From the Viewpoint of the 'Other'

Because I have history as a minor, I was exposed to the alternative story of Christopher Columbus.  Like most people, I was not aware of the other side of the explorer’s story during my time in high school.  My discovery of the notion that there was more to the story was a shocking experience.  Of course I knew it happened, but I didn’t really understand how different the other half of the story actually was.  I became so interested I even researched more about it when I got home.  I soon found out after taking more history classes that this was a common theme among Canadian history; women and First Nations are completely left out of Canadian History.  Fortunately some parts of their stories are being revived and shared.

 These stories, like the one of Columbus, are only told from the point of view of the people who were in power, so it is understandable that they would spin the story to have them shown in a favourable light.  Generally, historical accounts are only told from the point of view of the dominant male society during that time and everyone else were treated as outsiders. We, as teachers, can create an inclusive classroom with the postcolonial lens because it reclaims the history and identity of those voices that are left out of literature.   Providing students with a Non-Western perspective allows them to see events and ideas from the point of view of the ‘other’, which gives students the opportunity to view the world in a more holistic approach.

Looking through the Gender Theory Scope and Relieving the Anxiety of Re-reading Texts

            While sitting in on an ELA 10 class, one of the female students commented during class that she hated the book (Of Mice and Men) and the teacher asked why that was.  She said it was because there was only one girl in it and she has a very insignificant part.  The teacher said that while she is not even given her own name (she is only referred to as “Curley’s wife”), her role in the novel aids the reader by explaining the time period; thus, her character is important.  The teacher told the class that they would explore the gender roles next class, but unfortunately I was not present. Helping students to understand why she is characterized in the manner she is would break down some of the judgements of the novel.

This example is a good lead into Appleman’s chapter on the gender lens as a way for students to use it as a focus when attempting to gain insight to characters that they would not be able to make connection to otherwise.  It is important when using a gender lens to also examine the male construction of gender and how it fits into the novel.  The class should also look at Curley in the construction of hyper-masculinity and patriarchal power structures as this may help students better understand his character and the historical context.  The gender lens also allows students to discover how their gender affects how they view individual characters.  It will teach students about the social construction of gender and hopefully it will help to begin to break down some of the barriers that surround this issue. 

            Gallanger’s text discussed different ways to get students to re-read difficult parts of texts.  We need to teach students the skills to be able to infer what is beyond the written words of the text.  They need to be able to understand deeper meaning and to read between the lines.  Various strategies for us to use are brainstorm charts and frame questions that ask students to go beyond simple plot regurgitation. Also asking them to predict what they think is going to happen is a good strategy to get students really thinking about and interested in the text. We need to get students to really reflect on the text and draw meaning from it on their own…with some guidance of course!

Come On Let's Focus!

           I could particularly relate to Gallagher’s statement regarding the fact that all readers at some point in time will have trouble focussing.  Because I was home schooled until grade four, I never had to worry about other people, or things distracting me during my work. However, when I entered the school system, I struggled because I found it difficult to always have people around me, and even now I still have trouble reading or focussing on reading when anything is going on around me.   The First Draft Reading method is an excellent way to help students to find their focus when they approach a text. There are always various things going on in students’ minds and it is easy for them to go into auto pilot especially with difficult text.  Students need to be given the strategies to be able to approach a text and have a focus in mind that will allow them to be able to comprehend the text at a deeper level.

            I found the Social Class Theory (Marxist Literary Theory) to be a very interesting approach to texts, but also very difficult to rap my head around at times.  I, even as a University student, have trouble thinking about my social class and how it affects my take on the text just because it is something that is not usually encouraged often, or at all.  To apply the theory in a high school class may be met with some resistance, like we saw in the book, but when done with the correct amount of caution it is a good way to create a sense of community within the classroom. It is great way for students to better understand themselves, but also to connect and understand their classmates better.   In a class I was observing they were doing Hamlet (like the example) and looking at the different social classes in Shakespearean times in addition to the classes of the characters.  Perhaps I will have the opportunity, once they are finished the book, to apply the theory and have the students think about their own social status and how it affects their reading of the text, or even just have an in-depth conversation about it with the teacher.  The Social Slass Theory is yet another interesting way to get students to relate to, and to focus on the text itself.

Reading The Challenging Works Of Shakespeare and Beyond

            In an English B30 class at Marion Graham I was observing, the Teacher had the difficult task of motivating the students to read Shakespeare’s Hamlet.  The Teacher began by asking the students, "Why do we still read Shakespeare?"  Then he followed by playing video trailers of Romeo and Juliet featuring Leonardo Dicaprio and The Tempest.  He mentioned other movies that are based on Shakespeare’s work such as 10 Things I Hate About You (Taming of the Shrew), and Lion King (Hamlet).  Movies are still being made based on Shakespeare's writings because his works are masterfully written and his presentation of human nature is timeless.  The Teacher then followed by  diving into the background of Shakespeare himself and he plans to spend over a week looking at the Elizabethan period and other relevant topics relating to the play.  

 

In a grade twelve English class, the students have already read Shakespeare in previous years, but the Teacher did not want to assume they had any prior knowledge and risk getting into the territory that Gallanger mentions in his book.  Students need adequate prior information to begin reading difficult texts, or they will be not only uninterested in the text but will be in the “I don’t understand any of it” state of mind and lose interest.  Students need to be open to being confused at times and learn that reading challenging parts of the text over several times can make all the difference.

 

I related to the way Gallanger mentioned that reading texts again that you may not have particularly enjoyed or understood in High School was completely different when you read it the second time.  Why? Because you have prior knowledge.  I read The Great Gatsby in University and groaned when I saw it was on the reading list because I found it to be a difficult, mind numbing book in High School.  I soon found out that it was an interesting and compelling book about the society in Roaring Twenties. 

It was really great to see some of these strategies in action and it is exciting to be thinking that soon we will be using them ourselves when we teach!