Throughout the course of the semester I have fully widened my horizon of diverse literature. We discussed many different topics of diverse literature, many of which I had never had any previous exposure to. For instance, I was able to take a look at different cultures, religions, disabilities and sexual preferences. Each of these topics brought about new insights that I will carry with me as I create my own classroom library. I was also able to see that these types of books are not only in the form of short chapter books. Although most that we read in class were aimed towards adolescents, through classroom examples, I was able to see that each of these diverse topics can also be brought to young elementary classrooms.
Each of these topics and books brought about great discussions of each topic and the different interpretations each book offers. I really enjoyed having additional articles to read that supported or further explained the topics at hand. Through these discussions and additional research, I feel as though I have become much more familiar with these diverse topics and can actually now freely speak about them, relying on my new found knowledge.
A few questions and concerns that I have about these literature types as a whole is how do I know if I have enough diverse literature in my classroom. Should all my books that I include for students to read attempt to have some aspect of diversity in them? Also, in the Lansing area I found “Everybody Reads” which offers a great supply of diverse literature. Will there or is there other places around Michigan such as my hometown of Macomb, that offer these same types of resources? Will the school I am teaching in support my collection of diverse literature and agree that each of these different topic areas need to be addressed? Each of these questions and concerns are a couple of things I will be taking away from this class. Because we went into such detail about each of these topics, I feel as though I will be able to back up my rationale, but I still wonder if my authorities will share those same opinions.
From here I plan on continuing my education of diverse children’s literature. I feel as though this class has given me a broad overview of many diverse topics and it is now up to me to add to this experience by doing some research of my own. I found multiple topics that I would like to look deeper into and feel as though many are more underrepresented than others. As an aspiring diverse teacher I will make it my job to place emphasis where I feel it is fit and make sure that I expose not only my students but also myself to a wide variety of diverse literature. I am thankful that I had the chance to learn about these different diverse literatures and I look forward to continuing my diverse education. I also appreciate the ease within which our class was able to discuss these topics. I also look forward to creating a classroom environment much like the one I experienced this semester. I would like my students to feel free and open to express their thoughts and comments without worrying about any judgments. I am excited that I now have the appropriate resources to do so.
Friday, December 7, 2007
Wednesday, December 5, 2007
Julie Ann Peters
While in class Monday we continued our discussion of GLBTQ literature. I became very intrigued during our discussion while talking about the book entitled Luna by Julie Ann Peters. This book caught me quite off guard as an excerpt was being read. The entire time I was listening I imagined it was about two girls having a sleep over, two sisters perhaps, or even a girl alone in her bedroom talking to herself. Once I discovered the sibling was transgendered, I wanted to know more about the book but more specifically I just wanted to re-read the passage to see if I could catch any cues. Once I got home I decided to look up Julie Ann Peters to see if I could get a better in site to what her books are all about. I ended up finding her website that she created herself in a casual but informational style. The link is as follows http://www.julieannepeters.com/files/index.htm.
On her website she informs her readers of the multiple books she has to offer along with a brief synaposis of each. She also has a powerful quote that I found very promising in a adolescent author. She first stated how she never liked to read for pleasure and that she never really had any ambitions of becoming an author. Once she was able to discover the joy of reading she stated:
"When you discover the joy of reading, your mind opens to a world of wondrous discoveries and infinite possibilities. My greatest joy would be to write a book that would expand the world for you."
This struck me as I read about her and I feel that is a very powerful comment coming from an author who writes about such diverse subjects. I am glad that I had the chance to become exposed to her books and I look forward to adding her books to my reading list in the future.
On her website she informs her readers of the multiple books she has to offer along with a brief synaposis of each. She also has a powerful quote that I found very promising in a adolescent author. She first stated how she never liked to read for pleasure and that she never really had any ambitions of becoming an author. Once she was able to discover the joy of reading she stated:
"When you discover the joy of reading, your mind opens to a world of wondrous discoveries and infinite possibilities. My greatest joy would be to write a book that would expand the world for you."
This struck me as I read about her and I feel that is a very powerful comment coming from an author who writes about such diverse subjects. I am glad that I had the chance to become exposed to her books and I look forward to adding her books to my reading list in the future.
Sunday, December 2, 2007
Reflection on the text set
Having looked at these pieces of African American literature, I found that they had multiple things in common. The thing that stuck out most to me was the cultural background information they attempted to rely upon its readers. Each of these books were set in a setting of the past and attempted to show readers what life was possibly like for an African American growing up in the past. They each had a component of segregation as their focus points, and each book seemed to end leaving a deep message. This message was usually focused on the new found relationship that will never be forgotten, or they focused on how things were going to change in the future and what life will eventually be, segregation free. I learned that each of these can stand as a lesson learned about what segregation does to a society and how impressionable small relationships can be to those around us. Each of these were touching stories that I believe are important for young and old readers alike to enjoy. It is important to give African American readers a sense of belonging and this guiding light of hope. The African American literature I read does this as many books should. They should be considered valuable pieces of literature and should be included in personal and public libraries all around.
I also learned valuable information while searching for critical professional reviews. I came across a multicultural review that gave me much better insight to the criteria and reasoning behind including multicultural literature in children’s classrooms. I realized that each criteria was in some way similar to each of the books I reviewed and I am now able to truly see why each book was chosen and published and what each is attempting to represent. At first I was unclear of why each one seemed to be set in the past, but after reading the professional review, I gained a much better insight and understanding of the stereotypes and characteristics that are attempting to be portrayed. I enjoyed reading others reviews as well to gain a better understanding of African American literature I may have missed or overlooked.
I also learned valuable information while searching for critical professional reviews. I came across a multicultural review that gave me much better insight to the criteria and reasoning behind including multicultural literature in children’s classrooms. I realized that each criteria was in some way similar to each of the books I reviewed and I am now able to truly see why each book was chosen and published and what each is attempting to represent. At first I was unclear of why each one seemed to be set in the past, but after reading the professional review, I gained a much better insight and understanding of the stereotypes and characteristics that are attempting to be portrayed. I enjoyed reading others reviews as well to gain a better understanding of African American literature I may have missed or overlooked.
Multicultural Professional Review
Lu, Mei-Yu. Multicultural Children's Literature in the Elementary Classroom. ERIC Digest. ERIC Clearinghouse on Reading English and Communication Bloomington IN. 1998.
While searching for professional reviews I came across a critical review in the Eric Digest reviewing multicultural children's literature in the elementary classroom. I became intrigued because much of what the article was talking about had to do with the importance and criteria that needs to be found within books to be labeled multicultural. I found that these criteria strongly related to the books I chose to review. One of my favorite quotes is "Jenkins and Austin (1987) suggest that cultural understanding can be reached in many ways, such as by making friends with people from different cultures." This was strongly seen as a similar characteristic throughout many African American literature reviewed. The review also spoke about these multicultural pieces of literature "taking individuals or a group of people whose stories take place in a specific historical and physical setting". Again I learned that there truly was meaning behind why each of these reviewed books seemed to take place in the past. This was later revealed to serve as a significant stereotype decreaser.
Finally, one of my other favorite quote was as follows, "Exposure to quality multicultural literature also helps children appreciate the idiosyncrasies of other ethnic groups, eliminate cultural ethnocentrism, and develop multiple perspectives." I agree with this statement and see it to be something very important when deciding to have multicultural literature in a classroom environment.
The link to this and other alike reviews is http://www.ericdigests.org/1999-2/literature.htm. I found that this is a positive and informational critical review of multicultural literature.
While searching for professional reviews I came across a critical review in the Eric Digest reviewing multicultural children's literature in the elementary classroom. I became intrigued because much of what the article was talking about had to do with the importance and criteria that needs to be found within books to be labeled multicultural. I found that these criteria strongly related to the books I chose to review. One of my favorite quotes is "Jenkins and Austin (1987) suggest that cultural understanding can be reached in many ways, such as by making friends with people from different cultures." This was strongly seen as a similar characteristic throughout many African American literature reviewed. The review also spoke about these multicultural pieces of literature "taking individuals or a group of people whose stories take place in a specific historical and physical setting". Again I learned that there truly was meaning behind why each of these reviewed books seemed to take place in the past. This was later revealed to serve as a significant stereotype decreaser.
Finally, one of my other favorite quote was as follows, "Exposure to quality multicultural literature also helps children appreciate the idiosyncrasies of other ethnic groups, eliminate cultural ethnocentrism, and develop multiple perspectives." I agree with this statement and see it to be something very important when deciding to have multicultural literature in a classroom environment.
The link to this and other alike reviews is http://www.ericdigests.org/1999-2/literature.htm. I found that this is a positive and informational critical review of multicultural literature.
Goin" Someplace Special
McKissack, Patricia C., Pinkney, Jerry. Goin’ Someplace Special. New York: Scholastic Inc., 2001.
The Monarch Award:Illinois' K-3 Children's Choice Award. 2007 Nominee
Goin’ Someplace Special is the story of Tricia Ann’s travels through a day in the life of a young colored girl during a segregation period. She is on her way to someplace special alone for the first time where she discovers the “White’s only” signs. She is confused and saddened but finally reaches her final destination of the public library where the sign reads “All are welcome”.
McKissack and Pinkney focus their readers on the segregations of the Jim Crow signs of the past. They allow one young girls journey to tell the story of which places are off limits to those of color. This book allows readers to get a glimpse of what life was like for a young, impressionable, African American girl. Multiple signs are pointed out throughout the book and all the while Mama Frances’ voice is in the background telling Tricia Ann she is someone special and she belongs to somebody. The text is written using old southern language when switching characters, and the kind characters are represented in a caring light. The illustrations aide readers in discovering the trials and hardships people of color had to deal with in the past. People of color are clearly defined as well as the areas within which they are expected to abide by. This is a great illustration of what can be learned from the past about segregation and how far we have come as a society since the past. Children can gain a cultural sense of what others before them had to go through to experience the freedom we now carry. This is a great portrayal of multicultural literature and should be considered a viable resource for personal and classroom libraries.
Goin’ Someplace Special is the story of Tricia Ann’s travels through a day in the life of a young colored girl during a segregation period. She is on her way to someplace special alone for the first time where she discovers the “White’s only” signs. She is confused and saddened but finally reaches her final destination of the public library where the sign reads “All are welcome”.
McKissack and Pinkney focus their readers on the segregations of the Jim Crow signs of the past. They allow one young girls journey to tell the story of which places are off limits to those of color. This book allows readers to get a glimpse of what life was like for a young, impressionable, African American girl. Multiple signs are pointed out throughout the book and all the while Mama Frances’ voice is in the background telling Tricia Ann she is someone special and she belongs to somebody. The text is written using old southern language when switching characters, and the kind characters are represented in a caring light. The illustrations aide readers in discovering the trials and hardships people of color had to deal with in the past. People of color are clearly defined as well as the areas within which they are expected to abide by. This is a great illustration of what can be learned from the past about segregation and how far we have come as a society since the past. Children can gain a cultural sense of what others before them had to go through to experience the freedom we now carry. This is a great portrayal of multicultural literature and should be considered a viable resource for personal and classroom libraries.
The Other Side
Woodson, Jacqueline. The Other Side. New York: G.P. Putnam’s Sons, 2001.
The Other Side is the story of two little girls separated by a wooden fence running between their yards. Both mothers warned each girl not to cross the fence, saying it was not safe on the other side. Throughout the summer Clover and Annie Paul observed each others lives and eventually became friends, sitting on the fence together, never crossing it. As Clover observes others reactions to this new found friendship, she learns about the multicultural world around her and the changes that are to come.
Woodson spends a fair amount of time emphasizing the idea of the other side of the fence through her text. She never bluntly states what is on the other side that makes it unsafe, but the strong emphasis is there for readers to make their own assumptions. I believe that through the illustrations of two young girls facing one another on opposite sides of the fence, Woodson is able to imply that even these young girls can see past color differences, and make friends when needed. This book is a great example for seeing what is and was to come in the future. As Woodson states best on the last page in reference to the fence “Someday somebody’s going to come along and knock this old fence down”. That is exactly the positive attitude that should be instilled in our youth, therefore this book is highly recommended.
The Other Side is the story of two little girls separated by a wooden fence running between their yards. Both mothers warned each girl not to cross the fence, saying it was not safe on the other side. Throughout the summer Clover and Annie Paul observed each others lives and eventually became friends, sitting on the fence together, never crossing it. As Clover observes others reactions to this new found friendship, she learns about the multicultural world around her and the changes that are to come.
Woodson spends a fair amount of time emphasizing the idea of the other side of the fence through her text. She never bluntly states what is on the other side that makes it unsafe, but the strong emphasis is there for readers to make their own assumptions. I believe that through the illustrations of two young girls facing one another on opposite sides of the fence, Woodson is able to imply that even these young girls can see past color differences, and make friends when needed. This book is a great example for seeing what is and was to come in the future. As Woodson states best on the last page in reference to the fence “Someday somebody’s going to come along and knock this old fence down”. That is exactly the positive attitude that should be instilled in our youth, therefore this book is highly recommended.
PINK and SAY
Polacco, Patricia. PINK and SAY. New York: Philomel Books, 1994.
PINK and SAY is the story of Sheldon Curtis (Say) and Pinkus Aylee (Pink) who both fought together for the Union somewhere in Georgia during the Civil War Period. The story of these two boys journey through the war has been passed from great-grandfather to grandmother, to son, and finally to the author-artist herself, Patricia Polacco. The two boys lost their Union troops so they found themselves taking rest at Moe Moe Bay’s, Pink’s mother’s home, to recuperate before regaining their search for their lost Union troops. Their stay was cut short as the Confederate troops rode in killing Moe Moe Bay and imprisoning the two boys in Andersonville. The end of the story recaps the true environment of a prison during the war period along with summing up the long lived life of Say after the war and the early death of Pink shortly after entering the prison. The story of the interracial friendship lives on through the tellings of those who shared Sheldon Curtis’ life, never forgetting Pinkus Aylee.
Polacco puts forth great effort in giving the text authentic African American dialect that can be seen during this time period in Georgia. The story creates a great portrayal of interracial relationships between soldiers of this time period. The idea of two relationships forming from two people going through similar battles is displayed clearly, and readers are able to gain a sense of belonging together among different racial backgrounds. The illustrations aide the relationships in portraying powerful depictions of Pink and Say grabbing hands as they are pulled apart. She does a fabulous job of representing the relationships that were to come in the future and gives her readers hope of interracial lasting relationships. I would recommend this book not only to African American families but also to many other families looking to broaden their multicultural experiences.
PINK and SAY is the story of Sheldon Curtis (Say) and Pinkus Aylee (Pink) who both fought together for the Union somewhere in Georgia during the Civil War Period. The story of these two boys journey through the war has been passed from great-grandfather to grandmother, to son, and finally to the author-artist herself, Patricia Polacco. The two boys lost their Union troops so they found themselves taking rest at Moe Moe Bay’s, Pink’s mother’s home, to recuperate before regaining their search for their lost Union troops. Their stay was cut short as the Confederate troops rode in killing Moe Moe Bay and imprisoning the two boys in Andersonville. The end of the story recaps the true environment of a prison during the war period along with summing up the long lived life of Say after the war and the early death of Pink shortly after entering the prison. The story of the interracial friendship lives on through the tellings of those who shared Sheldon Curtis’ life, never forgetting Pinkus Aylee.
Polacco puts forth great effort in giving the text authentic African American dialect that can be seen during this time period in Georgia. The story creates a great portrayal of interracial relationships between soldiers of this time period. The idea of two relationships forming from two people going through similar battles is displayed clearly, and readers are able to gain a sense of belonging together among different racial backgrounds. The illustrations aide the relationships in portraying powerful depictions of Pink and Say grabbing hands as they are pulled apart. She does a fabulous job of representing the relationships that were to come in the future and gives her readers hope of interracial lasting relationships. I would recommend this book not only to African American families but also to many other families looking to broaden their multicultural experiences.
Monday, November 26, 2007
Boy Meets Boy
Today while in class I became very intrigued during discussion to find that many or most other people in class were pondering the same type of questions I had about the book. While not only in small discussion groups but also in large group discussion, questions arose about the community within which Paul resides. I was very interested to find out that once others in the class had done a little research on Levithan's website, he actually provided some sort of rationale for creating the community that he did. I found it very pondering that he possibly did this on purpose to show his readers what the world should and possibly one day will be like. I find this very hopeful for those who view the world as a prejudice place. It brought to mind a few other questions that I had been wondering throughout the novel. I began to wonder and anticipate the time when Levithan was going to have Paul explain that he was in a special school or community. I kept wondering if her was enrolled in a special high school that in some way protected the "atypical" teen. As we discussed in class, I came to find out that there actually are high schools in existence that hold special places for students with different prefrences. Valerie, you mentioned it a little in class but I was just wondering if you knew the type or criteria that was in order for such a high school. I mean I imagine that these are rare seeing as I have never heard of them before as well as somewhat complicated to get established. I also then begin to wonder if this type of seclusion or safe haven as some may call it, is really that in fact. In some ways I feel it is important that people with similar characteristics should be surrounded by one another, but then again I feel that it may actually end of sheltering them in the long run. I also wonder how other students that perhaps attend public schools near these alternative schools would react to those students once they came in contact with them.
These ideas actually bring me to another thought about the high schools in my hometown. They have just begun the process of seperating the middle school and high school grade levels. When I was in high school it went from 9th-12th grade and middle school consisted of 6th-8th. Well, recently a decision was made to build 9th grade wings or in this case entire seperate buildings for the 9th graders so their transition from 8th to 9th grade would be easier. The Boy Meets Boy discussion made me think about this idea and I offer my thoughts...I believe that seperating the new 9th graders really does not do much benefit. I think that the old 9th grade freshman will in some ways become the new 10th grade freshman and the transition will be the same regardless. Either way those sheltered 9th graders will need to face the real world of high school sooner than later. So going back to my discussion of the novel, I wonder if creating alternate schools in some areas serves this same purpose--to ease the transition out into the real world? Well enough of my ranting, these were just a couple of things that sparked my thought process while discussing Boy Meets Boy
These ideas actually bring me to another thought about the high schools in my hometown. They have just begun the process of seperating the middle school and high school grade levels. When I was in high school it went from 9th-12th grade and middle school consisted of 6th-8th. Well, recently a decision was made to build 9th grade wings or in this case entire seperate buildings for the 9th graders so their transition from 8th to 9th grade would be easier. The Boy Meets Boy discussion made me think about this idea and I offer my thoughts...I believe that seperating the new 9th graders really does not do much benefit. I think that the old 9th grade freshman will in some ways become the new 10th grade freshman and the transition will be the same regardless. Either way those sheltered 9th graders will need to face the real world of high school sooner than later. So going back to my discussion of the novel, I wonder if creating alternate schools in some areas serves this same purpose--to ease the transition out into the real world? Well enough of my ranting, these were just a couple of things that sparked my thought process while discussing Boy Meets Boy
Monday, November 19, 2007
Confessions of a Closet Catholic
Our group chose to meet outside of class at the library at 5:00. Our discussion was full of thoughtful conversation that could have easily fit together with what I assume other groups would have been talking about. We started our discussion talking about Justine’s relationships with other characters in the book. We began speaking about Justine’s relationship with her mother and how that affected her identity. We then moved to her special relationship she had with Bubbe. Lastly, we spoke about her relationship with the Rabbi and how each of these shaped her new found identity. They answered questions lingering in her mind and also steered her in new directions regarding her religion. I found that this actually led way to my question and Justine’s addictions to chocolate being a cover up for other emotional identity issues. The question I chose to raise was To what extent does Justine’s Jewish identity affect her views of herself? I felt that this fit in with what we were previously talking about because we were able to fit in Justine’s relationship with Helena and how that affects Justine’s view of herself. We then brought up the idea of chocolate fitting into Justine’s life. We all agreed that it seemed as though she almost always used it as a crutch to get through tough situations. We talked about certain foods that we found really gave us support while we were growing up but didn’t really make those foods connect to our religious identity…it more or less only fit in with our personal choice identity of what we enjoyed and where we found comfort. I discussed with the group how I was very impressed at Justine’s ability to independently research the different religions and how she even practiced the traditions before ever actually seeing them in action.
Our group brought up many different view points and it was interesting to listen to each persons individual story about the times when they questioned their own religion. I personally don’t ever remember wanting to switch over to something else, but I was curious about what the other religions practiced and how they were similar or different than my own. I think our discussion was a success and I look forward to sharing more of our groups ideas perhaps next week in class during discussion.
Our group brought up many different view points and it was interesting to listen to each persons individual story about the times when they questioned their own religion. I personally don’t ever remember wanting to switch over to something else, but I was curious about what the other religions practiced and how they were similar or different than my own. I think our discussion was a success and I look forward to sharing more of our groups ideas perhaps next week in class during discussion.
Thursday, November 1, 2007
Charlie Question
The question I chose to use for the book From Charlie's Point of View was: What misconceptions are associated with how others around Charlie view him as an intellectual or "normal" person due to his disability? I chose this question because I feel as though Charlie's disability was something that was often times "walked around" throughout the book. I felt as though the school did a poor job of truly explaining the disability to the other students. The principal was a key example throughout my discussion. I am unsure if it was really the fault of the principal or the fault of the teachers for not taking time aside to ask other students about any questions they may have. I feel as though I can definately take this book as a learning experience in regards to teaching. If it were my classroom that Charlie were in, I would make sure that I took some time aside, no matter the age of the children, to talk about not only Charlie's disability, but also other common disabilities. I feel it is very important to talk about these such things so that peers are able to clear up any misconceptions they may have to prevent stereotyping. I feel as though there is too much stereotyping going on in today's society and I would make it my best effort to prevent that at all costs. Either way, through the use of my question, I was able to generate much discussion with my group about the different misconceptions characters had in the group and the different ways the characters could have gotten around or prevented those misconceptions from becoming serious issues.
Final Project Topic
The topic I chose to use for my final project is the diverse group of African American portrayl in literature. I feel as though this is a large population of the diversity found in classrooms, and this cultural group should be strongly represented. I found with my small amount of exposure of classroom experience, that I have not had much of a chance to explore African American literature to its fullest. I would like to focus most on children's literature and mainly picture trade books. I am strongly looking toward a career in working with young elementary children. I hope that in doing this final project and taking a close analysis of children's literature, I will be able to add to my classroom library at the same time. I would like to offer my children the best exposure possible and through doing this activity on African American literature, I feel as though I will be able to reach a ethnic group that is strongly underrepresented. I am also looking forward to seeing what other outsiders as well as insiders have to say about this ethnic group as a whole.
The Middle East Book Award
The Middle East Book Award was established in 1999 by the Middle East Outreach Council (MEOC). Its purpose is to recognize books for children and adolescents that contribute to a meaningful understanding of the Middle East.Books for this award are judged on the authenticity of their protrayal of a Middle Eastern subject, as well as on their characterization, plot, and appeal for the intended audience. Awards are announced in November for books published during the period from January of the previous year through September of the current year. Nominations from teachers and librarians, publishers, and the general public are welcome.
Link to the Middle East Book Award website:http://socialscience.tyler.cc.tx.us/mkho/MEOC/middle_east_book_award.htm
This link containes a list of books receiving the award. The list contains book genre and brief description.
Overall the book that we have looked at fit the criteria found on the Award's website. Within our group discussion we noticed a couple things:#1: Award recipients do not have the award seal on the front cover#2: "The Librian of Basra" and "Alia's Mission: Saving the Books of Iraq" - are the same story but by different authors; they both received the award. We are wondering why this would happen. Is it because of the different age levels that this books are focused towards? Is it because this is such a prominant topic in this culture?#3: Are any books that receive this award written in Arabic or only in English?**********************Books that we looked at:Habibi - Naomi Shihab Nye (2000 Winner of Middle East Award)The Librarian of Basra - Jeanette Winter (2005 winner)Alia's Mission: Saving the Books of Iraq - Mark Alan Stamaty (2005 Winner)The House of Wisdom - Florence Parry Heide and Judith Heide Gilliland (2000 Winner)
Link to the Middle East Book Award website:http://socialscience.tyler.cc.tx.us/mkho/MEOC/middle_east_book_award.htm
This link containes a list of books receiving the award. The list contains book genre and brief description.
Overall the book that we have looked at fit the criteria found on the Award's website. Within our group discussion we noticed a couple things:#1: Award recipients do not have the award seal on the front cover#2: "The Librian of Basra" and "Alia's Mission: Saving the Books of Iraq" - are the same story but by different authors; they both received the award. We are wondering why this would happen. Is it because of the different age levels that this books are focused towards? Is it because this is such a prominant topic in this culture?#3: Are any books that receive this award written in Arabic or only in English?**********************Books that we looked at:Habibi - Naomi Shihab Nye (2000 Winner of Middle East Award)The Librarian of Basra - Jeanette Winter (2005 winner)Alia's Mission: Saving the Books of Iraq - Mark Alan Stamaty (2005 Winner)The House of Wisdom - Florence Parry Heide and Judith Heide Gilliland (2000 Winner)
Sunday, September 23, 2007
Insider/Outsider Debate
When thinking about the insider/outsider debate I must say that I am at this point a bit impartial about where exactly I stand. I would have to say that I am sitting a little on both sides of the fence. As far as the insider view, I do believe that it is very important to write about what it is you feel you truely are a part of and affected by. I think it is very beneficial to have an inside perspective when talking about certain issues. I think that gives your readers a better view of the issue at stake as well as a more knowledgeable approach when discussing the issue. I think it also gives the readers a better view of who the actual author is. You can not only get to know their stance, but also their background. This does however then bring me to my outsider view. As an outsider viewing an insiders perspective you may come to more conclusions or gain understanding of other sterotypes that one would not have previously been aware of. More of ones personal beliefs may be incorporated into the writing than that of an outsiders perspective. It is however important to keep in mind the author being an outsider as an acceptable approach as well. Outsiders have less internal information and experience so this will force them to do more research and gain a more educational approach. Being an outsider to an issue of diversity can also prove to be a very educational experience for the author themselves. It gives them a whole new perspective which also then invites readers to gain a new perspective as well. So, on the whole I would say that it is very beneficial to be both an outsider or and insider when it comes to diversity. I believe that both stances prove to be very important and both sides have something different and exciting to offer. I look forward to diving even deeper into this debate and seeing what other peers have as their view points.
Intro
Hello, my name is Krystina and I am currently a senior at Michigan State majoring in Child Development with a specialization in Language Arts. I enjoy working with children at all times and cannot wait to get a classroom of my own!! I moslty enjoy working with the younger children, but have a love for all children of all ages. I have worked many jobs involving children and have also volunteered many hours as well. As far as the class goes, I am looking forward to enhancing my knowledge about all different types of diverse literature. I also look forward to observing and gaining other classmates view points about diversity to better my own knowledge. I look forward to an exciting semester full of new view points.
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