Skip to main content

Duncan-Andrade and Morrell’s Critical Pedagogy and Popular Culture

One section of this article that really stood out to me was the section that discussed how we teach certain canonical texts. The article listed texts such as Beowulf, The Canterbury Tales, Macbeth, and Hamlet that were to taught to a diverse group of students through a multicultural lens. They did this by having students pay attention to which characters "were distinguished as cultural". I found this to be an interesting idea simply because I had never thought about putting a multicultural spin on classic texts before. However, this article brings up the idea that ANY text can be read with a multicultural lens if educators encourage it.

The other end of this is the idea of educators making sure that they include texts that are written by minorities. When texts like this are included, you can get a better full picture of the writings of that time, especially historical writings, which are largely white male with a little bit of white women sprinkled in. Culturally diverse texts as well as the traditional canon texts seems to be the best of both worlds when it comes to creating the ideal classroom pedagogy.

"We also endeavored as educators to question  and expand the literary canon; critical pedagogy in urban secondary English necessarily entails questioning what actually constitutes a text worthy of study".  This is the exact reason that talks about how we as educators have the right to push the boundaries of the literary canons and our pedagogy.
What makes a text worthy of study???

Comments

Post a Comment

Popular posts from this blog

Annabel Lee TPA

Department of Education College of Arts, Letters and Education 312 Williamson Hall Cheney, WA   99004 TPA Lesson Plan #___1____ Course: Engl 493 1. Teacher Candidate Lauren Archer Date Taught 11/13/2017 Cooperating Teacher Jason Reed School/District Oakesdale MS/HS 2. Subject ELA Field Supervisor Stephanie Boughter 3. Lesson Title/Focus Annabel Lee-Theme Development 5. Length of Lesson 20mins 4. Grade Level 9 th grade 6. Academic & Content Standards (Common Core/National) CCSS.ELA-LITERACY.RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ...
Post a Comment
Read more

Assignment Template

When reading this article, I found myself reflecting on my own lessons and teaching ideas, which made a few things in this article stand out to me more than others.  This first part that really stood out to me was having the students write in the margins as they read. The first part I believe asked students to label in the left hand margin the summary, introduction, issue or problem being addressed, the author’s main arguments, the author’s examples, and the conclusion. Then the second part asks students to write in the right hand margin their reactions to what the author is saying. They list some possible reactions as personal connections they can make, reflection on the quality of evidence the author offers, and any questions or contradictions they have with what the author is presenting. The first thought that came to mind was that a lot of students cannot write in their textbooks and so this may be something that is hard for them to do. But then I thought that they could do so...
Post a Comment
Read more

Paulo Freire: Chapter 2 of Pedagogy

This was one of the more interesting articles that we have read. In Paulo Freire’s Chapter Two, he explains the difference between educators who use banking educational methods and educators who are humanist revolutionary educators. “Education is suffering from narration sickness”, he writes. What he is referring to is the way many teachers just talk and talk at students and expect them to absorb all the narration that they’re lecturing at them. He continues further down saying, “His task [the teacher’s] is to fill the student with contents of his narration”. Take note on that…”to fill the student with contents of his narration”. Not to help the students to grow in their learning and develop within the content, but to lead them in a direction of memorization. He makes a reference that compares this sort of educating to depositing money in a bank or trash in the trash can. The students become the trash can or the bank account that the teacher deposits his trash and money into. However...
Post a Comment
Read more