Critical Literacy: Access, Design, and Diversity.
Wilson-Lopez's article, Critical Literacy, Disciplinary Literacy: Reading the Engineering-Designed World was the clearest example of this week's essential question of "How can teachers support critical approaches to literacy that engage in social justice work with texts?"
In the article, it mentions the four major themes within literacy instruction:Domination, Diversity, Design, and Access are explored in the contexts of an engineering class. This last theme of access reminded me of the two pages of DeStigter's article: On the Ascendance of Argument: A Critique of the Assumptions of Academe’s Dominant Form. Where in order to critically engage with a text we need to provide students with access to bodies of knowledge and dominant practices.
In the Ascendance article, DeStigter briefly mentions the decision at Tejada High School to require all students to take a full year of AP English. This decision was made in response as many students from this school would end up having to take remedial composition courses in college. This is an example of what Wilson-Lopez referred to in the Access section of her article, Critical Literacy: Finding ways to provide students with ample resources and materials to think critically. While DeStigter didn't elaborate on it in those two pages, I would have to assume that the high school provided plenty of support for students that normally would not be enrolled into an AP class.
Meanwhile the Podcast was mostly an exercise on Design/Diversity. One of the guests, annoyingly in my opinion, scoffed at the notion of ranked-choice voting. However, when the host and the other guest actually examined the system that Ireland uses, I was reminded of the "Design" section in the Critical Literacy article, Wilson-Lopez invokes Jank saying that "'Design encompasses the idea of productive power,' including the ability to 'challenge and change' existing practices". When the aforementioned guest was introduced to the idea of ranked voting, his immediate reaction was to scoff and poke holes at an alternative that would challenge the current system. However, I don't believe I'm in the minority when I say would be eager to try this form of democracy over our current binary version. I remember thinking the same thing in 2022 when Cuba codified same-sex marriage, same-sex adoption, and broadened the definition of what constitutes a family through a nation-wide referendum where the matter was decided by a popular vote of its citizens. How many issues today are almost unanimously agreed upon by the average American that would instantly become law if put to a popular vote? Of course interested parties know this and dangle the carrot before us to get us to support their side or less we rest easy with our rights codified. The notions of ranked-voting and nation-wide referendums are rare in the States, perhaps even inconceivable to many unfamiliar with how democracies oversees work.
This, fittingly, is an example of the importance of having diverse perspectives when it comes to critical literacy. Many think of just cultural diversity when they hear the word, but it is not limited to just cultural viewpoints. As seen in the Critical Literacy article, a mechanic came up with a way to make the birthing process easier. an Irish citizen provides Americans with a new way of electing officials. My Cuban-American friend showed me what a direct democracy could achieve. Anyone, even "non-experts" in a field can provide something that reshapes how we read the world.
I also read "Critical Literacy, Disciplinary Literacy: Reading the Engineered-Designed World and it made me reconsider my definition of engineering as a discipline and the role of engineers within society. I've always thought of engineering as a politically neutral subject since it deals with innovations and not individual beliefs, but I realize that's not true. Engineering is like so many other disciplines both academic and practical because it reflects power, control, and wealth. I liked the line in the article about how we're marketed products which promote leisure and distraction, over tools which can be used for real problems like improving the quality of life for marginalized cultures all around the world. The way in which we think about engineering ins't its actual purpose. I like your argument about how democracies should include even "non-experts" as it's more representative of the real world. No single innovation or method should become dominant as it automatically diminishes the value of the rest.
ReplyDeleteHaving non-experts help make decisions would be lovely in our world. Many people who are viewed as experts are so far removed from the real world that their decision making just makes everyone lives harder. Administration in schools comes to mind. Many administrators in my building spent less than 8 years teaching, and then jumped to admin positions. They then jumped from school to school makings changes and increasing their earnings.
ReplyDeleteThey have been removed from the classroom for many, many, many, years now, but are viewed as experts and decision makers. They understand what is best practice for students, but haven't taught in how many years? Yet we as teachers who are viewed as non-experts are tasked with fitting administrative decision into our classrooms without having any say in what is best for our students.
You brought up a lot of good points that I haven't necessarily thought of, having non-experts weigh in on decision making in specific fields can lead to a lot of growth and success. Sometimes you need someone to look at an issue with a "fresh set of eyes" because they might see a solution you can't or won't see. I feel as though a lot of time experts get tunnel vision on a specific way of thinking and only see one solution so when they hit roadblocks it's hard for them to see you can go around it and still work towards your initial goal.
ReplyDeleteI like the points that you mentioned in your post. It was interesting to read about how all students in Tejada High School are required to take AP English. I can see how this would be favorable because it is very important for students to know how to read and write at a college level in high school. However, it also might leave students who are learning English as a second language with an unfair challenge. The way to go about this could be to offer those students accommodations that either support them in the class or allow them to take a less advanced English class.
ReplyDeleteThere are a lot of good points you make in your post. I like the idea of having non-experts to help make decisions because there are some things that many who are experts don't consider. Like Julie says sometimes we need someone to look at the issue with a "fresh set of eyes", many who have good ideas and solutions are often overlooked because not many give them the opportunity to share it.
ReplyDeleteI also want to point out that while I like that all students in Tejada High School were required to take AP English this does not mean that they will do well. Maya explains this as well in her comment and I have personally been in this position before except my AP class was Human Geography. In my high school it is required that all freshman take this class or another AP history class. It was a very hard class for many English speakers when I took it so I can only imagine how much harder it must have been for those that speak a different language. So it is important to consider supports or accommodations for students who are struggling because of language or for whatever other reason, say if they have never learned essential concepts or things necessary to understand material.