CI 5441: Course Readings-- Wk 4: Sept 27

The readings for this week definitely provided a lot of useful information and different ways of thinking about how to both approach and use texts in the classroom. What surprised me in the readings was the material presented in the first section of Critical Encounters in High School English: Teaching Literary Theory to Adolescents by Deborah Appleman. Not only did Appleman present a teaching philosophy that is very similar to my own, but she also brought up the importance of using literary theory as a prime means in which to provide students with, “critical lenses” that “provide students with a way of reading their world” (4).

It was startling to read that so many teachers have balked at using literary theory in the classroom. I don’t understand why teachers wouldn’t be able to see the benefits of using these different perspectives in interpreting texts. Appleman lists some common defenses against literary theory as being the difficulty of keeping up with the latest developments, the struggle to “to juggle curricular concerns as well as the varied literary skills and needs of their increasingly diverse student body,” or the difficulty of seeing the relevance of such “abstract” analysis. Nevertheless, I agree with Appleman that these statements are absurd. If anything, the use of literary theory in the classroom should help increase diversity of thinking in the nation’s increasingly diverse student population by allowing them think in ways that “sharpen one’s vision and provide alternative ways of seeing” (Appleman 4).

After reading this chapter, I feel fortunate in my own educational background. While it might not have been exceedingly multicultural, it definitely centered on the different perspectives associate with literary theory. I would say that starting in my sophomore year of high school I was exposed to literary theory in my English classrooms. We did a lot of our own research or analysis in searching for meaning and purpose within a text as well as discovering the analysis and research of others. My junior year we did a project of short stories and dug around for criticism that would help us explore the text. Then we were able to compare and contrast our own perspective against the articles we had found. We performed a more sophisticated version of this assignment my senior year and with every assignment I grew to appreciate the different perspectives of the theory.

I would say that the these assignments and the presence of literary theory in my classrooms prepared me for many of the college courses that required me to examine other cultures or think outside of my own limited experiences. In general, I also believe that without those opportunities to look at a text through a specific view, I learned skills that allow me to try and rationalize or sympathize with the actions of others in my day-to-day life.

I was also struck by Appleman’s reflection on the political side of teaching. She quotes Shirley Staton who claims that, “there is no such thing as an innocent, value-free reading. Instead, each of us has a viewpoint invested with presuppositions about ‘reality’ and about ourselves, whether we are conscious or not” (Appleman 8). This is so true! Everyone brings with them their preconceived notions, previous experience, values, and prior knowledge into whatever they read. As teachers it is important that we are able to guide students in such a way that they are able to use that knowledge to better understand and interpret texts. If students can understand that, just like them, the creators of any given object relied on their own personal backgrounds during the creation process, they will learn to question the purpose or drive behind an action and interpret it accordingly.

What startled me was the apparent distaste for such methods expressed to some degree, by Rosenblatt’s article. It seems to me that it will be difficult to create a classroom that can both scaffold students with ways to perceive a text through the use of literary theory while preserving aesthetic reading within them. I hope that I can create a classroom environment that is safe for the expression of thought and experience when reading a text but also drives students to look at readings through different lenses.

VideoANT Assignment

Here is my annotated video. It is a clip from the movie Amelie, which is one of my top ten favorite movies, it is such an amazing film! I couldn't figure out how to trim the clip down, so you can either watch the entire thing or just jump to the first annotated segment. I love the last part of this clip though, so I recommend watching all of it. Enjoy!

CI 5441: Course Readings-- Week 3: Sept. 22

This week’s readings provided a look into culturally relevant pedagogy that seemed to mirror some aspects of my own teaching philosophy. I thought that Gloria Ladson-Billings article “But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy” was a particularly enlightening illustration of the ways in which teachers can create a productive and culturally diverse classroom and curriculum in order to empower students as important actors in American democracy. Ladson-Billings mirrors a principle that helped create my own teaching philosophy connecting English—and other forms of—education with the formation of knowledgeable and proactive citizens.


Ladson-Billings defines culturally relevant pedagogy as relying on three characteristics: academic success, maintained cultural competence, and a developed critical consciousness. She frames these on the belief that in order to be productive and active citizens in our democracy, students must be given the necessary tools. She highlights a teacher who focused on providing African American boys in her classroom with a challenge to succeed. Ladson-Billings writes that, “Instead of entering into an antagonistic relationship with the boys, Lewis found ways to value their skills and abilities and channel them in academically important ways” (160). Instead of giving into the common “we—they” approach—as illustrated in chapter 2 of Teaching Literature to Adolescents (Beach et al. 25)—this teacher found a connection with her students by challenging them to prove their educational prowess. She is giving them the chance to see their own power in order to fulfill their duties as democratic citizens.


The next criterion illustrates the need for teacher to connect a student’s home culture with the broader culture of school and society. This is done by teachers who can “utilize students’ culture as a vehicle for learning” (Ladson-Billings 161). Here teachers must find a way to make meaningful and relevant connections between their students and the curriculum they are bringing to the table. Similar to the example in the article, I had a teacher who built a bridge between what was relevant to us and the various pieces that make up figurative writing by allowing us to present a song of our choice to the class and analyze it for different elements of figurative language. Thus students could connect their “cultures”—age, ethnicity, gender, etc.—with an informative classroom assignment. This is something that instills both excitement and trepidation within me, but I know that it will be something I will need to constantly work and reflect upon in order to accomplish.


The last criterion for culturally relevant teaching is based on the belief that students should “develop a broader sociopolitical consciousness that allows them to critique the cultural norms, values, mores, and institutions that produce and maintain social inequalities” (Ladson-Billings 162). As English teachers I think it is important that in our discussions of literature in the classroom we develop in our students the ability to examine, identify, analyze, critique, and reflect. In doing this we can provide them with the tools that are necessary to look at the world around them with an open and critical eye through which they can observe society and act in support of a better nation, a better world. Ladson-Billings outlines a path for teachers that can help them create the type of education that can best serve the needs of the people and, this might sound very idealistic, but if education is not based on the idea of creating more intelligent and proactive citizens who can work to make the future brighter for themselves and all those around them, then what is the point?

Ladson-Billings, Gloria. “But That’s Just Good Teaching! The Case for Culturally Relevant
Pedagogy.” Theory into Practice. 34.3 (1995):159-165. 02 Sep. 2009

CI 5472: Vlog Post- Nascar News

Alright, Nascar News is a vlog that is created by the nephew of one of my former swim coaches. He is an avid Nascar fan and uses a vlog to both keep his family, friends, and subscribers up-to-date with current Nascar races, issues, etc.

What I like about the vlog--besides the fact that I think he is adorable--is his obvious enthusiasm for his subject. It is clear that he loves Nascar and his passion is evident in both his intense vocal pronouncements and his ability to quickly, and succinctly, discuss the latest outcomes and issues surrounding Nascar events. I think the set-up of the vlog, as a newscast, appeals to the audience who wants the information provided in the video.

Based on the personal and humorous aspects to the vlog, I would venture to say that the target audience is primarily family and friends who know and enjoy keeping up with the latest antics/interests of someone they know. Nevertheless, due to the vast amount of information presented in each entry, I think that Nascar enthusiasts would also find the vlog to be charming, entertaining, and informative.

Despite the lack of camera effects or editing of any sort, I think this vlog serves its purpose well. It acts as a way to keep in touch and a source of entertaining Nascar news. It is amazing to think that such a very young man can be so successful in producing his own vlog but I think it helps to illustrate the ever-expanding influence of technology and the importance of keeping up with it as a teacher. Clearly, it can provide just one more expressive and creative outlet, and, as our readings suggest, such new technologies should be considered by teachers.

CI 5441: Course Readings-Week 2: Sept. 15

I was greatly intrigued by the reading from the text Teaching Literature to Adolescents. The chapter we read for this week focused on censorship in the classroom and how a teacher goes about the exciting and arduous task of deciding which texts to include in the classroom. An important moment for me in the text was the question, "how do you design a curriculum that takes students beyond books, preparing them for the host of ethical and moral decisions they must make each day of their future lives as members of a democratic society?" ( Beach et al. 243-244). This question is a daunting one and made me stop to think about my future goals for my future classroom.

In my class I want to explore a variety of texts that illustrate the cultural diversity of our nation. This will be an important aspect of my curriculum no matter where my teaching career might lead me. It is important to explore and discuss issues of diversity--be it diversity of culture, religion, sexual orientation, etc.--in even the most homogeneous of societies. It is only by educating students to accept and embrace the differences they will most certainly face in our ever changing world that we can attempt to create a society based on tolerance, acceptance, and understanding. This connects with another idea in the book which focuses on creating a "socially responsible" students (Beach et al. 244).

What amazed me about the need to use classrooms as a melting pot of differences and create an atmosphere of respect was the lack of this, for the most part in my own education. Upon reading the text I struggled to remember instances of diversity in my own learning processes. I was interested to note that the text specifically mentions the influence of conservative Texans in monitoring the the "text-book adoption process" (Beach et al. 244). I spent my middle school and high school years in Texas and I can not remember ever reading or encountering literature in my English classes that explored the great realm of diverse texts available for students. Sandra Cisneros and Langston Hughes are the only non-American or European authors I remember encountering. The realization that I never would have noticed this in high school and it is only since entering college that I can reflect on this is disturbing to me and I realize how important it is to expose students to texts that either introduce them to or reflect their own experiences.

I also agree with the argument in the text that many adults do not give enough credit to their children when it comes to how they will perceive or react to a text. The writers cite a woman who claims that the influence of family values and culture has much more to do with how a child will interpret a text than the books they read. I again look at my own experience with this one. I read The Adventures of Huckleberry Finn and afterwards I did not suddenly have racist beliefs. I think that we need to give children more credit and understand that if we can use these materials to bring up difficult subjects or connect them with things they may or may not have been exposed to before we can stimulate their minds in a way that will better prepare them for the future.

Beach, Richard., et al. Teaching Literature to Adolescents. Mahwah: Lawrence Erlbaum
Associates, Inc., 2006.

I hope I did this right...

Well, I did the best I could and I hope that this is set up correctly. I've never had a blog or journal of any sort so this should be an interesting experience.