After reading Appleman's chapter on deconstruction I am feeling a little uneasy about teaching it to students. For part of the chapter, Appleman explains how to use deconstruction, what it is, and approaches to using it; however, he then goes on to explain the dangers associated with deconstruction and adolescents. In particular, Appleman states that deconstruction, "teaches them to examine the very structure of the systems that oppress them and, in doing so, to intellectually dismantle them, thus making adolescents rebels with a cause" (106). I find this specific statement to be a good experience for students in the case that students can understand what deconstruction is and how to use it in literature. Appleman also places examples of student responses using deconstruction that I find will not be the results of every classroom.
I think that the use of deconstruction could be effective in an English classroom if the teacher uses a proper approach and the classroom environment is appropriate. If a class has bad chemistry, or has a hard time discussing literature in general, I do not think deconstruction would be effective. However, like in Appleman's chapter, he discusses the use the deconstruction in an AP English class where the student responses resulted very successfully. I am skeptical if the same results becoming of general education students. Maybe there is an approach to incorporating deconstruction into instruction without it being the entire focus?
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2 comments:
Yes, she obviously selects some comments from students that would highlight how they are "getting" deconstruction. I would like to see a comprehensive list of comments, because as you assert, these may not be typical responses.
i think it would be interesting to find a way to introduce deconstruction and have it not be the main focus, but sadly, i really don't think it would work, at least to a point where students can really understand what deconstruction is. I am fearful to bring this into my classroom, unless, like Appleman, i was in an AP class, and the makeup of the room was responsive and positive.
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