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.
Tuesday, February 26, 2008
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.
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