Overall, I thought that this course, TE 448, was an appropriate supplement to TE 348. After taking both courses, I now feel much more educated and informed about children’s literature. This semester, the insider/outsider debate was one of the most poignant things I learned. I am not on one side or the other, but I do think that if someone is going to write a book about something, he or she needs to be well educated about the topic and portray it accurately and authentically. After discussing this topic in class, however, it has become clear that it can be difficult to classify someone as an insider or outsider and determine who has ownership over a topic. I know that when I select books for my students in the future, I will make sure to find this information out and determine whether or not it changes one’s reading of the book.
Another insight I had this semester is the capability children have to discuss controversial literature. For example, reading Little House on the Prairie by Laura Ingalls Wilder may be a good book to use with students when discussing representations of Native Americans. One could not only talk about the stereotypes portrayed, but why they were portrayed. A question I have, however, is how to broach this topic with young children. Ideally, I would like to work with children in kindergarten through second grade. Next semester, I will be student teaching in a preschool lab with children age’s two to five. My thoughts are that it is enough to introduce this type of literature to young children by reading it to them or having it in the classroom. Perhaps when they are in first or second grade, discussions can begin, but I am not quite sure how to execute something like that at this point.
From here, I am going to re-evaluate some of the diverse literature I have from my childhood library. I was planning on using some of this literature in my future classrooms, but now I need to make sure that it is authentic literature and not derogatory. If anything, this course has made me love children’s literature even more. And now I feel better equipped to find children’s literature and assess it. I’m excited to bring these new ideas into my future classroom and share them with the teachers and students that I will work with.
Saturday, December 8, 2007
Monday, December 3, 2007
Reflection Post
After exploring Native American Children's Literature, I came across a few themes. First, I noticed that there is a large amount of folklore or folk stories about Native Americans. However, if one wants to find a contemporary representation of Native Americans, he or she must "go digging" so to speak. One resource that I found extremely helpful for this assignment was the Oyate Catalog, which can be found at: http://www.oyate.org/catalog/index.html
This resource provides a list of books that is split up by grade level, media, or topic. It was through this source that I was able to find a few books that I thought would be quality ones to use. However, when looking for these books at the local library, I had a difficult time and had to make some changes to my book list.
Overall, I think that someone looking at my text set would learn that there are multiple ways to represent Native Americans in a modern light. Also, the blog about a professional resource brings up the question of insiders versus outsiders in Native American literature, and how it is a much more complicated line to draw in contrast to other "groups" or topics of literature. It is critical to express to students that Native Americans are not a thing of the past, they are very much in the present and we need to consider this when discussing this cultural group with children.
This resource provides a list of books that is split up by grade level, media, or topic. It was through this source that I was able to find a few books that I thought would be quality ones to use. However, when looking for these books at the local library, I had a difficult time and had to make some changes to my book list.
Overall, I think that someone looking at my text set would learn that there are multiple ways to represent Native Americans in a modern light. Also, the blog about a professional resource brings up the question of insiders versus outsiders in Native American literature, and how it is a much more complicated line to draw in contrast to other "groups" or topics of literature. It is critical to express to students that Native Americans are not a thing of the past, they are very much in the present and we need to consider this when discussing this cultural group with children.
Sunday, December 2, 2007
Native American Literature: Analyzing through a Professional Resource
Stewart, Michelle P. "Judging Authors by the Color of Their Skin? Quality Native American Children's Literature." Multi-Ethnic Children's Literature 27 (2002): 179-196. JSTOR. 2 Dec. 2007.
After spending a large portion of time looking for Native American books for this assignment, I noticed a reoccurring theme. It was extremely difficult to find non-traditional or non-folklore representations of Native Americans at the East Lansing Public Library, especially in terms of children’s literature. Most of the books focused on Native American tales, heroes, or biographical information. When reading a critical review on Native American literature, I found a quote that expressed this idea: “Some authors continue to depict American Indian culture as foreign, as something “other” that must be brought into the fold of American culture rather than celebrated for its distinction,” (Stewart 181). The author of the article also discussed the insider/outsider debate in terms of Native American literature. Since hundreds of tribes exist, where does one draw the line of an outsider? For example, is it appropriate for a member of an Iroquois tribe to write about someone from the Chippewa tribe? Another interesting discussion that arises from this article is the fact that the Native American population is not growing; thus, who is going to represent the voices of Native Americans as the tribes grow smaller?
After spending a large portion of time looking for Native American books for this assignment, I noticed a reoccurring theme. It was extremely difficult to find non-traditional or non-folklore representations of Native Americans at the East Lansing Public Library, especially in terms of children’s literature. Most of the books focused on Native American tales, heroes, or biographical information. When reading a critical review on Native American literature, I found a quote that expressed this idea: “Some authors continue to depict American Indian culture as foreign, as something “other” that must be brought into the fold of American culture rather than celebrated for its distinction,” (Stewart 181). The author of the article also discussed the insider/outsider debate in terms of Native American literature. Since hundreds of tribes exist, where does one draw the line of an outsider? For example, is it appropriate for a member of an Iroquois tribe to write about someone from the Chippewa tribe? Another interesting discussion that arises from this article is the fact that the Native American population is not growing; thus, who is going to represent the voices of Native Americans as the tribes grow smaller?
Saturday, December 1, 2007
Native American Literature: Book Three
Joseph, Bruchac. Eagle Song. New York: Dial Books for Young Readers, 1997.
Eagle Song, by Joseph Bruchac, deals with an adolescent Native American growing up in Brooklyn after recently moving there from Upstate New York. The main character, Danny, lives with his father, Richard, and his mother, Salli. Throughout the book, Danny struggles to build relationships at school as he feels different from everyone else.
Bruchac covers a host of sensitive issues within Eagle Song. Many of the situations that arise are ones that young readers will be able to relate to. For example, one of Danny’s friends joins a gang. Danny struggles with this issue as he realizes the volatile nature of gangs. Bruchac also brings up the idea of presentism: viewing the present as better than the past because of all the resources we have available today. In the book, Danny’s father comes into Danny’s class to share a Native American story. Before he shares his story, Danny’s teacher comments, “Because I want you all to know that Native American people are not just part of the past, I have invited our special guest to come to class today,” (Bruchac 41). This is an important concept to teach to children, as many Native American representations are historically presented.
The book Eagle Song would be an appropriate addition to elementary classrooms. It introduces a young Native American character in a contemporary light. In class, we discussed the importance of including books that show a variety of characters from diverse backgrounds. Bruchac’s book does this and more as it opens up a host of discussions that young students will be eager to talk about.
Eagle Song, by Joseph Bruchac, deals with an adolescent Native American growing up in Brooklyn after recently moving there from Upstate New York. The main character, Danny, lives with his father, Richard, and his mother, Salli. Throughout the book, Danny struggles to build relationships at school as he feels different from everyone else.
Bruchac covers a host of sensitive issues within Eagle Song. Many of the situations that arise are ones that young readers will be able to relate to. For example, one of Danny’s friends joins a gang. Danny struggles with this issue as he realizes the volatile nature of gangs. Bruchac also brings up the idea of presentism: viewing the present as better than the past because of all the resources we have available today. In the book, Danny’s father comes into Danny’s class to share a Native American story. Before he shares his story, Danny’s teacher comments, “Because I want you all to know that Native American people are not just part of the past, I have invited our special guest to come to class today,” (Bruchac 41). This is an important concept to teach to children, as many Native American representations are historically presented.
The book Eagle Song would be an appropriate addition to elementary classrooms. It introduces a young Native American character in a contemporary light. In class, we discussed the importance of including books that show a variety of characters from diverse backgrounds. Bruchac’s book does this and more as it opens up a host of discussions that young students will be eager to talk about.
Native American Literature: Book Two
Erdrich, Louise. The Range Eternal. New York: Hyperion Books for Children, 2002.
The Range Eternal, by Louise Erdrich, derives from her memories of her grandparents’ home on a reservation in North Dakota. In the book, Erdrich brings to life a stove – the Range Eternal – that epitomizes her memories of her grandparents’ home. Within her recollection, she weaves the stove into a metaphor, since soon after the family begins to use a furnace they get rid of the stove. In some ways, Erdrich is comparing the loss of the stove to the loss of land felt by the Native Americans.
The illustrations in this book, by Steve Johnson and Lou Fancher, add a special piece to the story and may help young readers to understand the story. In addition, the story is lyrically written. Since the story is essentially about a young girl and her memories of her grandparents’ house, many readers will be able to relate to the message of the story.
A concern that I have is that readers may not know this story is about Native Americans or written by a Native American unless they read the About the Author section or the author’s biography. On one hand, this is a benefit of the story as it expresses the notion that ethnicity does not always need to he high lighted or blatantly displayed. However, since this book touches on the idea of Native Americans losing their land and the feelings that went along with this ordeal, it may be important for teachers to discuss this in their classroom if using it as a representation of Native American literature.
Upon reflection, The Range Eternal has both benefits and drawbacks. I would think carefully about how I wanted to use this book in my classroom. In essence, however, it provides a story that young readers may be able to relate to and appreciate.
The Range Eternal, by Louise Erdrich, derives from her memories of her grandparents’ home on a reservation in North Dakota. In the book, Erdrich brings to life a stove – the Range Eternal – that epitomizes her memories of her grandparents’ home. Within her recollection, she weaves the stove into a metaphor, since soon after the family begins to use a furnace they get rid of the stove. In some ways, Erdrich is comparing the loss of the stove to the loss of land felt by the Native Americans.
The illustrations in this book, by Steve Johnson and Lou Fancher, add a special piece to the story and may help young readers to understand the story. In addition, the story is lyrically written. Since the story is essentially about a young girl and her memories of her grandparents’ house, many readers will be able to relate to the message of the story.
A concern that I have is that readers may not know this story is about Native Americans or written by a Native American unless they read the About the Author section or the author’s biography. On one hand, this is a benefit of the story as it expresses the notion that ethnicity does not always need to he high lighted or blatantly displayed. However, since this book touches on the idea of Native Americans losing their land and the feelings that went along with this ordeal, it may be important for teachers to discuss this in their classroom if using it as a representation of Native American literature.
Upon reflection, The Range Eternal has both benefits and drawbacks. I would think carefully about how I wanted to use this book in my classroom. In essence, however, it provides a story that young readers may be able to relate to and appreciate.
Native American Literature: Book One
Hucko, Bruce. A Rainbow At Night: the World in Words and Pictures by Navajo Children. San Francisco: Chronicle Books, 1996.
A Rainbow at Night: the World in Words and Pictures by Navajo Children is a non-fiction children’s book written by Bruce Hucko. Hucko taught art on the Navajo Reservation in Utah for over ten years. The book is written in a reader friendly manner. Each page shows a piece of artwork, a photo of the child who made the art, some background information by Hucko on the art, the child’s description of his or her art, and lastly some questions to use in a classroom that relate to the piece of art.
One of highlights of this book is that contains a contemporary viewpoint on Native Americans and their culture. Furthermore, this viewpoint is told through the eyes of Native American children. An element of this book that I found to be extremely appealing is the questions listed at the bottom of the page. These questions allow non Native American students a way to relate Native American students. Furthermore, it supports the idea of cultural universals: emphasizing similarities between cultures and communities before discussing differences. For example, one set of questions asks, “What is your family’s story? Where did you come from? Ask your parents and grandparents, and listen. Draw the most important parts of the story large on your paper…” (Hucko, p. 6)
Overall, I find this book appealing and would use it in a classroom library. It is essential to represent Native American people in a modern light, rather than the traditional folklore students are used to. Also, the art and stories of the children in the book create a peer teaching environment that can be carried over into the classroom.
A Rainbow at Night: the World in Words and Pictures by Navajo Children is a non-fiction children’s book written by Bruce Hucko. Hucko taught art on the Navajo Reservation in Utah for over ten years. The book is written in a reader friendly manner. Each page shows a piece of artwork, a photo of the child who made the art, some background information by Hucko on the art, the child’s description of his or her art, and lastly some questions to use in a classroom that relate to the piece of art.
One of highlights of this book is that contains a contemporary viewpoint on Native Americans and their culture. Furthermore, this viewpoint is told through the eyes of Native American children. An element of this book that I found to be extremely appealing is the questions listed at the bottom of the page. These questions allow non Native American students a way to relate Native American students. Furthermore, it supports the idea of cultural universals: emphasizing similarities between cultures and communities before discussing differences. For example, one set of questions asks, “What is your family’s story? Where did you come from? Ask your parents and grandparents, and listen. Draw the most important parts of the story large on your paper…” (Hucko, p. 6)
Overall, I find this book appealing and would use it in a classroom library. It is essential to represent Native American people in a modern light, rather than the traditional folklore students are used to. Also, the art and stories of the children in the book create a peer teaching environment that can be carried over into the classroom.
Monday, November 12, 2007
Confessions of a Closet Catholic
I really enjoyed the book, Confessions of a Closet Catholic, by Sarah Darer Littman. I thought that she created a characters that many readers could relate to. Furthermore, she exposed the constructs that it is okay for one to question their religion.
Towards the beginning of the novel, I found the contrast between Jussy's mom and Mac's mom to be somewhat stereotypical. Mac's mom is the "perfect mom" in the "perfect Catholic family" whereas Jussy's mom is the overly clean Jewish mom. It bothered me that Littman portrayed the two characters in this way and I wondered how young readers - especially Jewish readers - would react to this. However, as the book went on, more of the family dynamics were exposed and the conflicts between Jussy and her Mom were eventually resovled.
Another idea that I thought this book dealt with was the idea of religion being arbitrary. Jussy uses grape juice, matza balls, and a teddy bear to represent Catholic icons. I think that one of the themes of this book is that religion is personal and it is whatever a person makes of it. One can follow traditions and norms of certain religions or one can make up their own rituals or follow traditions selectively - any way you do it is fine. This is an imporant idea to get across to young readers who may still be in the mentailty that Catholics can only do this and Protestants can only do that, etc.
Overall, I thought this book posed a lot of insightful questions. It was an enjoyable read and something that I was able to relate to easily.
Towards the beginning of the novel, I found the contrast between Jussy's mom and Mac's mom to be somewhat stereotypical. Mac's mom is the "perfect mom" in the "perfect Catholic family" whereas Jussy's mom is the overly clean Jewish mom. It bothered me that Littman portrayed the two characters in this way and I wondered how young readers - especially Jewish readers - would react to this. However, as the book went on, more of the family dynamics were exposed and the conflicts between Jussy and her Mom were eventually resovled.
Another idea that I thought this book dealt with was the idea of religion being arbitrary. Jussy uses grape juice, matza balls, and a teddy bear to represent Catholic icons. I think that one of the themes of this book is that religion is personal and it is whatever a person makes of it. One can follow traditions and norms of certain religions or one can make up their own rituals or follow traditions selectively - any way you do it is fine. This is an imporant idea to get across to young readers who may still be in the mentailty that Catholics can only do this and Protestants can only do that, etc.
Overall, I thought this book posed a lot of insightful questions. It was an enjoyable read and something that I was able to relate to easily.
Sunday, November 4, 2007
Thoughts on "Becoming Naomi Leon" (Group B)
Reading "Becoming Naomi Leon", by Pam Munoz Ryan, was truly enjoyable. It was interesting to read the Barrera and Quiroa article before hand ("The use of Spanish in Latino Children's Literature in English: What Makes for Cultural Authenticity?") and then see the parallels between the article and the book. In the article, the authors discuss the role of kinship and families in Latino Literature. During the novel, Naomi's mom shows up unexpectantly (after years of her being gone) and Naomi grapples with her identity in relation to her family.
What was refreshing about this novel was how gender roles were "reversed" in some ways. Rather than reading about an uninvovled and destitute father, we see a father who loves his children and wants to be with him. After reading so many books that shed father's in a negative light, this book gives one a fresh outlook. Also, the book high lighted extended kinship systems; Naomi not only had Gram and Owen as her support system, but neighbors and extended family members. The book also showed how cummunal the Latina community is, as when Naomi traveled to Mexico, her family accepted her immediately and worked together to find Naomi's father.
Another element of this book that made it unique from other reads was Naomi's voice. For a child who is struggling with problems between two parents, this novel offers a "friend" or voice that one can relate to. Often, problems within families are kept under wraps, or "hushed". Children dealing with these problems may not have an outlet or source to relate to. This book gives children a character to that they can turn to when coping with the same sort of issues.
I think this book is an outstanding resource, not only does it confront issues with families, it also exposes children to the Latina community in a positive and non-stereotypical way.
What was refreshing about this novel was how gender roles were "reversed" in some ways. Rather than reading about an uninvovled and destitute father, we see a father who loves his children and wants to be with him. After reading so many books that shed father's in a negative light, this book gives one a fresh outlook. Also, the book high lighted extended kinship systems; Naomi not only had Gram and Owen as her support system, but neighbors and extended family members. The book also showed how cummunal the Latina community is, as when Naomi traveled to Mexico, her family accepted her immediately and worked together to find Naomi's father.
Another element of this book that made it unique from other reads was Naomi's voice. For a child who is struggling with problems between two parents, this novel offers a "friend" or voice that one can relate to. Often, problems within families are kept under wraps, or "hushed". Children dealing with these problems may not have an outlet or source to relate to. This book gives children a character to that they can turn to when coping with the same sort of issues.
I think this book is an outstanding resource, not only does it confront issues with families, it also exposes children to the Latina community in a positive and non-stereotypical way.
Monday, October 22, 2007
Thoughts about "From Charlie's Point of View"
This week we read "From Charlie's Point of View" by Richard Scrimger. Overall, I really enjoyed this book. I liked the progression of the characters and how the three main character's - Charlie, Bernadette, and Lewis - were equally and similairly developed.
I think that this book would be a good one to use in future years; however, I feel that it would be equally beneficial to read a book about a person who has a different disability. A few of the books about Autism that Valerie brought to class seemed very interesting and it would be a unique read. Personally, I've never been exposed to a young adult book that deals with a topic such as Autism.
My favorite thing about reading "From Charlie's Point of View" was all the questions that it raised. Everyone in my discussion group brought a different question and it was exciting to see how people read and view texts in comparison to my own view point.
Thanks for reading :)
I think that this book would be a good one to use in future years; however, I feel that it would be equally beneficial to read a book about a person who has a different disability. A few of the books about Autism that Valerie brought to class seemed very interesting and it would be a unique read. Personally, I've never been exposed to a young adult book that deals with a topic such as Autism.
My favorite thing about reading "From Charlie's Point of View" was all the questions that it raised. Everyone in my discussion group brought a different question and it was exciting to see how people read and view texts in comparison to my own view point.
Thanks for reading :)
Sunday, October 21, 2007
Women In Juarez, Mexico
Hello All!
I am taking a Women and Literature class this semester and the past few weeks we have been talking about the Juarez Murders in Mexico. I thought that this was a relevant topic to this blog because it has to deal with women's issues and it is EXTREMELY IMPORTANT to spread the word about this situation.
I'm not sure if everyone knows about the Juarez Murders, and I am not the most scholarly person on the subject but here is a little bit of background. Basically, about 10-15 years ago, around the time that NAFTA was initiated, women in Juarez started going missing. Currently, over 450 women have been found dead or are still missing - no one knows the real number. Many of these women are from small towns in central Mexico and have no family in Juarez - meaning, it takes some time for someone to become aware that these women have gone missing. If this isn't bad enough, many of these women are raped and mutilated beyond imagine. So far, NO ONE HAS BEEN CONVICTED of these murders and the government is not working to solve the problem.
This is just a rough description, but I encourage everyone to read more about this and find out information. This situation is devastating and not many people know about it (I had no idea until I took this class).
Here are some website links and a FICTIONAL book (based on true events) of the situation:
http://www.mujeresdejuarez.org/
http://www.amigosdemujeres.org/AboutUs.htm
Desert Blood: The Juarez Murders by Alicia Gaspar de Alba
I am taking a Women and Literature class this semester and the past few weeks we have been talking about the Juarez Murders in Mexico. I thought that this was a relevant topic to this blog because it has to deal with women's issues and it is EXTREMELY IMPORTANT to spread the word about this situation.
I'm not sure if everyone knows about the Juarez Murders, and I am not the most scholarly person on the subject but here is a little bit of background. Basically, about 10-15 years ago, around the time that NAFTA was initiated, women in Juarez started going missing. Currently, over 450 women have been found dead or are still missing - no one knows the real number. Many of these women are from small towns in central Mexico and have no family in Juarez - meaning, it takes some time for someone to become aware that these women have gone missing. If this isn't bad enough, many of these women are raped and mutilated beyond imagine. So far, NO ONE HAS BEEN CONVICTED of these murders and the government is not working to solve the problem.
This is just a rough description, but I encourage everyone to read more about this and find out information. This situation is devastating and not many people know about it (I had no idea until I took this class).
Here are some website links and a FICTIONAL book (based on true events) of the situation:
http://www.mujeresdejuarez.org/
http://www.amigosdemujeres.org/AboutUs.htm
Desert Blood: The Juarez Murders by Alicia Gaspar de Alba
Monday, October 15, 2007
Group Post about Awards
Asian/Pacific American Librarians Association
The purpose of this Award is to recognize authors and illustrators who create a representation of Asian/Pacific Americans and heritage in a positive way. The selection criteria is simply that the author or illustrate represents Asian/Pacific heritage in an accurate and positive way. The authors and illustrates do not have to identify themselves as being of Asian/Pacific heritage. The organization itself has been established for nearly thirty years, but the American Librarians Association sponsored award is relatively new in creation. There are three separate awards that are given under this title for illustrations in children's picture books, youth literature and adult books. The Asian/Pacific American Librarians Association has a section dedicated on their site for the members of the selection committee although it is not made completely clear 'who' the members are. The accolades of the members are given as a quick biography and perhaps in defending their position on the committee, but further information isn't really clear. No picture is given as a representation as to who the members are and that is something that our particular group thought it was interesting that the Asian/Pacific American Librarians Association would choose not to give you a face for their organization.Over all, we had a very difficult time finding books in the library that have won this particular award. "Kira-Kira" by Cynthia Kadohata, "A Step from Heaven" by An Na and "Project Mulberry" by Linda Sue Park were either winners or nominees for this award and were the only ones that were locatable.Our group thought that the criteria for this award sent a positive message in that when considering winners, the committee paid close attention to content verses identity of the authors or illustrators. We all felt that it added an interesting twist to the insider/outsider debate considering that the criteria doesn't specify that the creators have to be of Asian/Pacific heritage or association, but that of the three books that we were able to locate two of the authors were of Asian/Pacific heritage.We welcome questions or comments on this award and wonder what you think about the criteria saying that the authors and illustrators don't have to be Asian/Pacific American, but those are the people who seem to represent the winners of the award as a majority. Let us know!
The purpose of this Award is to recognize authors and illustrators who create a representation of Asian/Pacific Americans and heritage in a positive way. The selection criteria is simply that the author or illustrate represents Asian/Pacific heritage in an accurate and positive way. The authors and illustrates do not have to identify themselves as being of Asian/Pacific heritage. The organization itself has been established for nearly thirty years, but the American Librarians Association sponsored award is relatively new in creation. There are three separate awards that are given under this title for illustrations in children's picture books, youth literature and adult books. The Asian/Pacific American Librarians Association has a section dedicated on their site for the members of the selection committee although it is not made completely clear 'who' the members are. The accolades of the members are given as a quick biography and perhaps in defending their position on the committee, but further information isn't really clear. No picture is given as a representation as to who the members are and that is something that our particular group thought it was interesting that the Asian/Pacific American Librarians Association would choose not to give you a face for their organization.Over all, we had a very difficult time finding books in the library that have won this particular award. "Kira-Kira" by Cynthia Kadohata, "A Step from Heaven" by An Na and "Project Mulberry" by Linda Sue Park were either winners or nominees for this award and were the only ones that were locatable.Our group thought that the criteria for this award sent a positive message in that when considering winners, the committee paid close attention to content verses identity of the authors or illustrators. We all felt that it added an interesting twist to the insider/outsider debate considering that the criteria doesn't specify that the creators have to be of Asian/Pacific heritage or association, but that of the three books that we were able to locate two of the authors were of Asian/Pacific heritage.We welcome questions or comments on this award and wonder what you think about the criteria saying that the authors and illustrators don't have to be Asian/Pacific American, but those are the people who seem to represent the winners of the award as a majority. Let us know!
Tuesday, October 9, 2007
Stereotypes in "Bronx Masquerade" by Nikki Grimes
In class yesterday I didn't have time to formulate my thoughts or get them together before we moved on from this topic. I feel as though I may have had a different read of the book as opposed to some of my classmates. I didn't think that the characters in the book were stereotypes, I took them to be real students that many children could relate to. As some one in our class mentioned, the book gives voices to those who may not have this kind of exposure otherwise. Furthermore, it was brought up that the teacher in this novel represents a stereotype of the white teacher who goes into the inner city schools and tries to fix everything - which is why he started the whole Open Mike thing. However, the character Tyrone in the beginning writes a poem instead of an essay, which the teacher asks him to read. After Tyrone reads the poem aloud, the other students want to do the same thing. The Open Mike sessions develop from this. Thus, I don't believe that the teacher fits into the stereotypical "savior teacher" role.
I understand why others could read into these characters as stereotypes, and they could be right. I just saw the characters in a more realistic light and thought that their stories were ones that other students could relate to.
Thanks for reading :)
I understand why others could read into these characters as stereotypes, and they could be right. I just saw the characters in a more realistic light and thought that their stories were ones that other students could relate to.
Thanks for reading :)
Friday, September 21, 2007
Insider/Outsider Debate
For this post we are to discuss our opinions on the "insider/outsider" debate. Until a few weeks ago when this was brought up in class I had never really thought about this issue. After reading the articles and thinking about the points brought up in class, I think that what is relevant is not whether the author is an insider or an outsider but if they are well researched, authentic, and truthful. I recognize that it a person who is an insider has a lot more insight into a particular lifestyle. However, if an outsider was genuinely interested in a certain topic then he or she could find out about the the topic in many ways. The most authentic way for an outsider to gain insider access is to ask the insiders. I would bet that most people would want to tell their story or talk to someone if the person he or she was talking to was genuine and thoughtful.
I don't think that just because a person is an outsider that he or she should have any less access to information about different lifestyles. In fact, if whatevers being written is written in a respectful way, then I commend the outsider for their careful attention to the topic. In class, I would like to explore how published authors feel about this topic. I would imagine that many people who are insiders have read outside accounts that are offensive and this might lead one to believe only insiders should tackle certain issues.
I would also like to see good examples of outsiders who have written about certain topics. Lastly, I would like to explore how someone is classified as in insider or an outsider - I know this seems fairly simple but how does one know for sure whether the person writing is genuinely an insider or outsider.
Thanks for reading :)
I don't think that just because a person is an outsider that he or she should have any less access to information about different lifestyles. In fact, if whatevers being written is written in a respectful way, then I commend the outsider for their careful attention to the topic. In class, I would like to explore how published authors feel about this topic. I would imagine that many people who are insiders have read outside accounts that are offensive and this might lead one to believe only insiders should tackle certain issues.
I would also like to see good examples of outsiders who have written about certain topics. Lastly, I would like to explore how someone is classified as in insider or an outsider - I know this seems fairly simple but how does one know for sure whether the person writing is genuinely an insider or outsider.
Thanks for reading :)
Tuesday, September 4, 2007
First Post
Hello!
My name is Carrie O'Brien. I am currently a senior at Michigan State University majoring in Child Development with a specialization in Language Arts. This semester I am taking the class TE 448 which is a class focused on Issues of Diversity in Children's Literature. My sophomore year I took the pre-requisite class TE 348, which also focused on diverse children's literature. I have always loved literature...even when I was younger. I try to expose myself to diverse literature in my everyday leisure reading. However, when I was younger I don't recall a genuine collection of diverse books in my classrooms. I remember doing "token" books such as "Roll of Thunder, Hear My Cry" by Mildred D. Taylor. In fact, I found that book so intriguing that I read almost all of her other stories about the Logan family. Other than that, however, I remember few books that dealt with diversty... until reaching middle school.
I had an excellent professor for TE 348 and she would come to class with suitcases full of her books. It blew my mind that she had such an extensive collection and also that one could have such a well stocked library. My favorite assignment in that class was making our own library. I will bring all of those books with me to my future classroom and am glad that my library started out on such a good note.
As far as questions go, I can't think of too many. I'm very excited about all of the books we are reading. My main concern is that the ideal age that I want to work with (k-2) may not understand all of the concepts presented in many of these diverse books. I know that all children are different and that one should never underestimate them... but I would like to be exposed to more picture books that tackle diversity rather than all chapter books. I know that I can read the chapter books aloud but I think the children might have a more meaningful experience if they can look at the books themselves.
I think that is all for now... ciao!
My name is Carrie O'Brien. I am currently a senior at Michigan State University majoring in Child Development with a specialization in Language Arts. This semester I am taking the class TE 448 which is a class focused on Issues of Diversity in Children's Literature. My sophomore year I took the pre-requisite class TE 348, which also focused on diverse children's literature. I have always loved literature...even when I was younger. I try to expose myself to diverse literature in my everyday leisure reading. However, when I was younger I don't recall a genuine collection of diverse books in my classrooms. I remember doing "token" books such as "Roll of Thunder, Hear My Cry" by Mildred D. Taylor. In fact, I found that book so intriguing that I read almost all of her other stories about the Logan family. Other than that, however, I remember few books that dealt with diversty... until reaching middle school.
I had an excellent professor for TE 348 and she would come to class with suitcases full of her books. It blew my mind that she had such an extensive collection and also that one could have such a well stocked library. My favorite assignment in that class was making our own library. I will bring all of those books with me to my future classroom and am glad that my library started out on such a good note.
As far as questions go, I can't think of too many. I'm very excited about all of the books we are reading. My main concern is that the ideal age that I want to work with (k-2) may not understand all of the concepts presented in many of these diverse books. I know that all children are different and that one should never underestimate them... but I would like to be exposed to more picture books that tackle diversity rather than all chapter books. I know that I can read the chapter books aloud but I think the children might have a more meaningful experience if they can look at the books themselves.
I think that is all for now... ciao!
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