When choosing books for my book set on Jewish literature, I wanted to be very open to the books and yet critical of their quality and representation of this group. I was very conscious to pick out some books that told about the Jewish culture, including culinary elements, holidays, and of course their religion. I also wanted to focus on young literature connected to Judaism because my internship next year is in a second grade and in general I am interested in teaching K-3.
After reading all of my books and the literary review of one of my books, I found that although there was a good amount of Jewish books available the quality of the literature was just good, although the young adult literature was much easier to find and had a higher quality. It seemed that there were a good amount of books written by outsiders and many lacking accuracy in their depiction of Jewish people and their religion, so it made it a little more difficult to find insider authors.
While reflecting on this book set I realized that a majority of the books also were not about a Jewish person in everyday life but concentrated specifically on how they were different or specifically on their religion. Many of the books strongly emphasized the introducing of the customs that link to being Jewish or the religious aspects of Judaism. “The Truth about My Bat Mitzvah” was the only book where I felt that the book highlighted Judaism and a Jewish character in there everyday life, as well as doing it with great sensitivity and in a relatable way for any reader. Another general observation I made was that all of the books came with a glossary. This was very interesting to me because it highlighted that all of the authors used Hebrew and Yiddish words in their texts, which are not familiar to all readers.
Overall I was very interested in all of my books. I was particularly interested in learning about the Jewish custom and traditions. In fact this year I spent Passover Sedar with my best friend’s family so I was able to experience all of the activities and customs explained in the texts. I made my own Matzo ball soup, listened to the story of Passover in Hebrew, and ate many of the Jewish culinary delicacies. I feel like I have a greater understanding of the Jewish culture and better inept to critique Jewish literature, based on quality and authenticity.
Tuesday, April 22, 2008
"The Matzo Ball Boy"
This book helps a reader to explore an imaginative event that happens to a Bubbe, or a Jewish grandma as she prepares for Passover Sedar. The story discusses one of the most important Jewish holidays Passover very generally by bringing in a key food made for the dinner, matzo ball soup. To keep herself from sadness Bubbe makes herself a Matzo Ball Boy in her soup but magically he comes to life and runs away. The Matzo Ball Boy’s adventures are many before he meets a man who offers him his home to sleep and to share Passover Sedar with him and his wife. Without trying to give it away, the Matzo Ball Boy does not make it to dinner, but he is an integral part to the dinner.
As far as this book being considered a quality piece of literature I would say that it is a good book to share with children, but it does have some weaknesses to consider. The first weakness was literary, the author randomly placed in Yiddish words, for example “yenta” which is described as a “gossip” but actually means match maker or “Oy” which is used as a term to get attention but really is meant to be used as “Oh my gosh.” At some points in the text it feels as though the Yiddish words are not necessary to the story or may be inappropriately used. Another literary weakness is the ending to this story. The story remotely relates to The Gingerbread Man, the problem with this is that in the end the Matzo Ball Boy is eaten by the Jewish man and wife, who take him in. Although the boy is food it seems like a bad cultural message to send to children, Jewish adults eating a little boy. Overall, I would rate this book as being a fun piece of literature that incorporates some of the culinary customs of the Jewish people during Passover Sedar.
Citation:
Shulman, Lisa. The Matzo Ball Boy:. Dutton Juvenile, 2005.
As far as this book being considered a quality piece of literature I would say that it is a good book to share with children, but it does have some weaknesses to consider. The first weakness was literary, the author randomly placed in Yiddish words, for example “yenta” which is described as a “gossip” but actually means match maker or “Oy” which is used as a term to get attention but really is meant to be used as “Oh my gosh.” At some points in the text it feels as though the Yiddish words are not necessary to the story or may be inappropriately used. Another literary weakness is the ending to this story. The story remotely relates to The Gingerbread Man, the problem with this is that in the end the Matzo Ball Boy is eaten by the Jewish man and wife, who take him in. Although the boy is food it seems like a bad cultural message to send to children, Jewish adults eating a little boy. Overall, I would rate this book as being a fun piece of literature that incorporates some of the culinary customs of the Jewish people during Passover Sedar.
Citation:
Shulman, Lisa. The Matzo Ball Boy:. Dutton Juvenile, 2005.
"Eight Candles to Light"
This story is specifically a book to introduce the Jewish festival of Hanukah or Chanukah as said by Jewish people. A family of five walks the reader through the rituals that Jewish families go through during the lighting of the “eight candles” of Hanukah, as well as tying in some of the culinary traditions Jewish families take part in. Some of the activities that are introduced are games with the dreidel, the story of Judah Maccabee, songs, and the lighting of the candles. At the end of the text there is a more informational and serious explanation of “The Story of Chanukah.”
This book is a great introductory text that is accurately portrays the culture and celebration of Hanukah in an authentic manner. Although, because the book is such a simple version of the Hanukah story it’s literary quality is not very high. You would only use this text with very young children who needed the simplest version of this Jewish festival.
Citation:
Zucker, Jonny. Eight Candles to Light. Barron's Educational Series, Incorporated, 2002.
This book is a great introductory text that is accurately portrays the culture and celebration of Hanukah in an authentic manner. Although, because the book is such a simple version of the Hanukah story it’s literary quality is not very high. You would only use this text with very young children who needed the simplest version of this Jewish festival.
Citation:
Zucker, Jonny. Eight Candles to Light. Barron's Educational Series, Incorporated, 2002.
"When Zaydeh Danced on Eldridge Street"
This book gives a reader insight into a Jewish family in the 1930’s during the week of Passover. A little girl named Zessie, is not excited about going to her grandparent’s house for Passover because her grandfather is very strict about the holiday’s rituals. But one day he asks Zessie to join him to go at Shul for Simchas Torah, and her experience and relationship with her grandfather is changed forever. Her grandfather shares with her some of the most precious customs connected to their religion, such as the bimah which holds the Torah and the Hebrew letters holding “ancient sacred secrets.” Zessie’s interest in her religion over joys her grandfather and enriches their relationship.
The title of this book alone allows the reader to know it is going to be based on Judaism. Eldridge street is the home of the most well known synagogues in the US, and is rich in Jewish heritage. This story is full of great descriptions and pictures that allow its readers to have insight into Passover Sedar, Simchas Torah, and the event at Shul. This book is a great quality when evaluating based on its cultural depiction and authenticity of Judaism and a Jewish family in the 1930’s. However, this book does have unauthentic pictures. The most important incorrect visual depiction is the Torah in this book; there are multiple pictures that show the Jewish people carrying around the Torah. The Torah is not carried around outside of the synagogue (and sometimes not even inside), but within the pictures Zessie’s grandfather is shown dancing with it, carrying it in the streets and on top of a building with it. Overall I would say that this text is a great book to have for young Jewish children to read as a window.
Citation:
Rael, Elsa O. When Zaydeh Danced on Eldridge Street. New York: Simon and Schuster, 1997.
The title of this book alone allows the reader to know it is going to be based on Judaism. Eldridge street is the home of the most well known synagogues in the US, and is rich in Jewish heritage. This story is full of great descriptions and pictures that allow its readers to have insight into Passover Sedar, Simchas Torah, and the event at Shul. This book is a great quality when evaluating based on its cultural depiction and authenticity of Judaism and a Jewish family in the 1930’s. However, this book does have unauthentic pictures. The most important incorrect visual depiction is the Torah in this book; there are multiple pictures that show the Jewish people carrying around the Torah. The Torah is not carried around outside of the synagogue (and sometimes not even inside), but within the pictures Zessie’s grandfather is shown dancing with it, carrying it in the streets and on top of a building with it. Overall I would say that this text is a great book to have for young Jewish children to read as a window.
Citation:
Rael, Elsa O. When Zaydeh Danced on Eldridge Street. New York: Simon and Schuster, 1997.
Critical Review of "The Truth about My Bat Mitzvah"
Right away the author of this critical review says that Baskin sticks to “writing what she knows.” It discusses how Baskin’s book is actually based from her personal experience as a child as well as her experience of working with children from, what the author calls, “mixed-religion families.” I found this very interesting that the author is in essence the main character, Caroline, from the story. This insight explains how much of an insider Baskin is not only to Judaism but also to this “claiming new heritage” experience highlighted in the story.
The author of this article highlights the importance of literature like this one because of its emphasis on the fact that children do not have to be Bar or Bat Mitzvah in order to be Jewish. Although, Baskin does want to send the message that having a Bar or Bat Mitzvah is an extremely moving experience for a Jewish child.
The article discusses the fact that Baskin never felt like she was Jewish enough or felt comfortable claiming herself as Jewish because she never had a Bat Mitzvah or spoke Hebrew. Her book is trying to send the message to all its readers to be comfortable in their “Jewish-ness.” The main character Caroline sends a last message of confidence in her “Jewish-ness” when she has an epiphany that her mother was Jewish and she is already twelve so technically she is already Jewish, without having a Bat Mitzvah. I believe that this main character will help young adult readers to understand that they should be proud of who they are and to claim it loudly and proudly!
Citation:
Mindel, Cindy. "Spotlight on…Nora Baskin." Jewish Ledger. 2 Apr. 2008. 21 Apr. 2008.
The author of this article highlights the importance of literature like this one because of its emphasis on the fact that children do not have to be Bar or Bat Mitzvah in order to be Jewish. Although, Baskin does want to send the message that having a Bar or Bat Mitzvah is an extremely moving experience for a Jewish child.
The article discusses the fact that Baskin never felt like she was Jewish enough or felt comfortable claiming herself as Jewish because she never had a Bat Mitzvah or spoke Hebrew. Her book is trying to send the message to all its readers to be comfortable in their “Jewish-ness.” The main character Caroline sends a last message of confidence in her “Jewish-ness” when she has an epiphany that her mother was Jewish and she is already twelve so technically she is already Jewish, without having a Bat Mitzvah. I believe that this main character will help young adult readers to understand that they should be proud of who they are and to claim it loudly and proudly!
Citation:
Mindel, Cindy. "Spotlight on…Nora Baskin." Jewish Ledger. 2 Apr. 2008. 21 Apr. 2008
"The Truth about My Bat Mitzvah"
This book was particularly interesting to me because it seems to mirror some of my own life. My father is extremely Christian, while my mother has faith in god but does not attend church with the rest of my family. Just last year I learned that my grandfather was Jewish. Just as Caroline felt, I felt as though I was missing out on a large part of my heritage.
As the reader looks from the outside into Caroline’s search to find if she should appease her father or take to her new found religion. Near the end of the story Caroline commits to her Jewish heritage by getting her school photo taken with her star of david necklace, that was her grandmother’s. This was her way of claiming her mother and her religion as her own. When she said she was Jewish out loud she found herself having something in common with her crush Ryan. The very end of the story is Caroline at her best friend Rachel’s Bat Mitzvah, where the girls realize Caroline doesn’t need the party to make her Jewish, she just has to turn 12 and be her mother’s daughter, which she ALREADY IS!
This positive discovery story is a great cultural example of anyone’s introduction to or travel through Judaism. The book discusses Judaism with much compassion and accuracy. I would say that this book would be of better literary quality than our “discovery of Judaism” book, “The Confessions of a Closet Catholic.” I feel that this book is a stronger story to introduce adolescents and adults to Judaism.
Citation:Baskin, Nora R. The Truth About My Bat Mitzvah. New York: Simon and Schuster Books, 2008.
As the reader looks from the outside into Caroline’s search to find if she should appease her father or take to her new found religion. Near the end of the story Caroline commits to her Jewish heritage by getting her school photo taken with her star of david necklace, that was her grandmother’s. This was her way of claiming her mother and her religion as her own. When she said she was Jewish out loud she found herself having something in common with her crush Ryan. The very end of the story is Caroline at her best friend Rachel’s Bat Mitzvah, where the girls realize Caroline doesn’t need the party to make her Jewish, she just has to turn 12 and be her mother’s daughter, which she ALREADY IS!
This positive discovery story is a great cultural example of anyone’s introduction to or travel through Judaism. The book discusses Judaism with much compassion and accuracy. I would say that this book would be of better literary quality than our “discovery of Judaism” book, “The Confessions of a Closet Catholic.” I feel that this book is a stronger story to introduce adolescents and adults to Judaism.
Citation:Baskin, Nora R. The Truth About My Bat Mitzvah. New York: Simon and Schuster Books, 2008.
Final Reflection
Today I was reflecting on our class and my growth and understanding of so many more cultures than my own now. As I was reflecting I realized that in particular a few of the texts really sparked an interest in me to find out more about their lives, culturally or religiously. I was specifically moved by “Boy Meets Boy,” “Becoming Naomi Leon,” and the Jewish culture. I feel as though being exposed to these texts helped me to better my view of these people, by seeing similarities and differences. I also feel that the books and our discussions gave me a better understanding of criteria to use when assessing if a book is a quality piece of literature, as well as an accurate depiction of the culture.
“Becoming Naomi Leon” was a very nice text. I had read a piece by this author before and found it to be extremely moving. This book was particularly interesting to me, especially when the family was in Mexico. I found myself very interested in the customs that the family became familiar with. I also really enjoyed that the book contained a unique family, meaning with a grandmother and her grandchildren. I like to see texts that don’t always portray the ideal “American family” or a mother and father and their children all happy and together.
I did happen to like our example of Jewish literature, “Confessions of a Closet Catholic” however I thought that one of the books from my book set, for my final project would be a better example of Judaism, the Jewish culture, and values. My book was about a girl that finds out her mother was Jewish, making her Jewish, even though she has grown up Christian. I feel that it would be better for the students of 448 to read a text that is about a girl finding her heritage and desiring to be Jewish right away rather than a book about a girl that finally accepts her Jewish heritage.
“Boy Meets Boy” was the book I enjoyed the most, which is interesting because I expected to relate to it the least. Truly I related to it the most, I felt as though the story was a very relatable high school romantic relationship that was simple and passionate. I has previously read GLBTQ texts like “And Tango Makes Three” but never any books that directly addressed a relationship, I was pleasantly surprised that I enjoyed the book so much. I say that only because I grew up in a very conservative Christian home and did not open myself up to accepting GLBTQ people until high school. I want to be an open teacher so I am working to include all people in my classroom library because I am hoping that my students will be very worldly.
In summary, I feel that this class has really helped me become more interested in searching for the best diverse literature instead of brining in any book that may portray a different culture. As we have seen in this class not all books that can be considered diverse should be considered quality literature. I am much more confident that I can assess books in hopes to incorporate quality diverse literature into my classroom!
“Becoming Naomi Leon” was a very nice text. I had read a piece by this author before and found it to be extremely moving. This book was particularly interesting to me, especially when the family was in Mexico. I found myself very interested in the customs that the family became familiar with. I also really enjoyed that the book contained a unique family, meaning with a grandmother and her grandchildren. I like to see texts that don’t always portray the ideal “American family” or a mother and father and their children all happy and together.
I did happen to like our example of Jewish literature, “Confessions of a Closet Catholic” however I thought that one of the books from my book set, for my final project would be a better example of Judaism, the Jewish culture, and values. My book was about a girl that finds out her mother was Jewish, making her Jewish, even though she has grown up Christian. I feel that it would be better for the students of 448 to read a text that is about a girl finding her heritage and desiring to be Jewish right away rather than a book about a girl that finally accepts her Jewish heritage.
“Boy Meets Boy” was the book I enjoyed the most, which is interesting because I expected to relate to it the least. Truly I related to it the most, I felt as though the story was a very relatable high school romantic relationship that was simple and passionate. I has previously read GLBTQ texts like “And Tango Makes Three” but never any books that directly addressed a relationship, I was pleasantly surprised that I enjoyed the book so much. I say that only because I grew up in a very conservative Christian home and did not open myself up to accepting GLBTQ people until high school. I want to be an open teacher so I am working to include all people in my classroom library because I am hoping that my students will be very worldly.
In summary, I feel that this class has really helped me become more interested in searching for the best diverse literature instead of brining in any book that may portray a different culture. As we have seen in this class not all books that can be considered diverse should be considered quality literature. I am much more confident that I can assess books in hopes to incorporate quality diverse literature into my classroom!
Levithan and McLean Article
After reading and reflecting on Boy Meets Boy and the articles tying to GLBTQ, I found myself surprised by the emotions that were discussed or tied to their culture.
I was most surprised by the statistics shared in the articles. I found it shocking that GLBTQ people are depressed and likely to commit suicide, but as I reflected on some of the hardships that they must face in our society I better understood how difficult it would be to meet such oppression.
The article discussed gay and lesbian adolescents as being “frequently depicted as guilty, ashamed, bitter, desperately unhappy individuals who would give anything to be “normal” (McLean, p. 183). This quote makes me feel that it is even more pivotal that this community of people needs more literature that focuses on positive experiences of coming out that show that it is acceptable to be who they are rather than be ashamed of who they are.
After reading this article, I started to think about the different movies and novels that I have read about the GLBTQ population. All of the main character that were GLBTQ struggled in some way in their life.
I also began thinking about how gay, men in particular seem to be associated with AIDS. This association only continues people’s negative thoughts and misunderstandings about this population.
The article made the connection that the Old Testament injunctions against homosexuality are directed toward males. This could possibly be why so many of the texts today about GLBTQ end in death or tragedy.
Levithan made an essential argument in his article, “being gay is not an issue, it is an identity. It is not something that you can agree or disagree with. It is a fact, and must be defended and represented as a fact.” Identity is a huge role in a person feeling whole. Anyone would be unhappy if they felt that they could not claim part of their identity, such as their race or gender with out being criticized. It is not just a label; it is a part of the person.
I was most surprised by the statistics shared in the articles. I found it shocking that GLBTQ people are depressed and likely to commit suicide, but as I reflected on some of the hardships that they must face in our society I better understood how difficult it would be to meet such oppression.
The article discussed gay and lesbian adolescents as being “frequently depicted as guilty, ashamed, bitter, desperately unhappy individuals who would give anything to be “normal” (McLean, p. 183). This quote makes me feel that it is even more pivotal that this community of people needs more literature that focuses on positive experiences of coming out that show that it is acceptable to be who they are rather than be ashamed of who they are.
After reading this article, I started to think about the different movies and novels that I have read about the GLBTQ population. All of the main character that were GLBTQ struggled in some way in their life.
I also began thinking about how gay, men in particular seem to be associated with AIDS. This association only continues people’s negative thoughts and misunderstandings about this population.
The article made the connection that the Old Testament injunctions against homosexuality are directed toward males. This could possibly be why so many of the texts today about GLBTQ end in death or tragedy.
Levithan made an essential argument in his article, “being gay is not an issue, it is an identity. It is not something that you can agree or disagree with. It is a fact, and must be defended and represented as a fact.” Identity is a huge role in a person feeling whole. Anyone would be unhappy if they felt that they could not claim part of their identity, such as their race or gender with out being criticized. It is not just a label; it is a part of the person.
Sunday, April 13, 2008
Girl Loves Paul's Story
I just finished reading “Boy Meets Boy” by David Levithan. I have NEVER been more moved by an innocent love story.
When the story began I felt like the “world” that Paul lived in was far fetched and somewhat unrealistic. But as I read it became more obvious to me that it was really just an exaggeration of our society. Paul is a normal boy that goes to a high school full of people that most readers could easily relate too. The only character that was not relatable to me was Infinite Darlene, but only because she was a football player, otherwise I found her character to be very similar to any girlfriend of mine.
As I read I found myself more captured by the love Paul finds himself consumed by. He faces something any gay or straight teenager finds themselves facing, confusion concerning love, friends, and school.
The question I did have while reading was, is it ok that I didn’t find Paul’s sexuality a key element to the story? As I read Paul and Noah’s relation could have been anyone’s relationship in my mind, I did not focus on the fact that it was a relationship between two boys. The only time I felt that it was pivotal for sexuality to be a key element was in Tony’s home life. His struggle with his parents and their religious views was the only part of the book that really allowed me to see sexuality as playing a key role in this story.
Overall, I was very moved by this book. I feel like the story opens up an amazing view into your average teenagers struggle with life, while tying in sexuality. I feel like this book should be read by any child, but it definitely is a book that students can find themselves within. There are still people of all ages that struggle with their sexuality and this book may allow readers to become more comfortable with themselves, or at least aware or more open to others.
In my mind this was the best book we have read for our class. I could not put this book down!
“Is there a choice when it comes to love?” by Austin J.
When the story began I felt like the “world” that Paul lived in was far fetched and somewhat unrealistic. But as I read it became more obvious to me that it was really just an exaggeration of our society. Paul is a normal boy that goes to a high school full of people that most readers could easily relate too. The only character that was not relatable to me was Infinite Darlene, but only because she was a football player, otherwise I found her character to be very similar to any girlfriend of mine.
As I read I found myself more captured by the love Paul finds himself consumed by. He faces something any gay or straight teenager finds themselves facing, confusion concerning love, friends, and school.
The question I did have while reading was, is it ok that I didn’t find Paul’s sexuality a key element to the story? As I read Paul and Noah’s relation could have been anyone’s relationship in my mind, I did not focus on the fact that it was a relationship between two boys. The only time I felt that it was pivotal for sexuality to be a key element was in Tony’s home life. His struggle with his parents and their religious views was the only part of the book that really allowed me to see sexuality as playing a key role in this story.
Overall, I was very moved by this book. I feel like the story opens up an amazing view into your average teenagers struggle with life, while tying in sexuality. I feel like this book should be read by any child, but it definitely is a book that students can find themselves within. There are still people of all ages that struggle with their sexuality and this book may allow readers to become more comfortable with themselves, or at least aware or more open to others.
In my mind this was the best book we have read for our class. I could not put this book down!
“Is there a choice when it comes to love?” by Austin J.
Sunday, March 16, 2008
My Philosophy on Multicultural Education and Literature
Issues of diversity is a very important topic in education, especially when looking at the literature we are exposing our students to, this is why I am taking this class. I feel that a key component of education is to teach critical thinking and to expose students to the idea of reading critically. As a practicing teacher it is important to take classes like this that are not pedagogical but expose you to culturally diverse literature to test your misconceptions, any possible prejudices, your comfort with different topics (such as race, gender, sexuality, ability, and class), and how socially and culturally conscious you are. After taking a class like this you can apply what you have learned to your classroom by exposing your students to diverse literature and pushing them to test themselves, read critically, and read a wide variety of literature that might allow them to see the world or understand other cultures outside of their own.
My personal philosophy about multicultural education is to use multiple sources of literacy, such as technology, signs, symbols, and text, to open student’s eyes to race, ability, gender, sexuality, and class in order to provide them with a different perspective on the world. Children’s literature fits directly into my philosophy, students should be motivated to read and teach them strategies, like reading against a text, so that literature can be a window or a mirror for our students to see people and places from all over the world. However it is to be said that bringing in any diverse literature without analyzing its content for authenticity and validity and reading critically is not teaching the students anything.
My only concerns about putting my personal philosophy about multicultural education and literature are if I can provide enough diverse literature to my students so that everyone can see themselves in a text, and if I can be wise enough to determine which texts are the best representation of a culture. It is important that images and generalizations in texts do not portray stereotypes, topics of unease are discussed, and that students are always open to new perspectives, and all of this has to happen in order to attempt to educate students to read diverse literature well. It is intimidating and in my mind impossible to find only the best multicultural books, which withhold stereotyping, negative generalizations, negative images, and/or text that could hurt one of your students. However, as a teacher it is my role to try my personal best when choosing literature, though it may not be perfect. I will work to apply the ideas I have learned in this class to better my classroom, my library, and my students’ exposure to diverse literature.
My personal philosophy about multicultural education is to use multiple sources of literacy, such as technology, signs, symbols, and text, to open student’s eyes to race, ability, gender, sexuality, and class in order to provide them with a different perspective on the world. Children’s literature fits directly into my philosophy, students should be motivated to read and teach them strategies, like reading against a text, so that literature can be a window or a mirror for our students to see people and places from all over the world. However it is to be said that bringing in any diverse literature without analyzing its content for authenticity and validity and reading critically is not teaching the students anything.
My only concerns about putting my personal philosophy about multicultural education and literature are if I can provide enough diverse literature to my students so that everyone can see themselves in a text, and if I can be wise enough to determine which texts are the best representation of a culture. It is important that images and generalizations in texts do not portray stereotypes, topics of unease are discussed, and that students are always open to new perspectives, and all of this has to happen in order to attempt to educate students to read diverse literature well. It is intimidating and in my mind impossible to find only the best multicultural books, which withhold stereotyping, negative generalizations, negative images, and/or text that could hurt one of your students. However, as a teacher it is my role to try my personal best when choosing literature, though it may not be perfect. I will work to apply the ideas I have learned in this class to better my classroom, my library, and my students’ exposure to diverse literature.
Tuesday, February 26, 2008
Awards for the Elite or for Everyone
Last week in class we jigsawed literacy awards so that each group would present about an award and its criteria. After all of us presented we were asked to discuss if it was better or worse to have more awards than the Newbery Award. At first I felt as though it was not very important to have these new awards that are very specific. I felt this way because I thought the more awards passed out the less they actually meant. I also felt that with all these specific awards the award labels on books began to mean less to the book purchasers. It was obvious in our class that even as studying teachers we didn’t have any or little knowledge about the criteria connected to the awards.
After class, I spent more time considering the subject and our continuing class conversation of insider vs. outsider came into play. Doesn’t it make sense that if the panels of the Newbery are not diverse or insiders in most topics that maybe they are not the best to judge our more diverse literature? After posing this question to myself I decided it makes sense that there be panels and awards for specific groups within diverse literature, rather than one large award. This way the people assessing a group of diverse literature are insiders, making them more knowledgeable and a better critic on the subject. These awards are then given to the best of the best for each group within diverse literature. Together with all of these awards some of the best or upheld literature is given awards and posted online for all people to be aware of phenomenal literature that is available for them to purchase and read.
After class, I spent more time considering the subject and our continuing class conversation of insider vs. outsider came into play. Doesn’t it make sense that if the panels of the Newbery are not diverse or insiders in most topics that maybe they are not the best to judge our more diverse literature? After posing this question to myself I decided it makes sense that there be panels and awards for specific groups within diverse literature, rather than one large award. This way the people assessing a group of diverse literature are insiders, making them more knowledgeable and a better critic on the subject. These awards are then given to the best of the best for each group within diverse literature. Together with all of these awards some of the best or upheld literature is given awards and posted online for all people to be aware of phenomenal literature that is available for them to purchase and read.
Perpetuation of Stereotypes or Window for your Students?
When learning and covering African American literature our class raised the topic of “who is structuring these pieces of literature?” To assist us in breaking down “Bronx Masquerade” by Nikki Grimes, our teacher read us a poem called, “Brown Honey in Broomwheat Tea, by Joyce Carol Thomas. The girl in the poem questions or is cautious of who is structuring the situation in the story and how she is functioning within society. When I tried to understand where the girl was coming from I felt as though I may have needed to re-assess my understanding of “Bronx Masquerade.”
I began to wonder what the expected roles of African American characters were in this story. It then became a question of if the characters are stereotypical representations of African Americans or if they are a “real’ portrayal of a Bronx school setting? Tyronne is depicted as having no appreciation for the education system or a hope of wanting or having a future within the first 7 pages. Is this stereotypical or a necessary character presented so the story can break down the stereotypes in the classroom through poetry?
Then our student teacher, Cat, brought up the fact that the teacher himself was very stereotypical. He is white and plays the hero role of saving all of his students in the ghetto through on lesson. Is it realistic to think all students would be interested in poetry or be saved in one year by one of their teachers?
Although I do feel like this book maybe read by students who can use this text as a mirror, I don’t think this book is realistic in its plot. I do think that this book contains some negative images that are repeatedly perpetuated, causing a negative idea about African Americans or their character in society. I feel that these stereotypical representations or “expected roles” hurt this books quality and validity as a piece of diverse literature.
I began to wonder what the expected roles of African American characters were in this story. It then became a question of if the characters are stereotypical representations of African Americans or if they are a “real’ portrayal of a Bronx school setting? Tyronne is depicted as having no appreciation for the education system or a hope of wanting or having a future within the first 7 pages. Is this stereotypical or a necessary character presented so the story can break down the stereotypes in the classroom through poetry?
Then our student teacher, Cat, brought up the fact that the teacher himself was very stereotypical. He is white and plays the hero role of saving all of his students in the ghetto through on lesson. Is it realistic to think all students would be interested in poetry or be saved in one year by one of their teachers?
Although I do feel like this book maybe read by students who can use this text as a mirror, I don’t think this book is realistic in its plot. I do think that this book contains some negative images that are repeatedly perpetuated, causing a negative idea about African Americans or their character in society. I feel that these stereotypical representations or “expected roles” hurt this books quality and validity as a piece of diverse literature.
Wednesday, February 6, 2008
Reflection on Habibi
When discussing Habibi by N. S. Nye my class questioned the text through social context, culturally, linguistically, and religiously. As a whole we thought that the book was a good representation of the Arab culture, but not of Islamic religion. We also talked about Omer being the only positive portrayal of Jewish people. Dr. W informed us of the need to the text to be supplemented with another text showing the Jewish perspective of the historical events that are brushed over in Habibi. He went on further to explain that it was not clear which war was being talked about and it was not told from a mutual conflict perspective, but a one sided story.
When talking in small groups, I raised my own idea about a stereotype in the book. I wondered as I read why Liyana was so precocious, strong minded, and stubborn. I think because Liyana identified herself as being half American she was stereotyped as not holding back her opinion or thoughts, which was thought of as inappropriate in Israel. Her father used her American heritage to forgive her offensive nature. Liyana doesn’t play by the rules, which is shown through her relationship with Omer, yet another stereotype of Americans. As Dr. W said, “lines don’t mean anything to her,” and “she is a crosser of boundaries,” which allows her to fit the stereotypical depiction of American teenagers in their coming of age stage. He also used the word “cosmopolitain” to define how accepting of things that were typically not accepted.
This stereotype is also depicted in Liyana’s mother. She is shown as being open to letting Omer take Liyana to the Art Museum and stands up for her daughter’s strong personality. Her mother seems to not understand the ramifications of the differences of the cultures, allowing Liyana to follow her “American” instincts.
It didn’t occur to me until my small group meeting that the stereotype of the book didn’t lay within the Arab culture but within its representation of American and Jewish cultures. My observations don’t make this fact, but it is an interesting perspective to look at when reading critically or against the text.
When talking in small groups, I raised my own idea about a stereotype in the book. I wondered as I read why Liyana was so precocious, strong minded, and stubborn. I think because Liyana identified herself as being half American she was stereotyped as not holding back her opinion or thoughts, which was thought of as inappropriate in Israel. Her father used her American heritage to forgive her offensive nature. Liyana doesn’t play by the rules, which is shown through her relationship with Omer, yet another stereotype of Americans. As Dr. W said, “lines don’t mean anything to her,” and “she is a crosser of boundaries,” which allows her to fit the stereotypical depiction of American teenagers in their coming of age stage. He also used the word “cosmopolitain” to define how accepting of things that were typically not accepted.
This stereotype is also depicted in Liyana’s mother. She is shown as being open to letting Omer take Liyana to the Art Museum and stands up for her daughter’s strong personality. Her mother seems to not understand the ramifications of the differences of the cultures, allowing Liyana to follow her “American” instincts.
It didn’t occur to me until my small group meeting that the stereotype of the book didn’t lay within the Arab culture but within its representation of American and Jewish cultures. My observations don’t make this fact, but it is an interesting perspective to look at when reading critically or against the text.
Tuesday, January 29, 2008
"Insider" vs. "Outsider" Authors
Before taking TE 348 I did not look past the story line of a book. If I enjoyed reading the book I would have considered it a good book. TE 348 taught me to look deeper into the books that I would choose to put in my classroom library. I learned to look at the bibliographic information, literary elements, artistic elements, creativity and presentation, and author’s credibility and perspective. These factors allowed me to critically look at a book and make an informed decision on whether it was a book I would select for my classroom library.
Now in TE 448 I have run into another element of looking critically at books, does the author of the book have an effect on whether it is authentic and a good book. Are books only considered good diverse literature if they are written by a “insider”? Before reading the articles I felt that books written by insiders were the best books to have in a classroom library because they “had to be authentic and a good representation of the culture, religion, gender or race.” I assumed that “insiders” wrote better books than “outsiders” because of their experiences and knowledge within the subject. But after reading Rudine Bishop’s article I felt better about these questions. She feels that books should be defined by their content not by who the author of the book is or what they identify with. Bishop strongly expresses the need for an author to know a culture very “intimately” before attempting to build a story around it. The best thing for an author to do is be culturally conscious or make sure the content of their book is correct, and if the content is authentic then it does not matter how the author identifies themselves. It seems that the other authors of the assigned articles agree, if the content is authentic, valid, and a positive representation then it is not important if the author is an “outsider” or and “insider”.
The more I thought about it, I realized that one person from a culture, religion, gender, or race can not speak for all of the people or about a whole culture anyway. Just because I grew up in Michigan does not make me an expert on being American. I am also white but that does not mean I can speak for the entire white race. Everyone is different even if they identify with the same group. So I agree with the articles and their authors, the content is what is most important. I no longer believe that an “insider” makes a piece of literature more authentic.
Now in TE 448 I have run into another element of looking critically at books, does the author of the book have an effect on whether it is authentic and a good book. Are books only considered good diverse literature if they are written by a “insider”? Before reading the articles I felt that books written by insiders were the best books to have in a classroom library because they “had to be authentic and a good representation of the culture, religion, gender or race.” I assumed that “insiders” wrote better books than “outsiders” because of their experiences and knowledge within the subject. But after reading Rudine Bishop’s article I felt better about these questions. She feels that books should be defined by their content not by who the author of the book is or what they identify with. Bishop strongly expresses the need for an author to know a culture very “intimately” before attempting to build a story around it. The best thing for an author to do is be culturally conscious or make sure the content of their book is correct, and if the content is authentic then it does not matter how the author identifies themselves. It seems that the other authors of the assigned articles agree, if the content is authentic, valid, and a positive representation then it is not important if the author is an “outsider” or and “insider”.
The more I thought about it, I realized that one person from a culture, religion, gender, or race can not speak for all of the people or about a whole culture anyway. Just because I grew up in Michigan does not make me an expert on being American. I am also white but that does not mean I can speak for the entire white race. Everyone is different even if they identify with the same group. So I agree with the articles and their authors, the content is what is most important. I no longer believe that an “insider” makes a piece of literature more authentic.
Wednesday, January 16, 2008
Introduction
First, I would like to introduce myself. I am a senior at Michigan State University with a focus in Elementary education and a minor in Language Arts. I am writing this blog to discuss matters from a class I am currently taking called Issues of Diversity in Children's and Adolescents Literature. I am looking forward to reading the sampling of literature chosen for us. I also am interested in looking at the power of images, parallel cultures, class, religion, ability, gender and sexuality within each of the texts. I am hoping my blog may allow me to further our class discussions, while gaining experience with a new technology.
I am interested in diverse literature because I am specifically interested in literacy within education. I feel that it is extremely important to expose children and adolescents to diverse literature during these formative years. This exposure can make a difference in the lives of your students by allowing them to see themselves in the literature or by allowing your students to use the literature as a window into other cultures.
I am interested in diverse literature because I am specifically interested in literacy within education. I feel that it is extremely important to expose children and adolescents to diverse literature during these formative years. This exposure can make a difference in the lives of your students by allowing them to see themselves in the literature or by allowing your students to use the literature as a window into other cultures.
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