a common loss of control over their bodies. What does this mean?
- And, how can a theater of the oppressed work to empower the oppressed, so that they can repudiate their position as spectators and instead become protagonist (thus, effectively, reclaiming their bodies)?
Questions for Gates, Jr. & Fredrick Douglass
- Gates, Jr, argues that race is a trope, i.e., a word/concept that is used figuratively, what does he mean by this?
- Contiguously, is there a problem with the metaphor that he offers? More specifically, does Gates, Jr., by relegating race to an abstract concept, a metaphor, fail to account for the real, material effects fomented by race?
- Gates writes that (pp.591 of the original text) many Western writers and (pseudo)scientists have sought to reify race by arguing that it is inherently biological, i.e., on page 595 of the original reading, that it is “natural, essential, and absolute.” What, in your opinion, would prompt these writers and scientist to espouse this particular stance, and, whose interests does it serve (explain)?
- Likewise, Gates argues that there has been and continues to be an (erroneous) conflation between “race” and intelligence that permeates and pervades western thinking regarding innate ability/intelligence; who are the beneficiaries of this line of thinking?
- On page 53 of the original text, Douglass recounts the vicissitudes of his own literate awakening. What does his account speak to regarding the internalization of negative, oppressive reinforcement?
- What caused Douglass’ aversion to thinking? Why did it quickly become the bane of his existence?
Questions from Vygotsky and Wink & Putney readings
- Beginning on Page 80 of the reading, three theoretical positions, regarding the relationship between learning and development, are posited, which of the the theoretical postulations seems most plausible? And contiguously, which of the three positions (re-conceptualizations) would be most efficacious with regard to pedagogy?
- How does the Zone of Proximal Development represent a paradigmatic shift in the way in which the relationship between learning and development is conceptualized?
- Vygotsky argues that “writing must be relevant to life (pp. 118 of reading)”, what does he mean by this? Is this argument consistent with conceptualizations of culturally relevant pedagogy?
- According to Vygotsky what is the difference between (merely) teaching written letters and actually teaching written language? Wink & Putney:
- Wink and Putney argue that Vygotsky’s theorization of learning as social and cultural represents a paradigmatic shift in the way that the relationship between learning and development is conceived of (pp. 85 of the reading). What types of theoretical problem or dissonance does Vygotsky’s theory foment for proponents of and arguments for standardized testing?
- Create your own metaphor of ZPD; then, please explain it’s constituent parts, (in much the same way that Wink and Putney did in their text).
- What would the Vygotskyian concept of reciprocity look like in a classroom based tutoring environment?
Questions from Bogdan
- How are value judgments problematic with regard to field note creation? How can they be avoided?
- And, how can ethnocentrism inform ethnographic research? Please provide and (real or hypothetical) example.
Questions for: Rose, Hull, and Scribner
- Based on his experiences with Vocational education, it seems as though Rose invokes his buoyancy metaphor, (students will float...), pejoratively; is there way in which it can be viewed positively? (Please explain)
- Rose described the “Voc Ed” track as a “dumping ground for the disaffected”; first of all, what does he mean by this? And, secondly, do you feel that remedial tracks still represent a “dumping ground” of sorts? Why or why not?
- What does it mean to be “groomed for the classroom”? On page 37 of the reading (the last full paragraph), Rose describes his subjective experience with literacy: which of Scribner’s three metaphors best encapsulates the relationship that Rose depicts?
- What does it mean to expand our conception of literacy?
- How can the use of digital media serve to create more agentive young people; more specifically, how can it help traditionally marginalized (and therefore silenced) young people find their respective voices?
- Why would there be proponents of bounded literacy, i.e., why would there be supporters of a conception of literacy that has fixed boundaries?
- Would it be fair to argue that the quest to offer a universal definition of literacy can be explained, at least in part, by an over-reliance on classification or scientism that (arguably) pervades western intellectual thought? Why or why not?
- Do you agree with Scribner that definitions of literacy can only be arrived at synchronically, i.e., at a particular moment as opposed to diachronically (over time)? Why or why not?
- How is literacy a social justice issue? To this question, how has literacy been used as a "hegemonic tool"; and, how can the obverse be made true, that is, how can literacy be used as a tactical, subversive tool? Offer an example.
For Freire readings
- In Freire’s critique of the banking model of education, he argues that students are posited as receptacles or depositories (pp.72 of original text). For Freire this is problematic because he considers the banking model inherently oppressive. Do you see a way or ways in which this metaphor can be appropriated and/or re-envisioned as something positive and or generative?
- Why is it in the best interest of the oppressor to “change the consciousness of the oppressed, not the situation that oppresses them (pp.74)”?
- Freire argues that the inherent contradictions, which he feels are constitutive of the banking model of education, will eventually lead the oppressed to “turn against their domestication and […] attempt to domesticate reality (pp. 74 of original).” What are the inherent contradictions that he is referring to? And, what would an attempt to domesticate reality look like?
- Freire argues for a problem posing pedagogy in order to subvert and counteract the damage caused by the banking model of education: what are the primary differences within these educational paradigms (pp.79)?
- On page 98 of the original text, Freire argues that: “…the notion that literacy is [only reducible to] learning the standard [i.e., dominant] language still informs the vast majority of literacy programs…” Freire clearly has a problem with this; why?
- On page 99 of the original text (fourth full paragraph), Freire appropriates Althuasser’s (1971) conception of the ideological state apparatus (i.e., ISAs, which we discussed briefly in class) to describe the educational atmosphere in former colonies. Is the analysis of the situation that he describes limited to former colonies or can it also be applied to contemporary local and National contexts? Please explain.
- In this chapter, Freire lists four approaches to literacy: the academic approach, the utilitarian approach, the cognitive development approach, and the romantic approach. Do you see parallels between Freire’s approaches and Scribner’s metaphors? Please explain.
Tuesday, July 5, 2011
My office hours
In my experience as a GSI, Instructor, and student service coordinator, setting weekly office hours, more often than not, results in a lot of alone time for me. That is to say, students rarely show up for office hours. So, I am trying something new: this semester I will have office hours, exclusively, by appointment. Thus, if you want to get together, please email me so that we can set up a time. I look forward to meeting with each of you, outside of class, at some point in the semester.
Welcome to the Summer ED140 blog!
Each week students in this section will be responsible for answering one of two (posted) reading-related questions; these questions will come directly from the readings for that week. Your responses should demonstrate some understanding of the material in question; that is to say, I am less interested in whether or not you liked the assigned articles (though I hope you do), than I am in your ability to identify and critically analyze the positions/main arguments presented within the texts.
However, if you do not find my questions particularly compelling and wish to pose your own instead, you are welcome to do so. Your query (in order to earn the full two points) must ask an important question and provide context as to why you have deemed the question “worth asking”. Likewise, if you opt to address a post from one of your classmates (in detail) rather than answer the assigned questions, this too is acceptable. I want this blog to be our dialogue; so, to be clear I am disinterested in twenty-plus, slightly differently-worded answers to the same two questions. I much prefer and feel it is far more helpful to have class-wide, multi-layered conversations on the texts that will be covering.
So now I’ll get to what you really care about...
In order to receive the full 2 points:
· Each entry should be at least 200 words, (but no more than 350 words).
· Spelling and grammar matter.
· Avoid summarizing in your responses; instead, offer an analysis of the text.