The first article that I chose to read was titled “We Are Family: Using Diverse Family Structure Literature With Children” by Deanna Peterschick Gilmore and Kari Bell. The article is a very broad description of how librarians, teachers, and parents can work with literature to help students/children explore topics that are not what society considers traditional literature. There is a short focus on different topics, approximately 2-3 pages per topic. These include: children of divorced parents, children in stepfamilies/blended families, children of adoption, children of international adoption, children of gay and lesbian parents, and children in all kinds of families. By offering a broad topic, the authors help the reader (ideally librarians, teachers, and parents) to better understand the importance of this type of literature. These groups are underrepresented in our literature, and therefore need to be brought to the forefront. As the times continue to change, the need for this type of literature becomes more and more prominent. “According to the United States Census, only 68 percent of children live with the traditional family of father, mother, and child.” (We Are Family 280) It is important for these children in the other 32% of families to feel that they, too, are normal. They “need to see their lives depicted in the books they read.” (We Are Family 280) It offers insight for understanding that these books are not only necessary for children in diverse family structures, but also for students who are not. It shows the need for all children to understand that not all families are the same, that not everyone has the same set of values and identities. Throughout the article, the different diverse family sets are brought up one at a time and the reader is shown a closer view of what these families are like and how life is different/similar for children in these families. The authors also provide a comprehensive list of books for each section listed, as well as reasons these books are valuable.
I decided to farther narrow it down, and found this article solely about adoption. “Books on Adoption for Young Children: Looking at Language” by Nancy Schimmel and Susan Love. This article was much more concise, but specific to adoption. It touched on the many different words that are used in these types of books. There were many times when words showed up that I hear typically used in our society, but I find that they’re offensive or invalid according to these authors. This article is sincerely written by two insiders; Schimmel is a reunited birth mother and librarian, and Love is an adoptee and adoptive mother as well as a teacher. Their experience as part of this group helps them to dictate what is and is not appropriate language for children. I found the article to be extremely helpful in my search for books, as one that I had chosen prior to reading this article came to be not so valid. I will use this as an example of their article’s depiction of negative effects that words may have on adoptees. “…referring to either set of parents as the real parents certainly denigrates the other set.” (Books on Adoption 32) This shows the importance of using words such as birth or first mother instead of “real”, as this may cause confusion for the child. It is important to use words that are positive for all sets of parents in the situation, as well as the child.
Both of these articles helped in my discovery of three very well written books on adoption. This set is a mixture of adoption books ranging from traditional adoption to international adoption—those born in a different country and adopted by families in the US. These would all be helpful for any family with adopted children—as they offer things that allow the adoptees to see that they are not alone in their situation. The article states, “A child’s own adoption story is always the most important one, but books presenting other people’s experiences reaffirm that adoption is normal—as is one’s curiosity about it.” (Books on Adoption 32)
Sunday, May 3, 2009
Article Annotated Bibliographies
Gilmore, Deanna Peterschick, and Kari Bell. "We Are Family: Using Diverse Family Structure Literature with Children." Reading Horizons. 46.4 (2006): 279-299.
Gilmore and Bell offer great insight to librarians, teachers, and parents on the importance of representing diverse family structures to children. They offer many different types of families, showing the differences between them as well as the similarities among them. There are lists of recommended titles with reasons behind what makes those titles accurate and acceptable for children. They argue that the importance of having these stories told is for the children’s confidence and feeling of acceptance. By offering reasoning to back up their recommendations, the authors turn an otherwise lengthy article into a worthwhile read for educators.
Schimmel, Nancy, and Susan Love. "Books on Adoption for Young Children: Looking at Language." School Library Journal. 43.7 (1997): 32-33.
Adoption is pushed to the forefront in this article, hammering home many important ideas that authors need to be weary of—as well as readers when selecting literature for their libraries, classrooms, or homes. It gives thoughts and feelings of many adoptees, particularly those that may be incorrect. Schimmel and Love address misconceptions of many children that may arise from certain verbiage used in literature that has been used in the past. They also touch on different types of adoption, showing that even within this realm of literature there are yet more subsets that need to be touched on. This article helped my findings by providing me with a better understanding of what a good book on adoption looks like—using language cues.
Gilmore and Bell offer great insight to librarians, teachers, and parents on the importance of representing diverse family structures to children. They offer many different types of families, showing the differences between them as well as the similarities among them. There are lists of recommended titles with reasons behind what makes those titles accurate and acceptable for children. They argue that the importance of having these stories told is for the children’s confidence and feeling of acceptance. By offering reasoning to back up their recommendations, the authors turn an otherwise lengthy article into a worthwhile read for educators.
Schimmel, Nancy, and Susan Love. "Books on Adoption for Young Children: Looking at Language." School Library Journal. 43.7 (1997): 32-33.
Adoption is pushed to the forefront in this article, hammering home many important ideas that authors need to be weary of—as well as readers when selecting literature for their libraries, classrooms, or homes. It gives thoughts and feelings of many adoptees, particularly those that may be incorrect. Schimmel and Love address misconceptions of many children that may arise from certain verbiage used in literature that has been used in the past. They also touch on different types of adoption, showing that even within this realm of literature there are yet more subsets that need to be touched on. This article helped my findings by providing me with a better understanding of what a good book on adoption looks like—using language cues.
Tell Me Again About The Night I Was Born
Curtis, Jamie Lee. Tell Me Again About The Night I Was Born. Harper Collins, 1996. Print.
The lovely illustrations make this book come alive as the young narrator tells her story through a reoccurring phrase at the beginning of each page. We’re given the story of the narrator’s adoption from the moment she is born through the first night with her adoptive family. There are appealing parts for both children and parents—the pictures appear in a very cartoonish manner—almost as if a child had drawn them. However, they are informative with the text, showing the written story on another level. The book shows all of the struggles that a family goes through, and all of the triumphs that are brought by the experience of adoption. Some readers may find the repetition distracting, but Curtis’ use of the narrator’s birth story is one of progression in literature for adoptees, it is not something that is done often. This gives the adoptee a chance to see the story behind their adoption; they were really born like everyone else. Curtis stumbles when she writes, “Tell me again how you couldn’t grow a baby in your tummy, so another woman…was growing me…” (Tell Me Again 11) She describes surrogacy here, and could cause confusion with adoptees that this is the typical situation. By incorporating this same idea in a different manner, confusion could have been avoided all together. Minor flaws, but all around highly recommended to enrich children’s ideas of adoption and to ensure them that their life is similar to others, too.
The lovely illustrations make this book come alive as the young narrator tells her story through a reoccurring phrase at the beginning of each page. We’re given the story of the narrator’s adoption from the moment she is born through the first night with her adoptive family. There are appealing parts for both children and parents—the pictures appear in a very cartoonish manner—almost as if a child had drawn them. However, they are informative with the text, showing the written story on another level. The book shows all of the struggles that a family goes through, and all of the triumphs that are brought by the experience of adoption. Some readers may find the repetition distracting, but Curtis’ use of the narrator’s birth story is one of progression in literature for adoptees, it is not something that is done often. This gives the adoptee a chance to see the story behind their adoption; they were really born like everyone else. Curtis stumbles when she writes, “Tell me again how you couldn’t grow a baby in your tummy, so another woman…was growing me…” (Tell Me Again 11) She describes surrogacy here, and could cause confusion with adoptees that this is the typical situation. By incorporating this same idea in a different manner, confusion could have been avoided all together. Minor flaws, but all around highly recommended to enrich children’s ideas of adoption and to ensure them that their life is similar to others, too.
Mommy Far, Mommy Near
Peacock, Carol Antionette. Mommy Far, Mommy Near: An Adoption Story. Morton Grove, IL: Albert Whitman & Company, 2000. Print.
In a story narrated by a young adoptee, we learn about the struggles that come in all aspects of adoption. Elizabeth tells her story of the journey she takes with her mother to explore her adoption from China. We see interactions between Elizabeth and her mother, as well as Elizabeth with her sister, who is also adopted from China. They play games that bring about many questions, showing the reality of struggles that face adoptive families. From the moment she learns that she has two mothers, Elizabeth is filled with emotion and questions. Peacock does a great job to show that while all of the answers may not be there, both mothers love the child—and that they are normal and very much part of a family. This picture book addresses many issues of adoption in such a manner that it is not daunting for a child to read. By addressing the fact that she has two mommies, Elizabeth helps tackle the confusion and misunderstanding that adoptees may feel. Issues seen in this book are monumental, particularly for families of international adoptees—particularly those from China. This book’s sole flaw is that it uses China’s “one child policy” to explain Elizabeth’s adoption. This may be seen by other adoptees as the only reason they have been “given up” or “abandoned” by their birth parents. The use of this theory is given the band-aid of the fact that Elizabeth’s birth mother still loved her very much. This book is recommended to all adoptive families and even birth mothers, as it give insight into how the children feel, helps parents explain adoption and it also shows birth mothers in a very positive light.
In a story narrated by a young adoptee, we learn about the struggles that come in all aspects of adoption. Elizabeth tells her story of the journey she takes with her mother to explore her adoption from China. We see interactions between Elizabeth and her mother, as well as Elizabeth with her sister, who is also adopted from China. They play games that bring about many questions, showing the reality of struggles that face adoptive families. From the moment she learns that she has two mothers, Elizabeth is filled with emotion and questions. Peacock does a great job to show that while all of the answers may not be there, both mothers love the child—and that they are normal and very much part of a family. This picture book addresses many issues of adoption in such a manner that it is not daunting for a child to read. By addressing the fact that she has two mommies, Elizabeth helps tackle the confusion and misunderstanding that adoptees may feel. Issues seen in this book are monumental, particularly for families of international adoptees—particularly those from China. This book’s sole flaw is that it uses China’s “one child policy” to explain Elizabeth’s adoption. This may be seen by other adoptees as the only reason they have been “given up” or “abandoned” by their birth parents. The use of this theory is given the band-aid of the fact that Elizabeth’s birth mother still loved her very much. This book is recommended to all adoptive families and even birth mothers, as it give insight into how the children feel, helps parents explain adoption and it also shows birth mothers in a very positive light.
I Love You Like Crazy Cakes
Lewis, Rose A.. I Love You Like Crazy Cakes. Little, Brown Young Readers, 2000. Print.
The use of a love letter style story helps ease the harshness of the ideas Lewis tackles in this picture book. By offering the reader a gentle start into a rather sensitive subject, she side-steps the harshness that could potentially come from this touchy topic. This story is written from the perspective of the adoptive parent, and gives a different view than other books. It shows the emotions that come from the parental side, and helps future adoptive parents to get a sense of what they may go through if they choose this route of adoption, however it may give false hope. A child may just think they appeared in the cribs with the nannies to take care of them—this is a very typical thought in adoptees. While the book is sweet and wonderful, it is more of a fairy tale love letter with bits of factual information than one filled with harsh truths that may confuse or scare young children. The idea that an international adoption takes only a letter to the country can be misleading, yet it gives enough information for a child to understand. If this is to be read to a child, beware of the questions that may still ensue because the idea of heir birth is not addressed. Because of the many aspects of adoption that aren’t explained, this book is recommended for younger children who may not be able to wrap their minds around the tough questions yet.
The use of a love letter style story helps ease the harshness of the ideas Lewis tackles in this picture book. By offering the reader a gentle start into a rather sensitive subject, she side-steps the harshness that could potentially come from this touchy topic. This story is written from the perspective of the adoptive parent, and gives a different view than other books. It shows the emotions that come from the parental side, and helps future adoptive parents to get a sense of what they may go through if they choose this route of adoption, however it may give false hope. A child may just think they appeared in the cribs with the nannies to take care of them—this is a very typical thought in adoptees. While the book is sweet and wonderful, it is more of a fairy tale love letter with bits of factual information than one filled with harsh truths that may confuse or scare young children. The idea that an international adoption takes only a letter to the country can be misleading, yet it gives enough information for a child to understand. If this is to be read to a child, beware of the questions that may still ensue because the idea of heir birth is not addressed. Because of the many aspects of adoption that aren’t explained, this book is recommended for younger children who may not be able to wrap their minds around the tough questions yet.
Monday, April 20, 2009
Everybody Loves Fairies
As I finished reading Boy Meets Boy, I had the TV on and was listening to Everybody Loves Raymond in the background. The episode was one in which the twin boys were performing in their school play as fairies. Toward the beginning of the episode Ray's father has a huge fit about the boys' role in the play, making the statement that they're going to "turn gay". Ray defends it, stating that it is perfectly normal and it is something they had to do for school. Eventually Ray's views shift closer to that of his father and he forces the boys to switch their roles to rocks as part of the scenery. Her name escapes me, but Ray's wife talks to him about how the boys being fairies in the play does not automatically make them gay, and that he should be supportive of them because she thought it would be something fun for them to be involved with. Ray eventually turns around and helps the boys learn to dance--but he doesn't do it because he necessarily thinks it is OK, he does it because the director of the play tells him the boys aren't good enough to be fairies.
This makes me look back and wonder how families react to "gay tendencies" that are seriously stereotypical in our society. How does that make their children feel? Do their childrens' feelings even really matter in the more grand scheme, or is it the reputation that comes from having children who are homosexual... or "act" that way. This was a really interesting episode and it fit very well with reactions some of my friends parents had when they first started the coming out process.
This makes me look back and wonder how families react to "gay tendencies" that are seriously stereotypical in our society. How does that make their children feel? Do their childrens' feelings even really matter in the more grand scheme, or is it the reputation that comes from having children who are homosexual... or "act" that way. This was a really interesting episode and it fit very well with reactions some of my friends parents had when they first started the coming out process.
Tuesday, March 17, 2009
This really makes me wonder
Over spring break I was moving myself into our new apartment in southern NC and getting things ready for LIFE! Yeah, life... together, finally! Anyway, I noticed the significant amount of schools in the area and got a little bit excited. Then I noticed the amount of different backgrounds of people in the area... after all, it is a military town and people come from ALL OVER the place! It was amazing to see all of the churches and shopping centers based around people different than "the norm". I had a lot of time to think, so I eventually--instead of studying for my test--got to thinking of how our class would benefit me as a teacher in an area like this. What types of books will I use in my classroom? How will I be able to gauge where my students are and what levels they're ready for? I am so excited that we're going to be talking about things like this in class tomorrow, because I am very interested in adapting what I am learning in this class to my actual classroom.
On a side note, I know that I got at least one right answer on my test, it asked about book awards and which of these awards is awarded to _______ population. :] Thanks to this class!
On a side note, I know that I got at least one right answer on my test, it asked about book awards and which of these awards is awarded to _______ population. :] Thanks to this class!
Tuesday, March 3, 2009
UGH
I still don't feel like I'm doing this right. I just submitted my Al Capone QTT paper and I seriously don't feel confident in myself at all. I tried to model this one off of the papers that we had for examples on the blog, but I still feel like I'm just missing something. I know what I am trying to say in my head, but I am not sure I did the right thing with "not answering the question" or really truly representing what I was trying to say. I tried to model it after the argument I made in my blog last week about the articles that we read, except I incorportated the novel with an article instead of just two articles head to head. I really hope that I did better than I did on my first paper. It makes me nervous that these are such a big portion of our grade and I feel like I am doing so poorly on them. Let's keep our fingers crossed that it turns out well.
On a side note, I get my books from the library in order to save money--and my library sent me the book on CD, stating it was the only one that they had checked in. GREAT! How in the heck are you supposed to write a paper with a book on CD? Well, I did my best. I have to say that I thought this was an amazing novel. I really thought it gave a great focus on Natalie and her "condition" as Choldenko called it [what is now known as autism]. It really gave us as readers an idea on what life was like for her, as well as how it affected her family. It showed Nat as a human being, not just a person with a disability. She had character--and that was positive to see, especially after reading the articles.
OH! PS. For those of you who have ever tried to comment on my blog and couldn't. I don't know what was up, but I fixed it. The comments should work for all posts now. Thanks for reading. :]
On a side note, I get my books from the library in order to save money--and my library sent me the book on CD, stating it was the only one that they had checked in. GREAT! How in the heck are you supposed to write a paper with a book on CD? Well, I did my best. I have to say that I thought this was an amazing novel. I really thought it gave a great focus on Natalie and her "condition" as Choldenko called it [what is now known as autism]. It really gave us as readers an idea on what life was like for her, as well as how it affected her family. It showed Nat as a human being, not just a person with a disability. She had character--and that was positive to see, especially after reading the articles.
OH! PS. For those of you who have ever tried to comment on my blog and couldn't. I don't know what was up, but I fixed it. The comments should work for all posts now. Thanks for reading. :]
Tuesday, February 24, 2009
"Don't Judge A Book By Its Cover"
I found this while searching information for the Schneider Family Award. I found it particularly intriuging because one of the criteria for a good book is a good cover... but aren't we always told not to judge a book by its cover?
[Information is from Schneider Family Book Award Manual obtained 2/24/2009 at www.ala.org/ala/awardsgrants/awardsrecords/schneideraward/schneiderawardmanual.doc]
[Information is from Schneider Family Book Award Manual obtained 2/24/2009 at www.ala.org/ala/awardsgrants/awardsrecords/schneideraward/
How to Spot a Great Picture Book
Dilys Evans has been providing advice to young artists since 1978, when she founded Dilys Evans Fine Illustration. Below is a summary of that advice—10 characteristics that she believes all outstanding picture books have in common. Use it as a guide as you evaluate the picture books in your collection.
- In the Beginning Was the Word
The pictures must be truly inspired by the story.
2. Preparation Is Paramount
The artist knows his or her characters, subject, and the setting inside and out.
3. A Great Cover Is a Great Start
If the cover art is compelling, it will make the viewer pick up the book and turn the pages.
4. The Artist Sets the Scene before the Story Begins
The inside flap offers a great opportunity to set the stage for the story or introduce a character.
5. The Endpapers Involve the Reader
Endpapers are another opportunity to add to the story or overall design of the book.
6. The Medium Is the Message
The perfect choice of medium to illustrate the text should convey every mood and nuance.
7. Every Picture Tells the Story
Every image is central to the story and moves it forward to the next page.
8. The Book Is a Form of Dramatic Art
Every scene must be carefully chosen to dully illustrate the drama and excitement of the story as is unfolds.
9. Art and Type Should Be a Perfect Marriage
The typeface should seem to be almost an extension of the art itself.
10. White Space Rules!
White space is a compositional element and not just a background to present the art.
Sunday, February 22, 2009
That's What She Said
So, as I'm reading this week's material in preparation for class, I can't help feeling like my words in class are being echoed by Aronson's article. He says over and over again that the Coretta Scott King award in fact may hinder the "quality" of African American literature that is out there because of its awarding credentials. This argument that he is making is one that I brought up when we were reading the Nikki Giovanni poem at the beginning of the semester. Who is to say that I haven't had the same/similar experiences as you, even though my skin color is different?
Here are some of the particularly strong quotes from that reading that have got me a little bit revved back up on this insider/outsider debate. It brings a whole different view to the dichotomy that we've been given, really.
"The creator's biography--ethnic credentials, if you will--predetermines the book's validity...It is the wrong way to bring more kinds of books to more kinds of reasers; it is wrong in that it does not evaluate literature in its own terms but by extraneous standards; it is wrong because it is a very slippery slope down which we are already tumbling; and finally it is wrong because even as ALA sponsors more and more such awards, we have not openly discussed and debated their merits" [Aronson, Marc Slippery Slopes and Proliferating Prizes The Horn Book Magazine; May/Jun 2001]**Note, all following quotes are from the same article
"By insisting on testing the racial identity of its winners, the CSK shifts its focus from literature to biography. Who you are, which box or boxes you check on the census form, comes first. Your community, your ethnicity, comes before your talent."
"If you have to be black to win the award, do you have to be black to appreciate the winning book? The imlication that only blacks can write well about blacks sets up the implication that only they can read well about them, too."
"We should do everything in our power to encourage growth of a more diverse literature, not by predefining who will create it. We should do our best to encourage all readers to be receptive to every brand of literature. Which also means that we must be open to great art, no matter who creates it."
The article goes on and on reiterating the same points listed here... quality literature should be determined by its content, not by the person writing it. If the person is an "insider" and has poor quality literature, that is reflecting poorly on the awards that are given to the book, and on the community. I do like how Aronson points out two awards that are given to the "identity" of the book, not the identity of the author. This, to me, is what we should consider to be quality literature--those books that represent the identity of the culture they are trying to portray, not necessarily the identity of the author.
Lastly, from the article, a quote to sum up the argument made there, and here in this oh so scholarly blog, "My suggestion is this: keep the CSK, Belpré, and Asian-American awards, but honor content alone, not identity" [of the author].
The next article we read is from Andrea Davis Pinkney--directly combating Aronson's ideas listed in his article. She says "...these awards provide a solid ground upon which authors and illustrators of color and the library and publishing companies can stand." I may be mistaken, but I don't believe Aronson said that NO books by African American authors could receive these awards. Instead, he was arguing that the literary quality of the books were not being judged. I think that his ideas had been misinterpreted. Or, maybe the way I feel about this is slightly different than both authors here. While Aronson is saying that awards should be given if the literature is quality--not necessarily if the author's identity is the same as the characters in the book, Pinkney is saying that the quality of the book shouldn't matter, and anyone who writes a book should be able to be honored, because of their ethnic identity. So, is that saying then that I should be able to win any type of literary award for something I write about a white middle class girl? I don't necessarily think so.
I also do not think that Aronson was "attacking these awards", nor insulting "the creative talents of those who have won these prizes and the committiees who work so ahrd to select the winners". I think he was simply pointing out that to have an award, it should be judged on the quality of the literature--not on the biography of the author, and I believe that it's fair to say. While literature that is written by someone of the same ethnic background as some characters in the story may be more "authentic" or "quality" to some members of some cultures--there are people who can attest to the fact that "insiders" may be just as misinformed as "outsiders" sometimes. Thus continues our debate of exactly what an insider or outsider really is... and whether or not books should be written by insiders or outsiders. Hmm.
Here are some of the particularly strong quotes from that reading that have got me a little bit revved back up on this insider/outsider debate. It brings a whole different view to the dichotomy that we've been given, really.
"The creator's biography--ethnic credentials, if you will--predetermines the book's validity...It is the wrong way to bring more kinds of books to more kinds of reasers; it is wrong in that it does not evaluate literature in its own terms but by extraneous standards; it is wrong because it is a very slippery slope down which we are already tumbling; and finally it is wrong because even as ALA sponsors more and more such awards, we have not openly discussed and debated their merits" [Aronson, Marc Slippery Slopes and Proliferating Prizes The Horn Book Magazine; May/Jun 2001]**Note, all following quotes are from the same article
"By insisting on testing the racial identity of its winners, the CSK shifts its focus from literature to biography. Who you are, which box or boxes you check on the census form, comes first. Your community, your ethnicity, comes before your talent."
"If you have to be black to win the award, do you have to be black to appreciate the winning book? The imlication that only blacks can write well about blacks sets up the implication that only they can read well about them, too."
"We should do everything in our power to encourage growth of a more diverse literature, not by predefining who will create it. We should do our best to encourage all readers to be receptive to every brand of literature. Which also means that we must be open to great art, no matter who creates it."
The article goes on and on reiterating the same points listed here... quality literature should be determined by its content, not by the person writing it. If the person is an "insider" and has poor quality literature, that is reflecting poorly on the awards that are given to the book, and on the community. I do like how Aronson points out two awards that are given to the "identity" of the book, not the identity of the author. This, to me, is what we should consider to be quality literature--those books that represent the identity of the culture they are trying to portray, not necessarily the identity of the author.
Lastly, from the article, a quote to sum up the argument made there, and here in this oh so scholarly blog, "My suggestion is this: keep the CSK, Belpré, and Asian-American awards, but honor content alone, not identity" [of the author].
The next article we read is from Andrea Davis Pinkney--directly combating Aronson's ideas listed in his article. She says "...these awards provide a solid ground upon which authors and illustrators of color and the library and publishing companies can stand." I may be mistaken, but I don't believe Aronson said that NO books by African American authors could receive these awards. Instead, he was arguing that the literary quality of the books were not being judged. I think that his ideas had been misinterpreted. Or, maybe the way I feel about this is slightly different than both authors here. While Aronson is saying that awards should be given if the literature is quality--not necessarily if the author's identity is the same as the characters in the book, Pinkney is saying that the quality of the book shouldn't matter, and anyone who writes a book should be able to be honored, because of their ethnic identity. So, is that saying then that I should be able to win any type of literary award for something I write about a white middle class girl? I don't necessarily think so.
I also do not think that Aronson was "attacking these awards", nor insulting "the creative talents of those who have won these prizes and the committiees who work so ahrd to select the winners". I think he was simply pointing out that to have an award, it should be judged on the quality of the literature--not on the biography of the author, and I believe that it's fair to say. While literature that is written by someone of the same ethnic background as some characters in the story may be more "authentic" or "quality" to some members of some cultures--there are people who can attest to the fact that "insiders" may be just as misinformed as "outsiders" sometimes. Thus continues our debate of exactly what an insider or outsider really is... and whether or not books should be written by insiders or outsiders. Hmm.
Tuesday, February 17, 2009
What Would You Do?
Ok, I have just spent about 15 minutes trying to get the darn video to post on here and it won't let me unless I upload it from my desktop. Hmm!! Any ideas?
http://www.mefeedia.com/entry/would-you-speak-out-about-racism/14220409
Watch this link, though. The video is SO interesting. I just so happened to be watching ABC tonight and the show about testing people's moral values came on. I turned it on in the middle of the episode and saw the portion that included the last half of this video, the housing discrimination of Arab-Americans. I found this absolutely appalling! The show reported that only one in three people confronted the lady about her actions. While this is against the law, it does still happen. Yet another thing in my life I can't do without thinking of this class!
http://www.mefeedia.com/entry/would-you-speak-out-about-racism/14220409
Watch this link, though. The video is SO interesting. I just so happened to be watching ABC tonight and the show about testing people's moral values came on. I turned it on in the middle of the episode and saw the portion that included the last half of this video, the housing discrimination of Arab-Americans. I found this absolutely appalling! The show reported that only one in three people confronted the lady about her actions. While this is against the law, it does still happen. Yet another thing in my life I can't do without thinking of this class!
Monday, February 16, 2009
"Why Can't He Just Sing About Being WHITE?"
So, like I said the other day in class--I will never be able to read anything, or even watch another TV show, listen to another song without pondering its quality EVER again. This rings true in that I am a die hard country music fan. I absolutely LOVE Tim McGraw, he has great music [not to mention he isn't too bad on the eyes]. I was in the car yesterday on my way home from work and was jamming to "Indian Outlaw" when a thought came across my mind of "this song is terrible!" I thought, oh crap here I go judging everything again after TE 448. I'm never going to like this song again. I wish I would have discovered this when we were still talking about Native Americans, but I figure it's interesting and relevant. I will post a few of the lyrics before going more into my commentary on it.
I'm an Indian outlaw
Half Cherokee and Choctaw
My baby she's a Chippewa
She's one of a kind
All my friends call me Bear Claw
The Village Chieftain is my paw-paw
He gets his orders from my maw-maw
She makes him walk the line
You can find me in my wigwam
I'll be beatin' on my tom-tom
Pull out the pipe and smoke you some
Hey and pass it around
'Cause I'm an Indian outlaw
Half Cherokee and Choctaw
My baby she's a Chippewa
She's one of a kind
I ain't lookin' for trouble
We can ride my pony double
Make your little heart bubble
Lord like a glass of wine
I remember the medicine man
He caught runnin' water in my hands
Drug me around by my headband
Said I wasn't her kind
'Cause I'm an Indian outlaw
Half Cherokee and Choctaw
My baby she's a Chippewa
She's one of a kind
I can kill a deer or buffalo
With just my arrow and my hickory bow
From a hundred yard don't you know
I do it all the time
They all gather 'round my teepee
Late at night tryin' to catch a peek at me
In nothin' but my buffalo briefs
I got 'em standin' in line
'Cause I'm an Indian outlaw
Half Cherokee and Choctaw
My baby she's a Chippewa
She's one of a kind
Cherokee people
Cherokee tribe
So proud to live
So proud to die
_________________________________
Ok, I bolded the parts that I found particularly offensive, particularly from the articles we read for class that told us what "bad" stories consisted of. Now, I wonder if he is trying to depict a "real" scenario from the past, or of Indians now? He claims his father is a chief--typical! Also talks about a lot of the stereotypes of Indians: smoking "a pipe", living in a teepee, killing deer and buffalo all the time. Was this accurate at some point? I don't know, I'm not an "insider". However, I did find an "insider" view of this on a message board by doing a quick google search for the controversy dealing with this song. Here is the link I found the quote, "Well, my opinion is: If any one cares... I hate it. Why can't he sang about being WHITE? Just my opinion, no offense meant."--by "palefacehater" [hmm...?] Also, "Yeah that song is typical of older then dirt stereotypes about NDNs. So do I find the song offensive - somewhat. But do I think radio'll quit playing it - no"--by Singing Eagle.
So, now I've got an insider view on the things that I was fearing about the song--some radios, however, did threaten to take it off the air, according to this Wikipedia article.
Finally, on the Country Music Television website, I found a blurb about how the song was seen as controversial at the time it was released [1994]
"From the release of his second album Not a Moment Too Soon, Tim McGraw's rambunctious single "Indian Outlaw" made him a star in 1994. Written by John D. Loudermilk, some claimed the song degraded the accepted image of the American Indian. Despite controversy over the Native American stereotypes presented in the lyrics, "Indian Outlaw" reached No. 8 on the country charts and No. 15 on the pop charts. Controversy rarely hurts sales, and the recording -- with its war dance and rhythmic drum beat --quickly gave McGraw his first No. 1 country album. "
So, this class has forced my brain to think of everything in this analytical way. I haven't decided yet if this is a good thing. I do think that it will be a positive thing for my classroom someday, but I hope it doesn't cause me to dislike some of my favorite things [books, TV shows, and songs]!
Sorry for the long post, I just felt like I needed to put it out there.
I'm an Indian outlaw
Half Cherokee and Choctaw
My baby she's a Chippewa
She's one of a kind
All my friends call me Bear Claw
The Village Chieftain is my paw-paw
He gets his orders from my maw-maw
She makes him walk the line
You can find me in my wigwam
I'll be beatin' on my tom-tom
Pull out the pipe and smoke you some
Hey and pass it around
'Cause I'm an Indian outlaw
Half Cherokee and Choctaw
My baby she's a Chippewa
She's one of a kind
I ain't lookin' for trouble
We can ride my pony double
Make your little heart bubble
Lord like a glass of wine
I remember the medicine man
He caught runnin' water in my hands
Drug me around by my headband
Said I wasn't her kind
'Cause I'm an Indian outlaw
Half Cherokee and Choctaw
My baby she's a Chippewa
She's one of a kind
I can kill a deer or buffalo
With just my arrow and my hickory bow
From a hundred yard don't you know
I do it all the time
They all gather 'round my teepee
Late at night tryin' to catch a peek at me
In nothin' but my buffalo briefs
I got 'em standin' in line
'Cause I'm an Indian outlaw
Half Cherokee and Choctaw
My baby she's a Chippewa
She's one of a kind
Cherokee people
Cherokee tribe
So proud to live
So proud to die
_________________________________
Ok, I bolded the parts that I found particularly offensive, particularly from the articles we read for class that told us what "bad" stories consisted of. Now, I wonder if he is trying to depict a "real" scenario from the past, or of Indians now? He claims his father is a chief--typical! Also talks about a lot of the stereotypes of Indians: smoking "a pipe", living in a teepee, killing deer and buffalo all the time. Was this accurate at some point? I don't know, I'm not an "insider". However, I did find an "insider" view of this on a message board by doing a quick google search for the controversy dealing with this song. Here is the link I found the quote, "Well, my opinion is: If any one cares... I hate it. Why can't he sang about being WHITE? Just my opinion, no offense meant."--by "palefacehater" [hmm...?] Also, "Yeah that song is typical of older then dirt stereotypes about NDNs. So do I find the song offensive - somewhat. But do I think radio'll quit playing it - no"--by Singing Eagle.
So, now I've got an insider view on the things that I was fearing about the song--some radios, however, did threaten to take it off the air, according to this Wikipedia article.
Finally, on the Country Music Television website, I found a blurb about how the song was seen as controversial at the time it was released [1994]
"From the release of his second album Not a Moment Too Soon, Tim McGraw's rambunctious single "Indian Outlaw" made him a star in 1994. Written by John D. Loudermilk, some claimed the song degraded the accepted image of the American Indian. Despite controversy over the Native American stereotypes presented in the lyrics, "Indian Outlaw" reached No. 8 on the country charts and No. 15 on the pop charts. Controversy rarely hurts sales, and the recording -- with its war dance and rhythmic drum beat --quickly gave McGraw his first No. 1 country album. "
So, this class has forced my brain to think of everything in this analytical way. I haven't decided yet if this is a good thing. I do think that it will be a positive thing for my classroom someday, but I hope it doesn't cause me to dislike some of my favorite things [books, TV shows, and songs]!
Sorry for the long post, I just felt like I needed to put it out there.
Wednesday, February 11, 2009
So Now I Have No Idea What To Do...
A few weeks ago in class we were talking about "quality" literature and multicultural/diverse literature. We had a mini discussion on whether or not to include literature that wasn't considered good quality but still represented some of the children in your classrooms. From my understanding of the things we discussed, most of us thought it was OK to do so, so that the students feel represented. However, after today's class I feel conflicted because this text about Arab Americans was in fact written by an insider and therefore according to last week's discussion, should be more accurate. However accurate it was to her own culture, it was discriminatory to Jewish people. So, my question then is who are we trying to please? Are we ever going to be able to please everyone? What are we supposed to do in our classrooms---if we put literature in our classrooms that is not necessarily good quality, we could end up having the reverse effects of what our intentions are by in fact offending those students. It's such a fine line. When do we know if we've crossed it?
Wednesday, January 28, 2009
Everybody Needs A Little Controversey
I thought I would post about how I'm feeling watching this TV show. I have no idea what it's called, but it is on TBS right now. It is with a black family and the mom does bloodwork for a doctor's office. She just found out that her son was dating a girl who had come into the clinic and tested positive for HIV. The mom confronts this girl, Karen, about not informing her son, Calvin that she was HIV positive before they started dating. Karen's argument was that they had only been on one date and she planned to tell him if things got more serious. In the middle of an awkward silence, Calvin walked in. He asked what was going on and the mother said "you tell him" to Karen. She ended up telling him and a huge verbal fight broke out. He told her she should have let him know and he should have the right to choose whether he wants to date someone with HIV or not. It was a very high emotional segment of the show.
There was a disclaimer after the show about health testing.
The reason I am posting this is because I'm not sure how I feel about it. I really think that there are some ways this might connect into our class on issues of diversity. Although the TV show isn't "literature" per se, it is a form of media--like we talked about in class today. I wonder, though, what their goal was with this in the TV show. It seems to me that it is a good way to combat the stereotype that HIV is primarily a disease transmitted in homosexual relations. I think, but am not positive that there is a high rate of HIV/AIDS in the black population. Will someone correct me if I'm wrong? Anyway, I wanted to post thing because I felt like it was a decent connection to the things that we were talking about and may come across eventually in our class discussions. I think it was really important that they included the disclaimer at the end of the episode, as this is a growing disease in many cultures.
There was a disclaimer after the show about health testing.
The reason I am posting this is because I'm not sure how I feel about it. I really think that there are some ways this might connect into our class on issues of diversity. Although the TV show isn't "literature" per se, it is a form of media--like we talked about in class today. I wonder, though, what their goal was with this in the TV show. It seems to me that it is a good way to combat the stereotype that HIV is primarily a disease transmitted in homosexual relations. I think, but am not positive that there is a high rate of HIV/AIDS in the black population. Will someone correct me if I'm wrong? Anyway, I wanted to post thing because I felt like it was a decent connection to the things that we were talking about and may come across eventually in our class discussions. I think it was really important that they included the disclaimer at the end of the episode, as this is a growing disease in many cultures.
Tuesday, January 27, 2009
I Feel Like I'm Lost
I just submitted my first Questioning The Text paper and I am almost positive I did it wrong. I feel like I had a really good question, but wasn't able to seriously execute the task of "not answering the question". I have been so trained in all of my English classes to have a thesis and answer it with your quotes. I really do hope that the first set of these we go through is going to be sort of a trial run.
I really thought that The Heart of a Chief was a really good book. In my paper I tried to guide someone's reading of the book around whether or not Bruchac accomplished his goal to combat stereotypes with his main characters. I feel like there were many times in the story that stereotypes were combated, and many times when they were just perpetuated.
On another note, I have been trying to find the e-mail address for the author of the book we read last week in class, All the Colors of the Earth. Her name is Shelia Hamanaka. I have a question I'd like to ask her about her book. I suppose my next step will be to contact the publisher and see if they have contact information for her!
I really thought that The Heart of a Chief was a really good book. In my paper I tried to guide someone's reading of the book around whether or not Bruchac accomplished his goal to combat stereotypes with his main characters. I feel like there were many times in the story that stereotypes were combated, and many times when they were just perpetuated.
On another note, I have been trying to find the e-mail address for the author of the book we read last week in class, All the Colors of the Earth. Her name is Shelia Hamanaka. I have a question I'd like to ask her about her book. I suppose my next step will be to contact the publisher and see if they have contact information for her!
Thursday, January 22, 2009
Good Idea Lindsey
The other day in class, we read poems to each other to sort of get to know who everyone is and what kind of background they come from. I thought this was a neat way to get to know all of the diversity in our classroom, although it may not be physically visible in most of us. It is neat to see that even though some of us may look the same on the outside, we all come from such significantly different backgrounds and life experiences. The statement "don't judge a book by its cover" is definitely ringing true.
I saw that Lindsay introduced herself on her blog by providing everyone with her Autobiographical poem. I thought this was a really good idea, so I am going to do the same thing.
I am from home is where the heart is, from unconditional love, and standing beside my soldier—no matter the price.
I am from the dreaded phone call, days spent packing, and humvees rolling down the road.
I am from the paper chain countdowns, the love filled boxes every other week, and the postman knowing me by name.
I am from his dirty boots on the floor make it home, and sleeping with the telephone, from what doesn’t kill us makes us stronger and each day we’re apart is another day closer to the next time we are.
I am from the online support groups and striving to find someone, anyone who understands.
From “I’m sorry, that’s all I can tell you” and “I don’t know when I’ll be home”.
I am from kneeling by my bed every night to pray for his safe return. That’s all I can ask.
I'm from sleeping with his pillow, and pretending he’s right there next to me all along, from making new friends and having to move away.
From “I’m just doing my job”, the weeks without hearing his voice, and the day I hear “he’s coming home.”
I am from long nights away, from “I love you” written on dirty paper and staying up all night long.
If you haven't been able to guess from the poem, I am married to a US Soldier. He is currently overseas at an "undisclosed location" and will be there until an "undisclosed date". This is a lot of who I am and who I identify with now. It's very emotional for me, and I really appreciate everyone in class letting me get through the poem on the verge of tears the entire time. It means something, although most of you have never been through something like this, a few of you might know a little bit of what it feels like--thank you!
I saw that Lindsay introduced herself on her blog by providing everyone with her Autobiographical poem. I thought this was a really good idea, so I am going to do the same thing.
I am from home is where the heart is, from unconditional love, and standing beside my soldier—no matter the price.
I am from the dreaded phone call, days spent packing, and humvees rolling down the road.
I am from the paper chain countdowns, the love filled boxes every other week, and the postman knowing me by name.
I am from his dirty boots on the floor make it home, and sleeping with the telephone, from what doesn’t kill us makes us stronger and each day we’re apart is another day closer to the next time we are.
I am from the online support groups and striving to find someone, anyone who understands.
From “I’m sorry, that’s all I can tell you” and “I don’t know when I’ll be home”.
I am from kneeling by my bed every night to pray for his safe return. That’s all I can ask.
I'm from sleeping with his pillow, and pretending he’s right there next to me all along, from making new friends and having to move away.
From “I’m just doing my job”, the weeks without hearing his voice, and the day I hear “he’s coming home.”
I am from long nights away, from “I love you” written on dirty paper and staying up all night long.
If you haven't been able to guess from the poem, I am married to a US Soldier. He is currently overseas at an "undisclosed location" and will be there until an "undisclosed date". This is a lot of who I am and who I identify with now. It's very emotional for me, and I really appreciate everyone in class letting me get through the poem on the verge of tears the entire time. It means something, although most of you have never been through something like this, a few of you might know a little bit of what it feels like--thank you!
Thursday, January 15, 2009
Just Getting My Feet Wet
This is my first post for this new blog, and I am just trying to get a feel for what a professional blog is and how it works. I haven't gotten to the point of reading or responding to the literature yet, but I am kind of interested in how this blog will turn out. After yesterday's class, the blog seemed less intimidating and more interesting to me. I'm looking forward to the next 14 weeks and hope that this blog will help with my understanding and analysis of the many texts we read in our class.
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