Hello, all! Let's jump in and start discussing next week's topic, articles, and YA novels you're reading. Here are some questions to get us started:
1. What are "literacy events" according to Blackburn? How might participating in such events affect teen identity development, according to her? In her article, a student named Justine was "empowered" against homophobia through her literacy "performance" (writing a poem). Do you agree that such literacy acts can lead to social change and personal empowerment? Why or why not?
2. What is meant by a "queer inclusive" curricula as opposed to an LGBTQ-inclusive classroom? (consult the Blackburn, Buckley article). How are the two different? How does the "insider/outsider" concept we discussed in class last week apply here? The authors also say they "construct images of the possible" through using YA lit dealing with human sexuality. Do you think literature can serve such a purpose?
3. What do you think new teachers need to know about queer issues before entering the classroom? What should they have read? What should they have thought about or considered? Should queer issues become part of the preservice curriculum? If so, in what way?
4. What YA books have you read that deal with issues of sexual orientation? What issues or ideas have they addressed or grappled with? Have you found them to be potentially transformative for young readers or simply places where teen readers can have their often-stereotyped expectations confirmed?
Janet
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6 comments:
Right now I'm just going to throw out some random responses because I'm short on time. I'm anxious to see what others have to say as well. More later...
The Blackburn article was interesting. Blackburn says that literacy events are "occasions...in which sociocultural values are foregrounded" (313/320). Practices are series of these occasions. The way I understood this was that when we practice these events over a series of occasions, we begin to view our identity on a variety of levels (?). I think I get it, but I just can't spit it out. I thought Justine's case was kind of neat. I think certain literacy acts can lead more to personal empowerment than social change. I think social change is much more complex because it's built up from so much experience.
Honestly, it is difficult for me to respond to some of the questions because I am straight. A couple of my friends are lesbians, we hang out quite often, but I don't consider them "different" from me. We share the same interests, and Jason and I have even "double dated" on occasion. It is probably also difficult because of where I live and teach, rural Indiana. These issues don't really come up in class. I guess what I'm saying is that I am definitely an "outsider."
I don't have a response yet to the question of queer issues and preservice teachers. I will come back to this later when I see what others have to say.
I am finishing Hard Love for this week's reading. It deals with a teenage boy who finds himself infatuated with a lesbian. As this is happening, he is going through his own identity struggles and issues with his friend, Brian, who has a new girlfriend, and his divorced parents. His mom doesn't seem to want to touch him in any way (no hugs, etc.). She seems to avoid even having to brush by him. She's getting remarried and lets her fiance have physical contact with her, to Johnny's dismay. This is a very good book that covers many issues.
For now, I'm out of time. I just wanted to lay my thoughts on the table and see what the rest of you are thinking.
1. Blackburn defines ‘literacy event’ in contrast to ‘literacy practice’ which is the pattern of behavior across time in a particular sphere. Thus the ‘event’ is one incident of literacy behavior. She goes on to explain that when analyzing literacy events, the focus is on the actions, behaviors, and settings of that particular event. If analyzing literacy practice, the focus switches to the “sociocultural contexts” that these actions, behaviors and settings take place. Her argument rests primarily on the performative theory of Butler and the identity theory of Holland, Lachicotte, Skinner, and Cain. An individual understands her place (positionality) in a particular social context (figured world). As a person exhibits behaviors to enter this figured context she is, in a sense, writing herself into the scene. As she becomes part of the context, she is also altering and shaping that context. This changed context (making worlds) also acts on her. As the student in the article acted in a series of literacy events, she quite literally wrote her identity as a lesbian. With each event, her identity was both ‘written’ and reiterated. Over the time span of the events, her participation both increased within the story group and expanded to outside contexts. While I do think literacy acts can lead to personal empowerment, I also think cultural categories are much more difficult to disrupt than personal ones. There are also always people ‘rehearsing’ the same old song. Just listen to the backlash against gay marriage.
2. A queer inclusive curricula would teach students to examine the assumptions that underlie the ways they classify and categorize gender definitions. I think, however, you could argue the previous sentence could end after the word ‘categorize’. The intent is to show how these categories are arbitrary and shifting for both individuals and culture. In contrast, an LGBTQ curriculum would reify gender categories and address issues from that perspective. If categories are fluid and unstable, then the idea of insider/outsider becomes moot. I do think literature can offer alternative constructions of sexual identity. If we buy the performance ideas from Butler, then literature could function as mental ‘rehearsal’ in both the reading and subsequent discussions.
3. I need to think about this question more. This particular issue causes knee-jerk reactions because it treads on religious beliefs. It is a difficult task to examine and question your own assumptions. That task is even more arduous if it calls into question the set of beliefs that help you feel safe in the world.
4. I have only read one book dealing with issues of sexual orientation. It is this week’s reading, The Realm of Possibility by David Levithan. It is the very apropos to queer theory. It is a portrait of relationships written from many perspectives. It is sometimes difficult to identify the sex of either the speaker or his or her referent. These texts are interspersed with text where the sexes of both speaker and referent are discernable. The prose is so compelling and heartfelt that the point is clear: Gender as a noun is a permeable category, and the feelings across relationships are intense, loving, and real no matter how you gender (as a verb) it.
Having worked this school year with a couple of new teachers, I feel compelled to address question #3. New teachers work with the same kids that old teachers work with, and whether we choose to ignore it or not, these students are all engaged in a variety of 'identity work activities' (I'm not sure what else to call it, and I'm too tired to check the course pack for the proper terminology, so that will just have to do). Given the physiological changes that students are going through, some of that identity work is going to involve sexual identity as well.
I think especially at the high school level, it's becoming more prevalent for students to 'out themselves' --at least I've heard of this happening in the school corporations that I've worked in. When I went to school, I don't think anybody would've felt brave enough to do this in my school or even in any of the schools in the twenty surrounding counties. However, with the youth of today in mind, it would be irresponsible to not prepare new teachers in some way to be aware of what these students are going through.
At the same time, I don't necessarily think that we should treat LGBTQ students differently, yet with any student, a situation may arise where a teacher needs to operate on a different level of understanding of the specific needs of that specific student. So that's the wisdom of speaking out of both sides of my mouth: treat them the same, unless you need to do otherwise in order to be fair or just. I know this is vague, but when you've taught a few years, you recognize these moments and you feel confident making a decision that you haven't been comfortable making in the past. It makes you feel good about being a teacher. This is pretty cryptic, so I'll try to sort it out a bit more before class.
Finally, speaking from this year's experiences, new teachers are mentally, physically, and emotionally overwhelmed --maybe not all at the same time, but I'd expect at least one wave of overwhelmization ☺ to wash ashore daily. Expecting too much of new teacher right out of the gates of college, isn't fair. As I've watched the two new teachers this year working with their classes, I vividly recall the myriad of new teacher thoughts that race through your mind each and every second that you're in front of students… (Am I calling on girl or boy next? Did I see Heather turn in that missing paper? What was the point I was trying to make about this passage anyway? Did I remember to zip my zipper after leaving the restroom?) You can end up feeling like you're in a hazy fog. It's likely they have enough to think about already.
Even as an experienced teacher, I would proceed with cautious, careful planning before introducing "queer inclusive" elements into my curriculum. New teachers should be prepared because who knows what challenging experience will arise, but I suspect that most new teachers would choose to error on the side of caution and play it safe. Give them a year or two though, and who knows what they'll feel like taking on. ☺
A little stumped by all the language in Blackburn, however I do agree that literacy acts can lead to social change and personal empowerment. The act of writing a poem, acting out a play, writing an essay exploring a character etc can be very empowering and life changing.
It's important for new and old teachers to be sympathetic to sexual orientation and the differences that exsist for students in the classroom. I think it's good to introduce theory and examples of queer inclusive literature to teachers, however I am not convinced it has a place in all secondary classrooms. But, I have yet to teach in a secondary classroom, I am just going from my personal experiences, that of a parent and a grad student. For the most part, I don't view secondary teachers as teaching sexual orientation. I think we should be equiped to deal with issues of lesbian/gay/transgender young adults, and more importantly expect other students in the class to respect one another's differences. There can be an academic discussion of such differences, but not personal attacks or condemning of the student's beliefs and practices. Furthermore, teachable works must have some larger discussable themes. Most of the queer inclusive books we have been reading this week seem to have at the forefront and most inclusively the sexual orientation. If someone has read a teachable book with great topics that has gay/lesbian characters etc. please bring it to my attention? Otherwise maybe these books we are reading are good for self selected student reading and ones that can be recommended to students, who we know would benefit from them or are struggling with some of the same issues as the characters.
I think it would be extremely difficult to include queer inclusive literature in secondary schools...high school questionable and middle school, probably not. As has been brought up in other week's topics this semester, I think it is important to consider the age and maturity of the student for the topic. Locally, as Lisa mentioned and Joy, I believe too, this topic is hard to approach. From the parent's viewpoint I would have a harder time including it, than from the students. From the parents' beliefs based on fear, stigma and religion. Lastly, personal religious beliefs being hard to overcome. Based on this, maybe queer inclusive literature has a place in the college classroom, teaching to undergraduates who are free from parental restraints!
More about my book tomorrow. Time for some sleep.
Staci
I’m only just beginning to discover literature dealing with issues of sexual orientation. Before my selection for this week, I’ve only read one piece centering on this issue—"Annie on my Mind." For this week’s selection, I’ve been reading David Levithan’s "wide awake" and just started listening to "Boy Meets Boy." As Staci stated, the characters are well rounded and interesting, but the setting is a bit too perfect. The same is true in "wide awake." This story is two-fold. Levithan highlights several gay/lesbian teenage relationships and the drama and tension associated with high school crushes, but he also adds a political twist, which is what the story centers on.
The story opens with the phrase, “In the near future…” Levithan paints the future American society as one that has survived obstacles—The Reign of Fear (allusion to Sept. 11 and the war in Iraq) and The Greater Depression (hypothetical result of the debt, deficit, and fuel depression) (pg. 10 -11). This America has also experienced change—The Jesus Revolution (movement toward a more accepting society, centered on religious beliefs) and The All Equal Movement (all races, genders, etc. receive equal rights) (pg. 10 -11). The current situation this future America is facing is the election of the first gay Jewish president. Controversy over votes counted (which has since changed from the Electoral College to the popular vote) in Kansas, causes questions to arise of who really is the true President of the USA. The characters in the book (who are all high school gays/lesbians) have been helping to promote the gay Jewish candidate, even though none of them are old enough to vote. The reader watches these individuals celebrate their short-lived win, the criticism and suffering they endure while awaiting the final outcome, and the journey they all take to Kansas to participate in the protest to save the election.
Although the story is about shaping one’s identity as a teenage gay or lesbian, it seems to be more about standing up for what you believe in or fighting for a cause you deem worthy. Levithan creates an interesting setting and encourages the reader to think about what is come in our nation’s future. I’m not really sold on the level of involvement and passion these teenage characters have for this election, however. In my experience, I’ve never come across a group of students so well versed in the political agenda.
Therese and I both read “the realm of possibility” (by David Levithan) for this week’s topic, and I think we had similar reactions to it.
I became absorbed into the style that Levithan uses (writing the entire book in verse) and was moved by the intimate stories the twenty voices shared. While I could not see many of my own students sharing their high school experiences in such a poignant and reflective way, some of my former students have written remarkable accounts of their high school experiences in various forms of poetry. I found that Levithan’s diverse writing styles immediately helped me establish a personal and sympathetic connection to the characters. While other readers may not find themselves entering this book in the same way, I would guess that many people would share a similar reaction to the text.
“the realm of possibility” shares stories of what the term “relationship” means to various people in different situations and contexts. The voices talk about their experiences in terms of love, friendship, trust, confusion, growth, gain, evaluation, loss and strength. Each adolescent is analyzing his/her life in his/her own terms and trying to make it through this moment so they can move onto the next one.
“the realm of possibility” has given me hope—there are YA books out there that deal with sexual orientation that I am comfortable sharing with students. What was once impossible is now possible.
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