Six Journal Entries

Anastasiya Shak ACL 150 Professor James Michel 12/13/2023 Six Journal Entries Journal 1 Question: I think a few ways that the United States could balance its rich history of multiculturalism is to embrace its diversity. Such as protecting cultural events, festivals, and exhibitions that highlight the contributions of various ethnicities and cultures. As well as education and awareness. According to the article “Multicultural Education” “Despite the changing face of America, however, students from diverse racial, ethnic, and linguistic backgrounds continue to experience unequal educational opportunities and often do not see the history, values, and cultural knowledge of their home communities represented in the school curriculum.” It’s important that schools serving diverse communities have equal access to resources, including funding, technology, and quality teachers. Another quote is “The racial achievement gap between White students and African American and Latino students has remained stagnant. The average twelfth-grade low-income student of color reads at the same level as the average eighth-grade middle-class White student.” Addressing the racial achievement gap is crucial for creating a more equitable and inclusive education system. To tackle this issue, the United States should consider early intervention and support. Journal 2 Question: The article called “Early Literacy, Reyes and Azuara.” illustrates that “In pulling together the Madres' testimonies of their experience (writ-ten reflections, public presentations, and a video documentary we copro-duced) with my own ethnographic observations of the reform over three and a half years, the book is part testimonio, part counterstory, and part cultural critique of the small schools movement in the tradition of critical ethnography. Critical ethnography, according to Foley, Levinson, and Hurtig (2001), "aims to illuminate the workings of power in a way that may help transform oppressive power relations.” The excerpt describes the book as a combination of testimonio, counterstory, and cultural critique, all within the framework of critical ethnography. In the context of Latino literacy practices, this representation highlights the importance of storytelling and personal narratives as a means of resistance and empowerment. Journal 3 Question: The relationship between literacy and power is complex. Literacy refers to the ability to read and write, which is traditionally seen as a fundamental skill for communication and accessing information. Power, on the other hand, refers to the ability to influence or control others as well as shape the course of events. Literacy is often associated with higher education levels, which can lead to better job prospects and economic mobility. Literacy can be seen as a key resource in the 21st century, as it is essential for individuals to navigate the global economy. According to the article called “Texts, Power and Identity” it illustrates that "literacy," as a key word in our culture, has a status in the current era rather like that of "science" in the nineteenth: it refers loosely to any body of systematic useful knowledge. This plurality of senses is, however, countered by a contrary pressure to determine precisely and authoritatively which practices, which ways with text, legitimately fall under the rubric "literacy"; or, more colloquially, to ask what "real literacy" is.” Literacy is described as a key word in our culture, similar to how science has held significance in the nineteenth century. This suggests that literacy is highly valued and seen as a source of systematic useful knowledge in the current era. It implies that literacy is associated with power, as possessing knowledge and being able to access and understand information can empower individuals to navigate and succeed in various aspects of life. Another quote that I have is “Central to the post-structuralist or the practice-theory argument is the claim that writing is usually associated with power, and particularly with specifically modern forms of power. But in taking up this claim - that literacy is shaped by power we have been led to a further question "What is power?" This has in turn led to some interesting positions.” The statement acknowledges that power is not inherent in literacy itself, but rather emerges from the social, cultural, and historical contexts in which literacy practices are situated. The statement refers to the existence of different positions or perspectives on the relationship between literacy and power. It suggests that exploring the question of what power is has led to interesting and diverse viewpoints. Journal 4 Question: We read an article in class called “ Through A Lesbian Lense” which talks about the experiences that girls went through to find their identities. According to the article it states that “ Young Harriet is a representation with whom many young women, lesbian and heterosexual, identify because her character is not stereotypically feminine. Harriet is a gender-bending, smart, capable, and sensitive young pre-teen who challenges the adult world with her idiosyncratic behavior and comportment. In many ways, Harriet is (and has been) a queer icon, an icon of resistance to hetero-normative culture.” This paragraph relates to sexuality and literacy by highlighting the representation of a non-stereotypically feminine character, Harriet, who resonates with young women, including those who identify as lesbian or heterosexual. Harriet's character challenges traditional gender norms and behaviors, making her a symbol of resistance to heteronormative culture. This representation can contribute to the development of sexual literacy by providing young readers with diverse and inclusive perspectives on gender and sexuality. By identifying with Harriet, young women can explore and understand different expressions of femininity and challenge societal expectations. Additionally, Harriet's character can promote literacy by engaging readers in critical thinking and discussions about gender, sexuality, and societal norms. Another quote from the article is “In this chapter I propose a way for all girls—lesbian, questioning, bisexual, or heterosexual to read novels and stories that include various representations of femininity and femaleness, in order to help them to identify for themselves and each other where they might fit along the spectrum of femininity.” This relates to sexuality and literacy by emphasizing the importance of providing diverse representations of femininity and femaleness in literature. By including various representations, such as Harriet's character, young girls of different sexual orientations can explore and understand their own identities and where they might fit along the spectrum of femininity. This approach promotes sexual literacy by encouraging self-reflection, self-acceptance, and the recognition of different expressions of femininity. It also fosters a sense of inclusivity and understanding among girls, as they can learn from and support each other in their journeys of self discovery. Additionally, this approach promotes literacy by encouraging girls to engage critically with literature, analyze different perspectives, and have meaningful discussions about gender, sexuality, and identity. Journal 5 Question: The article called “Writing the Life of Henry Obookiah.” Is about Obookiah’s desire to learn to read and write. According to the article it illustrates that “Although he was a "heathen" in the eyes of the residents, it was Obookiah's desire to learn to read and write that persuaded his hosts that he was worthy of being educated and introduced to Christianity.” The desire to learn to read and write demonstrated his eagerness to engage with the Christian faith. This desire convinced the residents that he was serious about his education and his commitment to Christianity, despite being considered a "heathen" initially. By demonstrating his dedication to learning, Obookiah was able to overcome the initial skepticism and gain acceptance within the religious community. Religious communities often place a strong emphasis on education and literacy as a means of spreading their beliefs and teachings. Another quote that relates to this is “Obookiah finds himself on a ship that first heads for the Pacific Northwest and then returns across the Pacific toward China and then eventually around India and Africa and toward New England. It was during this voyage that Obookiah found a literacy sponsor who would initiate both a literacy and religious conversion.” The fact that Obookiah found a literacy sponsor on the ship highlights the role of religious communities in promoting literacy. Religious communities often prioritize education and literacy as a means of spreading their beliefs and teachings. In this case, the literacy sponsor recognized Obookiah's desire to learn and saw an opportunity to introduce him to both literacy and religious conversion. Journal 6 Question: Young cultures are some ways that young people express themselves and connect with other people. According to the article “It Was Nothing Encouraged.” It illustrates “The difference is most dramatically captured in this early memory of South Dakotan Harry Carlton: “I wrote all the bad words that I knew,” he said, “on a blackboard that was on an easel while my mother was having card club. I was at one end of the room and all the women were there in the room for cards.” Asked to explain his motivation, he continued, “I think it was a just a wild juxtaposition, that I could be writing all these nasty thoughts with all these people in the room and they didn’t know.” Young people often engage in acts of defiance or experimentation as a way to assert their independence. In this case, Harry's act of writing "nasty thoughts" can be seen as a form of rebellion against the social expectations and decorum of the card club gathering. Writing down "bad words" allowed Harry to express his thoughts and emotions in a way that may have been difficult or inappropriate to do verbally. Literacy provides young people with a medium through which they can explore their identities, express their ideas, and push boundaries. Another quote is “It is, of course, likely that these young authors of stories and poems used technical knowledge derived from their reading to make their compositions, but it is noteworthy that the motivations for the writing in these cases were not books and the motivators were not adults.” While these young authors may have gained technical knowledge from their reading, their motivation for writing was not solely derived from books or influenced by adults. By using their technical knowledge and creativity, young authors are able to create compositions that reflect their own perspectives and experiences. This allows them to contribute to the development of youth cultures and expand the boundaries of literacy.