After reading Appleman's chapter 7 on Poststructuralist, I was quite intrigued by Martha's story. I find it relieving to know that a teacher who at one time was teaching by the book (text-centered), was able to transition her classroom instruction by allowing change. Her change was to welcome literary theory into her classroom. Appleman states, "Theory can be especially powerful for those students who feel the most powerless, students whose performance in school, family background, or other factors put them on the margins of the academic and social life of the school" (125). Based on Appleman's statement here, I believe this can be a significant role literary theory can play in an individual's life. Throughout the chapter, Appleman also makes note of how literary theory can be useful outside of school and into real life.
Another quote Appleman states that I wish I could relate to is, "Literary theory may help students to "read" the factors that contribute to their status in school, may help them reflect on their own investment in learning, and may give them additional interpretive authority" (125). This quote really hit home with me and my experiences in high school. When I first declared my major at Western as English Education I was not prepared for what I was in for. I didn't know anything about literary theory (which I am no professional at now). I felt, compared to my colleagues, that my high school English education was taken from me. I felt steps behind everyone else who apparently had knowledge of theory in their high school classrooms. My point is that teachers need to better prepare their students for college. Using an aspect of literature like literary theory is not only beneficial for those pursuing English education, but also for those going to pursue their education in general. Learning literary theory forces you to think about what you are reading and how to think about literature in different ways and points of view. I wish I had this experience in English, not just because I am an English Ed major, but for the simple fact that I may have been more wiser now having learned it earlier.
Tuesday, October 23, 2007
Appleman-Chapter 6
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?
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?
Tuesday, October 16, 2007
Webb-Chapter 3
After reading Webb's chapter 3 on gender, I was a little disappointed. As always, I enjoy Webb's personal experiences within each chapter, however I didn't find this particular chapter very useful to me. I don't know if maybe it is because I have taken a Women in Literature course here at Western, or the fact that I am a female but I was not intrigued. I can relate to the fact that taking a course based on women in literature takes a different spin than the average literature course. Since it is based on women, the idea of gender roles, feminism, and women's rights issues do come about throughout discussion.
When it comes to teaching women in literature in the secondary schools I am definitely not against it. Although, I do think there should be a great deal of literature written by men as well. Basically, I want to find a happy medium within my classroom setting where the class can read a certain amount of literature by women, as well as a certain amount of literature written by men. This is allow students to see both sides of the spectrum from a woman's perspective as well as a man's perspective in writing.
As far as gay and lesbian studies go, I definitely want to promote this type of literature in my classroom as well (in a safe and comfortable manner that is). The way I feel about teaching women in literature, is exactly the way I feel about teaching gay and lesbian literature. It is a good learning experience and to have a healthy, diverse balance of homosexual themes in the classroom is something that can also be controversial, but a good education for many in the process.
When it comes to teaching women in literature in the secondary schools I am definitely not against it. Although, I do think there should be a great deal of literature written by men as well. Basically, I want to find a happy medium within my classroom setting where the class can read a certain amount of literature by women, as well as a certain amount of literature written by men. This is allow students to see both sides of the spectrum from a woman's perspective as well as a man's perspective in writing.
As far as gay and lesbian studies go, I definitely want to promote this type of literature in my classroom as well (in a safe and comfortable manner that is). The way I feel about teaching women in literature, is exactly the way I feel about teaching gay and lesbian literature. It is a good learning experience and to have a healthy, diverse balance of homosexual themes in the classroom is something that can also be controversial, but a good education for many in the process.
Appleman-Chapter 5
When is comes to feminist theory, I agreed mostly with a particular quote that Appleman states in chapter 5.
"As students read and interpret literary text, feminist theory can help them to notice salient issues of gender--the portrayal of women in the world of the novel, the gender of the author and what relevance it may bear to how the work is both written and received, the ways in which the text embraces or confronts prevailing ideologies of how men and women are situated in the 'real world,' and the ways in which our own interpretations as individual reader are gendered" (Appleman, 76-77).
I think this particular statement in the chapter serves as a feminist theory mission statement when using it with young adolescent readers. Each thing that Appleman states as helpful when it comes to feminist theory creates different approaches and angles that can be done in an English classroom. Having this many approaches into feminist theory may be good to have for classroom environments that may not feel comfortable addressing each of these angles. However, it is good to touch base with each of these when reading a novel that displays feminist theory.
I really enjoyed Appleman's examples of student responses using a feminist perspective. Some of the conversations between the females in the class and the males in the class were quite intriguing. It was a bit of a reality check for me in terms of what issues and verbal attacks that can occur when discussing a theory like feminist theory. I think that allowing these conversations in the classroom, as long as they stay appropriate, is a great learning experience for both parties to gain perspective.
Since feminist theory can obviously become a controversial issue in the classroom, I think it is an important theory to teach in order for young adolescents to understand different points of view. This will then expand their horizons and allow each student to find deeper meanings in the text relating to the feminist theory.
Tuesday, October 9, 2007
Webb-Chapter 6
Webb's chapter 6 deals with issues of race in the classroom using an American literary classic Huckleberry Finn, as a prime example. Although the main focus is on this literary work, I want to touch base with something that really causes room for debate, which is the issue of censorship and teacher freedom. Instead of sitting here and preaching about all the reasons teachers should be able to do certain things, I am going to present Webb's specific quotes which I think speaks for most people who are opposed to censorship in the classroom.
The first point that I found the most inspiring is when Webb says, "Cultural studies teachers need to remind students, probably on the syllabus and on the first day of class, that controversial issues are part of the learning process, and they need to inform students that diverse points of view will be welcomed and explored" (109). Webb's point here is something for us future educators to keep in mind. By announcing this verbally and in writing for students will open up the doors for interpretation, perspective, and diversity. This way students will have a more comfortable atmosphere to learn in whereas with censorship, students may be alienated and/or isolated (walking on egg shells during classroom discussion).
The second point supports the previous quote by Webb where this may be a great suggestion for teachers to use during the school year to create a serious learning atmosphere for students and their families. "As a high school teacher, I found it useful to invite administrators, colleagues, and parents to my classroom to participate in the discussions my students and I were engaged in. These invitations helped create trust and freedom" (109). By doing this it may show these different groups of people that you as the instructor, are not going to portray and influence opinions on the students, but rather have a classroom setting where everyone can learn from one another and be comfortable with it in return.
The third point deals with self-censorship. Webb says, "self-censorship is probably more damaging to students than open censorship because it specifically avoids public discussion of the constitutional freedoms on which democracy is based" (110). This sentence as a whole, speaks for itself and a mission statement all of us should consider teaching by. We as educators need to uphold our rights as American citizens and condone that to our students as well. In doing so, our students will be more reluctant to have an open-mind and live their lives with independence and great knowledge of diversity.
The first point that I found the most inspiring is when Webb says, "Cultural studies teachers need to remind students, probably on the syllabus and on the first day of class, that controversial issues are part of the learning process, and they need to inform students that diverse points of view will be welcomed and explored" (109). Webb's point here is something for us future educators to keep in mind. By announcing this verbally and in writing for students will open up the doors for interpretation, perspective, and diversity. This way students will have a more comfortable atmosphere to learn in whereas with censorship, students may be alienated and/or isolated (walking on egg shells during classroom discussion).
The second point supports the previous quote by Webb where this may be a great suggestion for teachers to use during the school year to create a serious learning atmosphere for students and their families. "As a high school teacher, I found it useful to invite administrators, colleagues, and parents to my classroom to participate in the discussions my students and I were engaged in. These invitations helped create trust and freedom" (109). By doing this it may show these different groups of people that you as the instructor, are not going to portray and influence opinions on the students, but rather have a classroom setting where everyone can learn from one another and be comfortable with it in return.
The third point deals with self-censorship. Webb says, "self-censorship is probably more damaging to students than open censorship because it specifically avoids public discussion of the constitutional freedoms on which democracy is based" (110). This sentence as a whole, speaks for itself and a mission statement all of us should consider teaching by. We as educators need to uphold our rights as American citizens and condone that to our students as well. In doing so, our students will be more reluctant to have an open-mind and live their lives with independence and great knowledge of diversity.
Webb-Chapter 2
I was quite intrigued by Webb's chapter on homelessness. I was most inspired by his introductory story on the man he discusses in the beginning. I feel that because Webb came across a homeless man the way he did, that is inspired him to reflect and influence his own students to learn more about it from different angles. I really like the idea of teaching homelessness in the classroom, especially using some of the references Webb leaves for the readers throughout the chapter, as well as in the end. Some of these resources are things many people have heard of before, but have they ever really thought to base a unit around a theme like homelessness? I sure have not. The responses from his students in the beginning where some were unsure of homeless people, and a particular student who wanted to drop the class because he thought they would be learning "character, and plot", were interesting to read and even more exciting when Webb got "sharper" analytical papers after their findings and readings. Turns out most students were more interested than they perceived to be in the beginning.
One quote in particular is what I hope to be true above all when it comes to student responses in class, "If involvement with real-world issues and events developed consciousness, it also led to better written projects, extended and deepened reading, and provided a basis for passionate oral reports and intense class discussion" (20). This proves that having themes like homelessness create curiosity to young adolescents and in spite of their doubts, they may actually learn something and enjoy learning in the process. I hope to have this type of impact on my students in my own English classroom one day, where I can find the spot where each individual can find something we are doing in class to be useful and a great learning experience.
One quote in particular is what I hope to be true above all when it comes to student responses in class, "If involvement with real-world issues and events developed consciousness, it also led to better written projects, extended and deepened reading, and provided a basis for passionate oral reports and intense class discussion" (20). This proves that having themes like homelessness create curiosity to young adolescents and in spite of their doubts, they may actually learn something and enjoy learning in the process. I hope to have this type of impact on my students in my own English classroom one day, where I can find the spot where each individual can find something we are doing in class to be useful and a great learning experience.
Appleman-Chapter 4
Chapter 4 discusses primarily the literary theory of Marxism. After completing the reading of this chapter I found 2 quotes or comments from the authors to be rather striking. The first one reads on pages 60,"In order for students to be able to understand themselves and each other, they need to be able to contextualize their knowledge in terms larger than themselves; in other words, they need to be able to place their own particular situations and the texts they read into a larger system or set of beliefs. It is for precisely this reason that the particular lens of Marxism can be useful". I found this to be quite interesting relating to the Marxism theory since I could not quite put my finger on exactly the purpose of Marxism. For students to go beyond their own personal situations like reader response, and to combine that with the text and form beliefs of their own appears to be quite productive and useful for students.
The second reads on page 72, "Some politically conservative communities may confuse the introduction of Marxist literary theory with the practice or indoctrination of communism, and teachers may receive negative reactions from parents, community members, administrators, and other teachers". This quote I found to be very irritating. I am so tired of hearing about all the things we cannot teach or things that are "risky" to teach in the classroom. I am also tired of trying to keep young adolescents so sheltered. By exposing them to things like Marxism and even GLBT themes within literary texts as well, allows students to become independent individuals, learn from other perspectives, and have their own voice instead of being influenced by everyone around them. Grrr...I say if we feel like teaching it, and it is relevant, teach it! After all it is our job to teach, and the students' job to learn.
p.s. I just went off on a tangent so hopefully that made some sort of sense.
The second reads on page 72, "Some politically conservative communities may confuse the introduction of Marxist literary theory with the practice or indoctrination of communism, and teachers may receive negative reactions from parents, community members, administrators, and other teachers". This quote I found to be very irritating. I am so tired of hearing about all the things we cannot teach or things that are "risky" to teach in the classroom. I am also tired of trying to keep young adolescents so sheltered. By exposing them to things like Marxism and even GLBT themes within literary texts as well, allows students to become independent individuals, learn from other perspectives, and have their own voice instead of being influenced by everyone around them. Grrr...I say if we feel like teaching it, and it is relevant, teach it! After all it is our job to teach, and the students' job to learn.
p.s. I just went off on a tangent so hopefully that made some sort of sense.
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