I agree and like what Glazier and Seo say, “ The use of multicultural literature–coupled with dialogic instruction within a safe classroom context–can provide students with both a window to other cultures and a mirror reflecting on their own.” (pg. 686). As learners we need to see the world from all different perspectives. The literature that textbooks offer is one sided and not nearly as diverse as it should be. I think that it is improving from when these articles were written.
I think that at the 7th and 8th grade level, not all students know and understand what their culture is. This could be a positive or negative thing. Students at this level are trying to figure out who they are. If we provide multicultural literature with dialog it could very well be the mirror that would allow the students to reflect on who they are and to reflect on the experiences of others ( pg 688). I think at the 7th and 8th grade levels, the dialog might be more reflective and not as in depth as in high school. Students need to understand and see that there are differences out there but also find an understanding of themselves. So I agree that, “multicultural literature is capable of doing both simultaneously, promoting intercultural and intracultural understanding. (pg. 689).
I want to learn more about how to provide the dialog for these conversations. Glazier and Seo, talk about the dangers of teachers' assumptions and leading conversations. I need to learn how to let the conversation flow and not direct it, so that students can have a voice and be safe. How can I grant the voice and legitimacy to the perspective and experiences of others so that students do not have to surrender their personal and cultural identities? This really could be an eye opening exchange of information that changes all.
Glazier,J., and Seo, J.-A. (2005). Multicultural literature and discussion as mirror and window?. Journal of Adolescent & Adult Literacy.
it is intensely difficult for me to take in these articles. On the one side, Torres-Padilla is talking about dismantling every part of American history to prove that it is inaccurate. We know it is not completely accurate because it is our history but leaves out massive chunks of information that the greater populace would like to forget about (on all sides of that conversation). There is zero need to make America a socialist society, there are enough problems with the systems we have in place; to alter the systems and replace them with another system we have put down in other regions would be tantamount to insanity.
ReplyDeleteAs for the conversation about multiculturalism itself, one needs to only look at the many cultures and microcultures around in everyday life. If people would use the 'window' and observe those around them, they could see the dynamics of the other people within their own circles. Then the 'mirror' becomes much easier to utilize. I do find it interesting that they integrated the text to self, text to text, and text to other (or world) concepts in this academic paper. It allows the reader to make a more targeted connection with what they want student voices to be talking about. When thinking in this light it makes the conversational directing easier. Very broad terms like, "How do you feel about that?" Makes a tie to their own emotions. "What does this look like in your life?" is a broad question that would have them looking at places in their lives that are similar. This line of thinking also supports beating back the 'poverty pedagogy discussed in Allington's book on middle school readers. Students are all capable of interacting if you set them up with the broad questions that allow them to lead to their own thinking. (2005) I tend to let my students carry the brunt of this type of conversation, as it is less obtrusive, and they have more voice in the directions the conversation will take.
Allington, R. L. (2015). What really matters for middle school readers: From research to practice. Pearson Education, Inc.
Glazier,J., and Seo, J.-A. (2005). Multicultural literature and discussion as mirror and window?. Journal of Adolescent & Adult Literacy.
I agree with some of what you're saying about the Torres-Padilla argument but not all. I didn't ever get the sense that he's arguing for a socialist country. I find his argument to be grounded in what you've captured in the first part of your response. I, too, think that completely dismantling is harsh, but I do find value in recognizing that our originary narrative leaves out too many voices that should be included. Will you help me to see where the argument for socialism is?
DeleteI agree with you, I did not like the article by Torres-Padilla. I do think Glazier and Seo had some interesting ideas. I am still wondering how the conversations in my classroom of special educations students are going to look like. Normally they are very guided. Even in broad terms. I am hoping that from this class and the Literacy for Middle school, I can lead my students to have good conversations and gain insight.
ReplyDeleteRegina, I think it becomes easier to look through windows the more confident and comfortable you are looking in the mirror. I think it can be difficult for students to be less egocentric when they do not feel confident in themselves. I teach 6th grade, and I struggle with similar issues. At that age they are still learning to think more abstractly which can make it harder to see things outside of what impacts them. I think one way that you could ensure that all students have a voice is to make it a little more personal. Have them each show and explain their own culture in a way that fits them. It could be a slideshow, poster, trifold, Wix website or any other format that you are okay with. This would allow them to have some agency over the product that represents them and their family.
ReplyDeleteA couple of responses, Regina:
ReplyDelete1. I agree that texts are improving from when the two articles were published.
2. I hope that conversations in 7th and 8th grades are less deep than those that occur in 11th and 12th grades, just as I hope there's more depth (and understanding) in college, and so on. It's all about developmental levels, right? I really like what you say about having students reflect at those earlier stages.
Jeanann's suggestions about asking questions related to the three steps (text-self, text-text, text-other) are excellent, and thank you, Jeanann, for them. I also agree with empowering students to set the direction and go with the conversation, although I realize that, again, what age students we're working with will impact how much direction and agency will be useful.