Wednesday, August 4 (DJ #7)

So, dialogic tension. There is so much to be said here, I am not quite sure where to begin! First off, I really like this particular phrasing. We talk about internal conflict and common conflicts in literature: man vs. nature, man vs. man, etc. And save for the fact that these are sexist…dialogic tension really allows for a more expansive understanding of the concept of conflict. It allows for us to have the interaction of lived worlds and text worlds that is so important in a multicultural classroom. Most of the methods we have talked about incorporate elements of text worlds and lived worlds because each of these is a product of culture. Each of the students we have and the books we teach come to the table with different cultural experiences and creating lessons and activities that allow us to dissect the effect these interactions have on readings/interpretations is crucial to a successful multicultural classroom. Unfortunately, reading Beach et al. chapter 9 was difficult because I have not had the opportunity to read any of the texts to which he was referring. Just like the Enciso article and Maniac Magee, I think I will have a much better understanding of this article (and use for it) after I have read these texts. Each of them sounds like a great text to use in a multicultural classroom, so I will definitely have to add them to my ever-growing list. Although I have not read the three main texts, I see the value in using them in the classroom. I really like the idea of using “competing narratives” in the classroom. Whether or not they are embedded in a larger text like a novel or if they are two poems written by speakers with very different views of a similar issue. Reading competing narratives would be a great way to have students start thinking about writing their own narratives or writing monologues from a character’s perspective.
I was particularly struck by the discussion of the phrase “white trash” in this chapter. I have always considered this term to be extremely offensive, but I have never talked about it with students or colleagues, only in passing with friends. I have actually been invited to “white trash” parties in which the guests are to dress a certain way (lower class) and drink cheap alcohol (perhaps in a paper bag) and pretend they live in a trailer park. I have been SO offended by this proposition that I adamantly opposed attendance. (Though I was tempted to go and give everyone a talking to…). These people who host these parties are ADULTS and this was not too long ago. I was really glad to see that the students addressed their understanding of this language quite thoroughly because I honestly don’t think that many people think about it. I am also glad to know that there are young people out there who are really thinking about the way language affects culture—this gives me hope!
The other piece of this chapter that really struck me was the focus on assumptions. I think we as teachers are so focused on being P.C. and appropriate that we are not willing to admit to our own assumptions. If we aren’t willing to do this, how can we expect our students to be? The dialogic tension between cultural assumptions and cultural narratives is HUGE and we need to address this head on in our own readings of lived and text worlds so that we can teach our students how to do the same. We can never break down stereotyping and the like if we don’t first admit what the stereotypes are, where they come from and that we hold them, whether we like it or not.