I did not get as much out of this chapter as the first one. I did like the Praise poems. very much like the I am poems but not quite as personal, (or maybe even more so?). I do agree with the stereotypes in cartoons. I often found it unnerving that there were no good female role models in many of the Disney movies. I wondered why none of the moms were ever good or even around. Seemed like Dad was always the hero and Mom was obsolete. I do like the charts and activity she uses for helping the students find the different roles the characters play and their importance.
This week at lunch we discussed how children's television now seems to make parents unnecessary. Children seem to have a "sassy" attitude and work out their problems without the wisdom of their parents. Our book was published in 2000. More recently, Disney has fed us a steady diet of Frozen. The figure that has become the idol (Elsa) continues to have the beautiful golden locks, huge eyes and a shapely figure that is accentuated by a body-hugging dress. Parents are not present. The more things change, the more things stay the same.
I agree Gloria. As a Disney lover, I still find it hard to swallow the fact that there are rarely any parents and the female characters are rarely empowering or accurate. They are stereotypical and enforce the idea that girls should marry at young ages. I mean Sleeping Beauty is sixteen, Ariel is fifteen...it's insane! The only character who seems to go against this is Mulan. I think Christenson is brilliant for having students find these flaws and pin point them as being flaws. It also helps them understand characters more because most of the students have seen the movies.
One thing I've realized is that most of my students did not grow up watching Disney movies. I was shocked! That was all I ever watched. These stereotypes go past cartoons as well all know, but I think it would be great to look at other things like reality tv, music, live-action movies. If we can't find the time to show many clips or watch cartoons in class, we can utilize what our students are familiar with. It would be another way to relate to our students and connect to their interests.
Catherine, l like the idea of using reality tv and the other genres you mentioned. I agree that they are probably something more of my students would relate to.
I have also found that my students are not familiar with the Disney movies that I grew up watching. While most know the basic stories, it comes second-hand, not from actually watching the shows. I wonder if it is a cultural or socio-economic issue? I have been trying to find a way to integrate these stereotypes so the lesson was very valuable for me. I love the way Christensen extends the issue past the classroom by providing a way for students to create authentic writing for outside audiences to discuss their view on the issues.
This chapter touched something near and dear to my heart. As an under-grad in communications, we talked at length about the many ways our self-image is shaped by commercialism. As I read this chapter I thought about our book "The Skin I'm In". I think I could open a unit on this book using some of the exercises in chapter 2. It is irksome to me to see our children judge themselves and one another based on what they see on television, movies and on the internet. When I was a child, The Wonderful World of Disney came on television at 7pm on Sunday nights. I clearly remember seeing Tinkerbell stand on the mirror and express dismay at the shape of her thighs. From that point on (I was 3,4 or 5 years old) I decided that I had fat thighs. That thought has been with me all of my life. Seeing this mentioned in our reading for this week helped me realize that I was not the only child to feel this sting.
I remember that too! It seemed so odd to me. What's more frightening is that this idea of not being good enough is growing more and more prevalent in society. There are so many young girls in middle school and high school who feel inadequate and ugly. I think making a unit or lesson focus on the positives of who the students are should definitely be a focus. Wouldn't it be great if we made it a daily or weekly practice?
I agree that the gender stereotypes are an issue that needs to be discussed. If we think about it, the commercialism viewpoint is often the only view that our girls receive because NO ONE talks about these issues. I feel that a unit that focuses on analyzing these stereotypes will enable students to critically view future literature in a more effective way so it will "kill two birds with one stone."
This chapter was incredibly interesting to me, especially because I am a huge Disney fan. However, there are problems with the images the main characters portray. Oddly, I don't think that I ever felt horrible about myself or that I had to do things a certain way because of these films. I find the images in the media much more disturbing. I think this stems from how my parents raised me. With that being said, many students do not have the support system or encouragement I received from my parents. I think as teachers we should assume that not all students, or even any of our students, have this type of encouragement or support. It is then our duty to enforce the idea of worthiness in each of our students, but not let it inflate their little egos. After reading this chapter I want to have a weekly journal on Fridays where students recognize their own abilities and "shining moments" during the week. They have the opportunity to show and claim something they have done to be proud of. When we give them the chance to show themselves that they are worthy they develop pride in themselves and gain confidence. However, how do we combat students who are overly confident in their abilities?
Now it works! Anyway, as I was trying to say, having 150 students go through my classroom daily it is difficult to know which ones need encouragement and which don't. This journal entry would ensure they all get their day in the sun. The ones that seem like they don't need it may not get any time to shine at home. They are also the ones that would most likely benefit from learning how to empathize with others and show compassion for what their peers have done. Let them go first and then they can settle down and give the floor to other students.
I love the idea of them journal about their achievements of the week! It is difficult to find that balance between building them up and fueling their egos. I think we should always praise our students for doing well. One thing that I can not get behind is praising them for doing what they should already be doing. At my host school, the students get rewarded for following the rules and doing what they are told. I'm all for positive reinforcement but come on. These students know what is expected and should not, especially at this point in the year, still be receiving extrinsic rewards like they are. The kids will never learn to appreciate the intrinsic rewards of education that way.
Anna-I agree that there is often an imbalance between rewards and responsibility. I agree that students need positive reinforcement, but they also need to understand the expectation of responsibility. I do like the achievement of the week journal, but it also needs to be balanced with mistakes and how students can learn to adjust their behavior based on these mistakes. I often use the journal prompt: What is one mistake you've made, and what was the lesson you learned from that mistake? as a way for students to reflect on taking responsibility for their actions.
I really appreciate this idea of students critiquing cartoons and media before they try their hand at "wrestl[ing] with the social text of novels, news, or history books." It would be so interesting to see students view these scenes and episodes that depict patterns and allow them to uncover the stereotypes themselves. I agree with Christensen, I would have to learn to keep my own mouth shut -- but I would feel so proud of students who can pinpoint these inequalities and injustices. I can see this lesson segment working well as a longer frontloading activity to many different texts. I think it would be a powerful opener to a unit that looks at gender inequality or the stereotypical woman (Jane Austen, Charlotte Bronte, Kate Chopin, Charlotte Perkins Gilman, Virginia Woolf). There is so much that can be tied to this lesson, however. This activity, I believe, is something that students will remember long past the classroom. I appreciate Christensen asking herself "what am I reaching them if the lesson ends there?" She wants the lesson to extend and the students to take action; she goes so far as to give us a real life application assignment. Students will use their analysis to bring about change. This lesson is so applicable to real life and our students -- I think it is wonderful and I would love to try it in the classroom.
I agree! I think each of us can relate to being judged for whatever reason at some point in our lives. By bringing up these big ideas in the text, we can create connections to our students lives and hopefully help them take a harder look at how the issues are still very relevant in today's society.
I also agree that this is a great way to introduce other literature so that students can effectively analyze the content. We often expect students to analyze deeper content without bridging the gap to that content. I love the lessons in this book as a way to begin units or to build background knowledge and views in order to fully interact with the more difficult texts that they will read throughout the year.
You're very right. I often use popular culture mediums to scaffold up to more complex works of literature. It is a great means to give students practice working with whatever skills your are assessing in a medium they are familiar with before they take on a text they often have a hard time identifying with. At the time I did not think to use cartoons. I primarily resorted to clips from popular movies or music videos. Despite how effective the popular culture mediums are, I think there needs to be additional step between that and independent work with more complex texts. That was one of my mistakes.
This chapter was especially powerful for me because I recognized during my undergrad studies that the pervasiveness of stereotyping. This is an issue that I have wanted to bring to my students, but was unsure how to accomplish it in an instructive way. The lesson using cartoons achieves my purpose of teaching students to become critical thinkers. As a high school teacher it is my job to teach the students how to analyze, assess, and critique the information they receive so that they can develop their own opinions-then communicate those views. This lesson offers an authentic way to view and communicate their analysis of society's role in continuing injustice. I can't wait to use fairytales and cartoons in my lessons since they will interest students, as well as teach students, how to view the world through a critical lens.
I love the idea of using cartoons as well. I also have used commercials and clips from movies/tv shows to talk about not only stereotypes but also propaganda and ethos/logos/pathos. I did an activity with my class where we watched commercials and talked about the rhetorical appeals that were being used. I had students come to me weeks later saying they can no longer watch ads without thinking of how they are being sold to.
I think one thing we sometimes struggle with is recognizing a medium's academic potential. There is a certain grade when books with pictures become elementary and unacceptable. However, comics, cartoons, and fairy tales have so much we can learn from! As illustrated in Christensen's text, it doesn't have to be thematic or even literary. Instead, students can learn to think critically and think for themselves through identifying the stereotypes in popular mediums. It is pervasive and we are often blind to it.
It truly is amazing to me how much what we watch, read, and consume effects our perceptions. I think it is a very important part of our jobs to teach children how to wade through all the information that is thrown at them daily. This is what critical thinking is about! I love the quote from a student's journal that said "'True death equals a generation living by rules and attitudes they never questioned and producing more children who do the same.'" (p. 42). How powerful is that?! We need to teach our students how to question what is wrong with our society. This is the only way things will improve both in education and the world at large.
I also understand the delicate approach you as a teacher might have to take with this style of teaching. Like Christensen mentioned, some students will not take to having their childhood ripped apart very well. I think you have to find that balance of pointing out the injustices to them without criticizing the way they were raised and allowing the students to find the meaning themselves (not pushing your own agenda on them).
It is a difficult path to walk. I think it is entirely necessary to teach students to question the status quo and to think for themselves... rather than following anything blindly. But you have to be careful not to be perceived as pushing an agenda. I remember wanting to riot in my AP World History before I began to think for myself and question what I accepted as historic record. My teacher would have been unjustly classified as an "Apologetic American," teaching world history as if the US was some kind of imperialistic force. Being a military kid, I took particular offense to it. But I have learned since that history should not be taught only from the perspective of the "victor."
I agree. History should be looked at from all aspects, from the aggressor to the victims. But, that never happens. We rush our students through classes so fast that they never have time to really sink their teeth into anything.
This chapter hit me incredibly hard! Anytime someone in the future tries to tell me that we are not bound by some invisible force that dictates our every decision based purely on our inborn traits, I will show that person this book. We do not realized how heavily we are indoctrinated to believe a certain way practically from birth. It is because of hateful social conditioning that black people, homosexual people, women, and even children are slapped down to being second class citizens. The topics Christensen addresses are highly relevant in today's society. As I write this, there is a campaign going on online known as #BlackOut. This is a movement in which picture of beautiful people of color are being posted on Twitter, Tumblr, Facebook, etc. with the aforementioned hashtag. Sadly, there are many white users who are responding to this with comments such as "There should be a #WhiteOut" and "This is racist." To this, one need simply to respond with a Google search. If one types "beautiful woman" in the search bar LITERALLY the first 50 images are white women. Our society has been conditioned to believe that beauty exists in a narrow percentage. It if for reasons such as the mentioned example that it is VITAL that we teach students to think for themselves, question everything, and not simply go with the flow. Students who can be easily manipulated into believing a certain fact will lead to a generation of easily trained robots. The world is trying to brainwash our students, let us not be a vehicle for this destruction. Growth occurs in those who can think and those who can think read.
I really like the idea of questioning the literature cannon that we teach from in classrooms. Having students analyze cartoons, movies, and literature for people groups that consistently play servant roles, people groups that are not even represented, and for people groups that always play the hero or female lead, opens their eyes to underlying currents that are represented in our communities. Opening student’s eyes to discrepancies among race is just a start; students must also look past race to pay attention to stereotypical gender roles. Teaching students to look at these different ideologies with a critical eye is the first step to change; not what are students going to do with it. By giving students the opportunity to express their thoughts through writing, they are given a vehicle for change. It is not enough to critique and discuss this material; we must also be transformed by it and transform the world around us. The main difference between ranting and transform is finding evidence to back up your critiques. The idea of praise poems is something that I am going to use in my classroom. I think it is a great way to introduce ourselves at the beginning of the new year. These poems allow us to celebrate all of our differences while looking at culture, our language, school, neighborhood, and ourselves positively. I hope that like the author, my classroom provides my students “a small space to undermine a social system that daily damages my students with belittling messages”.
You bring up a great point on addressing social injustices beyond race. I can only think of a couple strong female characters taught in class...and those were often found in my more advanced literature classes. This obviously needs to change. By only teaching socially standard gender roles and identities, we marginalize anyone that does not readily identify with these identities. We continue to perpetuate a cycle of misogyny and bigotry. I worry that it may be a long way off, but I look forward to a time where we can teach literature outside of gender binarism. Individuals should not be forced to adhere to dated societal expectations of gender roles and behavior.
This chapter had to be one of my favorites. Anyone who has spent extended time with me in or out of class knows I love comics and graphic novels. I worry that I bring them up too often in class. Nevertheless, this interest continues into any form of sequential art, including cartoons. Additionally, I have grown to become a big advocate of multicultural education… especially in our reading selections. Our curriculum is far too Eurocentric. It does not match the diverse makeup of our typical classrooms. Furthermore, we hardly teach strong female characters. This can be rectified through conscious efforts by teachers and those responsible for writing curriculum. However, our popular media is far more belligerent in perpetuating the idea of the white European male as the Norm and all other identities as the dangerous and subversive Other. As mentioned in the text, older cartoons are much more obvious in their negative stereotyping of minorities and women. However, Disney also plays an unfortunate role in this dangerous practice. If you watch many classic Disney animated movies, villains are often depicted in darker skin tones. Even in animated movies that showcase strictly minorities, such as Mulan, the heroes are depicted in much lighter tones than villains of the same or similar race. If it wasn’t for Mulan’s stereotypical black hair and almond shaped eyes, she could almost pass for Caucasian. Her skin tone is almost a peachy beige in some of the artwork. Her antagonist, Shan-Yu, is a much darker ashy tan or grey. I can only wonder what this says to children of darker complexions, regardless of race or ethnicity… that the only individual they may be able to visually identify with is often the villain or fool. For all its controversy, I love this unit. This would work as a perfect catalyst into deeper conversations and evaluating works with a more critical lens. Cartoons and comics are so readily available and often viewed as harmless or nonacademic. Changing students’ perspective of this medium could foster greater critical thinking.
My favorite part of Chapter 2 was the praise poems. I think this is a great way to be culturally responsive! Just reading these students' poems showed me just how much students want to be recognized and valued. This chapter was also filled with great metacognitive thinking activities for students to do while reading. I think that the Dialogue Journal Strategy is a great way to break up a difficult text and get students responding. They are not just pointing out imagery, symbols, main idea, characters, etc. Instead, they are making much more important connects to life and themselves. So often, I see teachers take a very thought provoking book and reduce it to literary elements for their students to find. That has no meaning that extends beyond a classroom. However, by allowing students to critique, analyze, reflect on and respond to what they read and see daily, they can become better agents of social change.
I did not get as much out of this chapter as the first one. I did like the Praise poems. very much like the I am poems but not quite as personal, (or maybe even more so?).
ReplyDeleteI do agree with the stereotypes in cartoons. I often found it unnerving that there were no good female role models in many of the Disney movies. I wondered why none of the moms were ever good or even around. Seemed like Dad was always the hero and Mom was obsolete. I do like the charts and activity she uses for helping the students find the different roles the characters play and their importance.
This week at lunch we discussed how children's television now seems to make parents unnecessary. Children seem to have a "sassy" attitude and work out their problems without the wisdom of their parents. Our book was published in 2000. More recently, Disney has fed us a steady diet of Frozen. The figure that has become the idol (Elsa) continues to have the beautiful golden locks, huge eyes and a shapely figure that is accentuated by a body-hugging dress. Parents are not present. The more things change, the more things stay the same.
DeleteI agree Gloria. As a Disney lover, I still find it hard to swallow the fact that there are rarely any parents and the female characters are rarely empowering or accurate. They are stereotypical and enforce the idea that girls should marry at young ages. I mean Sleeping Beauty is sixteen, Ariel is fifteen...it's insane! The only character who seems to go against this is Mulan. I think Christenson is brilliant for having students find these flaws and pin point them as being flaws. It also helps them understand characters more because most of the students have seen the movies.
DeleteOne thing I've realized is that most of my students did not grow up watching Disney movies. I was shocked! That was all I ever watched. These stereotypes go past cartoons as well all know, but I think it would be great to look at other things like reality tv, music, live-action movies. If we can't find the time to show many clips or watch cartoons in class, we can utilize what our students are familiar with. It would be another way to relate to our students and connect to their interests.
DeleteCatherine, l like the idea of using reality tv and the other genres you mentioned. I agree that they are probably something more of my students would relate to.
DeleteI have also found that my students are not familiar with the Disney movies that I grew up watching. While most know the basic stories, it comes second-hand, not from actually watching the shows. I wonder if it is a cultural or socio-economic issue? I have been trying to find a way to integrate these stereotypes so the lesson was very valuable for me. I love the way Christensen extends the issue past the classroom by providing a way for students to create authentic writing for outside audiences to discuss their view on the issues.
DeleteThis chapter touched something near and dear to my heart. As an under-grad in communications, we talked at length about the many ways our self-image is shaped by commercialism. As I read this chapter I thought about our book "The Skin I'm In". I think I could open a unit on this book using some of the exercises in chapter 2. It is irksome to me to see our children judge themselves and one another based on what they see on television, movies and on the internet. When I was a child, The Wonderful World of Disney came on television at 7pm on Sunday nights. I clearly remember seeing Tinkerbell stand on the mirror and express dismay at the shape of her thighs. From that point on (I was 3,4 or 5 years old) I decided that I had fat thighs. That thought has been with me all of my life. Seeing this mentioned in our reading for this week helped me realize that I was not the only child to feel this sting.
ReplyDeleteI remember that too! It seemed so odd to me. What's more frightening is that this idea of not being good enough is growing more and more prevalent in society. There are so many young girls in middle school and high school who feel inadequate and ugly. I think making a unit or lesson focus on the positives of who the students are should definitely be a focus. Wouldn't it be great if we made it a daily or weekly practice?
DeleteI agree that the gender stereotypes are an issue that needs to be discussed. If we think about it, the commercialism viewpoint is often the only view that our girls receive because NO ONE talks about these issues. I feel that a unit that focuses on analyzing these stereotypes will enable students to critically view future literature in a more effective way so it will "kill two birds with one stone."
DeleteThis chapter was incredibly interesting to me, especially because I am a huge Disney fan. However, there are problems with the images the main characters portray. Oddly, I don't think that I ever felt horrible about myself or that I had to do things a certain way because of these films. I find the images in the media much more disturbing. I think this stems from how my parents raised me. With that being said, many students do not have the support system or encouragement I received from my parents. I think as teachers we should assume that not all students, or even any of our students, have this type of encouragement or support. It is then our duty to enforce the idea of worthiness in each of our students, but not let it inflate their little egos. After reading this chapter I want to have a weekly journal on Fridays where students recognize their own abilities and "shining moments" during the week. They have the opportunity to show and claim something they have done to be proud of. When we give them the chance to show themselves that they are worthy they develop pride in themselves and gain confidence. However, how do we combat students who are overly confident in their abilities?
ReplyDeleteDanielle, I think this is a great idea. I have commented on it in detail several times and have continuously lost my comments. Just saying go with it!
DeleteNow it works! Anyway, as I was trying to say, having 150 students go through my classroom daily it is difficult to know which ones need encouragement and which don't. This journal entry would ensure they all get their day in the sun. The ones that seem like they don't need it may not get any time to shine at home. They are also the ones that would most likely benefit from learning how to empathize with others and show compassion for what their peers have done. Let them go first and then they can settle down and give the floor to other students.
DeleteI love the idea of them journal about their achievements of the week! It is difficult to find that balance between building them up and fueling their egos. I think we should always praise our students for doing well. One thing that I can not get behind is praising them for doing what they should already be doing. At my host school, the students get rewarded for following the rules and doing what they are told. I'm all for positive reinforcement but come on. These students know what is expected and should not, especially at this point in the year, still be receiving extrinsic rewards like they are. The kids will never learn to appreciate the intrinsic rewards of education that way.
DeleteAnna-I agree that there is often an imbalance between rewards and responsibility. I agree that students need positive reinforcement, but they also need to understand the expectation of responsibility. I do like the achievement of the week journal, but it also needs to be balanced with mistakes and how students can learn to adjust their behavior based on these mistakes. I often use the journal prompt: What is one mistake you've made, and what was the lesson you learned from that mistake? as a way for students to reflect on taking responsibility for their actions.
DeleteI really appreciate this idea of students critiquing cartoons and media before they try their hand at "wrestl[ing] with the social text of novels, news, or history books." It would be so interesting to see students view these scenes and episodes that depict patterns and allow them to uncover the stereotypes themselves. I agree with Christensen, I would have to learn to keep my own mouth shut -- but I would feel so proud of students who can pinpoint these inequalities and injustices. I can see this lesson segment working well as a longer frontloading activity to many different texts. I think it would be a powerful opener to a unit that looks at gender inequality or the stereotypical woman (Jane Austen, Charlotte Bronte, Kate Chopin, Charlotte Perkins Gilman, Virginia Woolf). There is so much that can be tied to this lesson, however. This activity, I believe, is something that students will remember long past the classroom. I appreciate Christensen asking herself "what am I reaching them if the lesson ends there?" She wants the lesson to extend and the students to take action; she goes so far as to give us a real life application assignment. Students will use their analysis to bring about change. This lesson is so applicable to real life and our students -- I think it is wonderful and I would love to try it in the classroom.
ReplyDeleteI agree! I think each of us can relate to being judged for whatever reason at some point in our lives. By bringing up these big ideas in the text, we can create connections to our students lives and hopefully help them take a harder look at how the issues are still very relevant in today's society.
DeleteI also agree that this is a great way to introduce other literature so that students can effectively analyze the content. We often expect students to analyze deeper content without bridging the gap to that content. I love the lessons in this book as a way to begin units or to build background knowledge and views in order to fully interact with the more difficult texts that they will read throughout the year.
DeleteYou're very right. I often use popular culture mediums to scaffold up to more complex works of literature. It is a great means to give students practice working with whatever skills your are assessing in a medium they are familiar with before they take on a text they often have a hard time identifying with. At the time I did not think to use cartoons. I primarily resorted to clips from popular movies or music videos. Despite how effective the popular culture mediums are, I think there needs to be additional step between that and independent work with more complex texts. That was one of my mistakes.
DeleteThis chapter was especially powerful for me because I recognized during my undergrad studies that the pervasiveness of stereotyping. This is an issue that I have wanted to bring to my students, but was unsure how to accomplish it in an instructive way. The lesson using cartoons achieves my purpose of teaching students to become critical thinkers. As a high school teacher it is my job to teach the students how to analyze, assess, and critique the information they receive so that they can develop their own opinions-then communicate those views. This lesson offers an authentic way to view and communicate their analysis of society's role in continuing injustice. I can't wait to use fairytales and cartoons in my lessons since they will interest students, as well as teach students, how to view the world through a critical lens.
ReplyDeleteI love the idea of using cartoons as well. I also have used commercials and clips from movies/tv shows to talk about not only stereotypes but also propaganda and ethos/logos/pathos. I did an activity with my class where we watched commercials and talked about the rhetorical appeals that were being used. I had students come to me weeks later saying they can no longer watch ads without thinking of how they are being sold to.
DeleteI think one thing we sometimes struggle with is recognizing a medium's academic potential. There is a certain grade when books with pictures become elementary and unacceptable. However, comics, cartoons, and fairy tales have so much we can learn from! As illustrated in Christensen's text, it doesn't have to be thematic or even literary. Instead, students can learn to think critically and think for themselves through identifying the stereotypes in popular mediums. It is pervasive and we are often blind to it.
DeleteIt truly is amazing to me how much what we watch, read, and consume effects our perceptions. I think it is a very important part of our jobs to teach children how to wade through all the information that is thrown at them daily. This is what critical thinking is about! I love the quote from a student's journal that said "'True death equals a generation living by rules and attitudes they never questioned and producing more children who do the same.'" (p. 42). How powerful is that?! We need to teach our students how to question what is wrong with our society. This is the only way things will improve both in education and the world at large.
ReplyDeleteI also understand the delicate approach you as a teacher might have to take with this style of teaching. Like Christensen mentioned, some students will not take to having their childhood ripped apart very well. I think you have to find that balance of pointing out the injustices to them without criticizing the way they were raised and allowing the students to find the meaning themselves (not pushing your own agenda on them).
It is a difficult path to walk. I think it is entirely necessary to teach students to question the status quo and to think for themselves... rather than following anything blindly. But you have to be careful not to be perceived as pushing an agenda. I remember wanting to riot in my AP World History before I began to think for myself and question what I accepted as historic record. My teacher would have been unjustly classified as an "Apologetic American," teaching world history as if the US was some kind of imperialistic force. Being a military kid, I took particular offense to it. But I have learned since that history should not be taught only from the perspective of the "victor."
DeleteI agree. History should be looked at from all aspects, from the aggressor to the victims. But, that never happens. We rush our students through classes so fast that they never have time to really sink their teeth into anything.
DeleteThis chapter hit me incredibly hard! Anytime someone in the future tries to tell me that we are not bound by some invisible force that dictates our every decision based purely on our inborn traits, I will show that person this book. We do not realized how heavily we are indoctrinated to believe a certain way practically from birth. It is because of hateful social conditioning that black people, homosexual people, women, and even children are slapped down to being second class citizens. The topics Christensen addresses are highly relevant in today's society. As I write this, there is a campaign going on online known as #BlackOut. This is a movement in which picture of beautiful people of color are being posted on Twitter, Tumblr, Facebook, etc. with the aforementioned hashtag. Sadly, there are many white users who are responding to this with comments such as "There should be a #WhiteOut" and "This is racist." To this, one need simply to respond with a Google search. If one types "beautiful woman" in the search bar LITERALLY the first 50 images are white women. Our society has been conditioned to believe that beauty exists in a narrow percentage.
ReplyDeleteIt if for reasons such as the mentioned example that it is VITAL that we teach students to think for themselves, question everything, and not simply go with the flow. Students who can be easily manipulated into believing a certain fact will lead to a generation of easily trained robots. The world is trying to brainwash our students, let us not be a vehicle for this destruction. Growth occurs in those who can think and those who can think read.
I really like the idea of questioning the literature cannon that we teach from in classrooms. Having students analyze cartoons, movies, and literature for people groups that consistently play servant roles, people groups that are not even represented, and for people groups that always play the hero or female lead, opens their eyes to underlying currents that are represented in our communities. Opening student’s eyes to discrepancies among race is just a start; students must also look past race to pay attention to stereotypical gender roles. Teaching students to look at these different ideologies with a critical eye is the first step to change; not what are students going to do with it. By giving students the opportunity to express their thoughts through writing, they are given a vehicle for change. It is not enough to critique and discuss this material; we must also be transformed by it and transform the world around us. The main difference between ranting and transform is finding evidence to back up your critiques.
ReplyDeleteThe idea of praise poems is something that I am going to use in my classroom. I think it is a great way to introduce ourselves at the beginning of the new year. These poems allow us to celebrate all of our differences while looking at culture, our language, school, neighborhood, and ourselves positively. I hope that like the author, my classroom provides my students “a small space to undermine a social system that daily damages my students with belittling messages”.
You bring up a great point on addressing social injustices beyond race. I can only think of a couple strong female characters taught in class...and those were often found in my more advanced literature classes. This obviously needs to change. By only teaching socially standard gender roles and identities, we marginalize anyone that does not readily identify with these identities. We continue to perpetuate a cycle of misogyny and bigotry. I worry that it may be a long way off, but I look forward to a time where we can teach literature outside of gender binarism. Individuals should not be forced to adhere to dated societal expectations of gender roles and behavior.
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ReplyDeleteThis chapter had to be one of my favorites. Anyone who has spent extended time with me in or out of class knows I love comics and graphic novels. I worry that I bring them up too often in class. Nevertheless, this interest continues into any form of sequential art, including cartoons. Additionally, I have grown to become a big advocate of multicultural education… especially in our reading selections. Our curriculum is far too Eurocentric. It does not match the diverse makeup of our typical classrooms. Furthermore, we hardly teach strong female characters. This can be rectified through conscious efforts by teachers and those responsible for writing curriculum.
ReplyDeleteHowever, our popular media is far more belligerent in perpetuating the idea of the white European male as the Norm and all other identities as the dangerous and subversive Other. As mentioned in the text, older cartoons are much more obvious in their negative stereotyping of minorities and women. However, Disney also plays an unfortunate role in this dangerous practice. If you watch many classic Disney animated movies, villains are often depicted in darker skin tones. Even in animated movies that showcase strictly minorities, such as Mulan, the heroes are depicted in much lighter tones than villains of the same or similar race. If it wasn’t for Mulan’s stereotypical black hair and almond shaped eyes, she could almost pass for Caucasian. Her skin tone is almost a peachy beige in some of the artwork. Her antagonist, Shan-Yu, is a much darker ashy tan or grey.
I can only wonder what this says to children of darker complexions, regardless of race or ethnicity… that the only individual they may be able to visually identify with is often the villain or fool. For all its controversy, I love this unit. This would work as a perfect catalyst into deeper conversations and evaluating works with a more critical lens. Cartoons and comics are so readily available and often viewed as harmless or nonacademic. Changing students’ perspective of this medium could foster greater critical thinking.
My favorite part of Chapter 2 was the praise poems. I think this is a great way to be culturally responsive! Just reading these students' poems showed me just how much students want to be recognized and valued. This chapter was also filled with great metacognitive thinking activities for students to do while reading. I think that the Dialogue Journal Strategy is a great way to break up a difficult text and get students responding. They are not just pointing out imagery, symbols, main idea, characters, etc. Instead, they are making much more important connects to life and themselves. So often, I see teachers take a very thought provoking book and reduce it to literary elements for their students to find. That has no meaning that extends beyond a classroom. However, by allowing students to critique, analyze, reflect on and respond to what they read and see daily, they can become better agents of social change.
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