I posted this as a response to Camryn's week 1 post (and Rachel's response to it), but because it also addresses Jeanann's post and Mandy's response to her post, I wanted to repost for everyone to read. I know that the Torres-Padilla article is dense, but it raises important issues about the function of literature and education in the context of a person's identity as an American. Let me know what you think about the "originary narrative" and Torres-Padilla's argument that it needs to be shifted to include previously silenced voices. 

Part of the challenge to education is to bring the literature in as way to offer other "originary narratives" or add to the one we have (or change it or challenge it, etc.). Nina Baym's term "originary narrative" is what Torres-Padilla is really talking about. Baym coined the term and explains that we have this historical narrative about the beginnings of our country. It comes with a whole host of features and embedded perceptions about who we are as Americans. Torres-Padilla claims that it leaves out a lot of voices. He argues that we might consider bringing in narratives written by authors from a variety of cultures so that we can use them to add to the originary narrative of our country and thereby add to the embedded ideology of what America is and means. So to go back to Jeanann's comment, I might say that I agree with your observation, Jeanann, that immigrant, first-generation, and so on students in our classes definitely have had experiences that are incredibly valuable to their ability to succeed, to their peers' learning experiences, and to our professional development. You're absolutely right that while it's important to acknowledge the challenges some of our students have, it's also important to turn those challenges into strengths. Getting back to your question, Camryn, and your response, Rachel, that's a way we as teachers can move out from sticking to the old ways and using literature from a variety of authors in new ways that will benefit our students. I also believe very strongly that reading a variety of texts--fiction, nonfiction, poetry, articles--from a variety of perspectives will inform us and positively impact how we work with all of our students.