Critical Encounters Chapter 9

I thought this was a great chapter to finish off the course with- given its emphasis on Reading the World. As an avid, lifelong reader, I now have a completely re-vamped outlook on this activity that I cherish. I never considered how the reading material that I chose often required or demanded a critical lens, something done automatically without any thought to the process. I now can define just what these critical encounters with literature are, why they're so important and of course have a much firmer grasp of how to engage students in the wonderful, thought-provoking and sometimes life-changing world of reading.  As teachers of ELA we certainly have a significant opportunity to broaden our students understanding of the world, by embracing multiple perspectives and encouraging literacy and lifelong learning.

Chapter 6 Postcolonialism

This is an interesting chapter that underscores how the foundation of our society, the views we as western people have of our world and place in it, have been built upon a colonial foundation. Our beliefs and expectations are based on this imperialistic framework, in fact our entire education system is a reflection of it. As upcoming teachers in a province where our immigrant population is growing, it is important to be aware of this and to ensure the voices and experiences of different cultures are included. This will open up an entirely new perspective for those students who are of the privileged, dominant society, and will allow some recognition of other worldviews that are increasingly common in our schools. Literature is an ideal way to help students expand their understanding of the society we live in, and offers a chance to examine the perspective not only of the colonizer but those who have been oppressed by it.

Chapter 5 Critical Encounters

I found this particularly relevant considering another class I'm enrolled in EFDT 335. I recall near the start of that class the prof asked how many of us considered ourselves to be feminists. I was one of a handful of students who raised their hand.  I think that if she were to take a poll today there would be more hands raised. This brought home the quote at the beginning of the chapter from a grade 11 student that states "feminism is not gender specific" . I think that it is important to be aware that any person who believes in fairness and equity has feminist views- it is not only the domain of angry females. To examine literature through a feminist lens expands our understanding of just how we all are affected by this social construction. However it is important to note that it does not simply mean works by female authors- there are many opportunities to use the feminist lens in reading works by male authors as well. While it is not always easy to view characters from this perspective, it allows us to have a clearer understanding of patriarchy and how it has and continues to shape the society we live in.

Book Talk - Medicine River

King, T. (1991). Medicine River. Toronto, ON: Penguin Books.

Medicine River by Thomas King is a very engaging novel written by an Aboriginal author who is of Cherokee and Greek ancestry. It is a very well-known book in the world of Canadian literature and is appropriate for grade 11 or 12 students.  While the book does not shy away from difficult issues, such as abuse, suicide, racial stereotypes etc., the power of it lies in its portrayal of a First Nations community. Many Canadian`s have a certain perception of Aboriginal people that contrasts with the reality. This novel displays the strong family ties and sense of community that are hallmarks of native culture in a contemporary setting. The characters are portrayed as hardworking, intelligent, funny interesting and resilient, and the community not so different from any typical small town.  The homecoming of the main character Will to Medicine River to open the only native photography studio is an opportunity to learn through flashbacks about his childhood. The emphasis on storytelling offers a chance to explore the oral tradition of First Nations peoples. Students would find it to be a fairly easy novel to read with enough humour to keep them engaged.  

Book Talk- The Glass Castle by J. Walls

APA Reference: Walls, J. (2005). The Glass Castle. New York, NY: Scribner

The Glass Castle by Jeannette Walls is a book that has drama and pathos, adventure and nearly averted tragedies, and a fascinating and poignantly told story that is all the more astonishing for its being true. Author Walls autobiographic tale starts from her earliest memory aged three, cooking hotdogs and being burned. From here we meet her eccentric, intellectual, bohemian parents, an artistic mother and a brilliant but flawed father who together are extremely neglectful mainly due to their non-conformist and stubborn attitudes. The book chronicles the outrageous adventures of a family who are often on the road one step ahead of child protection agencies, and rent collectors, living a nomadic lifestyle unsuitable to a stable family life. While the stories are at their root very sad, the love of family is apparent, and the humour infused into the book provides welcome relief from the serious issue of neglect, poverty, abuse, addictions and homelessness. The author’s strength and resilience are truly inspiring as she was able to move beyond the dysfunction of her childhood to become a successful journalist and author. This novel would be most suitable for Grade 12, and fit well into themes focusing on the Human Condition and Human Relationships. It is an entertaining and at times almost unbelievable chronicle of a family, offering an abundance of important issues to explore.

Book Talk - Portraits from Life by David Collier

APA Reference: Collier, D. (2001). Portraits from life.Montreal, PQ: Drawn & Quarterly.

1.     Portraits from Life by David Collier is a graphic novel or rather: “Comics About: Ethel Catherwood, Grey Owl, Richard Collier, David Milgaard & Humphrey Osmond”. This black and white comic digest book is extremely engaging and would especially appeal to those who are not particularly interested in reading, preferring less dense and more illustrated material such as comic books. The author tackles issues such as the price of fame (Catherwood), the appropriation of race, and environmentalism (Grey Owl), injustice and miscarriage of justice (Milgard) and offers an interesting look at a little-known historical episode in our province (Osmond) and the story of the author`s own WW1 veteran grandfather. The local connections are interesting but given its graphic pictures, it is suitable for older students, and the school community would also need to be considered before recommending it. As a teacher it would not be a book I would teach, however it could help to spark an interest in reading for reluctant readers. Realistic and relevant, graphic novels are a genre that can enhance learning for students within the ELA classroom.