Part time race?

While I'm not too far into Part-time Indian, the question that keeps coming to my mind is about race or ethnicity. If we are chosing a book and at least one reason is because it features the issue of race, how do we talk about race in a real way? I mean, I don't want a lofty discussion about nothing, and I don't want it to turn into a bunch of stereotypes. Clearly, Arnold has quite the struggle on his hands in trying to find his fit in based or not based on his race, so that would be a good spot to start being tangible. But what else can we talk about except belonging? I know we've touched on race a lot of times through our previous classes, and even talked about the importance of being culturally relevant. How do you point to a book on a shelf for a student and suggest it because it may be relevant to them? Is that even appropriate? I have so very little experience with race in a classroom, so I have no reference point. Any thoughts on this are greatly appreciated!

Hungry yet? I've had my fill... for now.

Oh, what’s there to say about Hunger Games that hasn’t been said yet? Yes, it’s entertaining. Yes, it’s well received by many different types of people. I read the first book and it consumed me. This class unfortunately halted my progress on my own personal to-read list, so I’m still only about 100 pages into the second book, but I’ve lost my groove! I don’t know if I’ll find it again by these books. I was initially hesitant to start such a popular book having poor experiences with the recent novels that go the distance (i.e. Nicholas Sparks). And now, I don’t know, maybe my will died out with the masses will to read this book… but I haven’t finished yet! I have still one question: How does a teacher encourage outside reading, but also somehow include popular novels (in hopes more students are pulled into the reading for class)? I mean, how do you plan to start a novel before it becomes so well known and well read that the students are reluctant because they’ve already read it? Does anyone think that would be a problem? How do you catch it before it’s all the rage or include it once it’s already the rage? Any thoughts?

The Red Umbrella

I simply cannot stress how much I enjoyed this book. I opened it and within four and a half hours, it was over and I was continuing the story in my mind. Perhaps it is my own bias towards things that talk about the Cuban culture (and perhaps that bias comes from the restriction of travel!), but what a colorful story to read. I think the best part of this book is the fact that it is historical fiction—and it included newspaper article titles for each chapter. This effect almost granted it more legitimacy than the story itself would have earned. Was that just my own perception? Did anyone else feel that way? I’m imagining a unit on Cuba where this book supplements the research. How awesome would it be to read newspaper articles from the days the novel mentions to have a more complete picture of the time? Perhaps even have the students create their own character for the time and see what sort of adventure or difficulties he or she encounters. Does anyone else have any way to incorporate this novel into an English class?

I would go Out of My Mind, too!

Sharon Draper’s Out of My Mind was such an inspiring book to read. What an emotional story of a girl who cannot speak. I couldn’t even begin to imagine her frustrations in trying to express herself. I would have not even thought about her thoughts, as bad as that sounds. Perhaps I would have been the bad teacher in the book had I not read this. I would like to think not because of all the other classes I’ve taken on disabilities. However, all of those classes and titles and definitions are so… generic—there’s just no personalization or even humanization most of the time in examples used in class. They are figurative. Thank goodness that this child was able to get her computer to speak her thoughts. Thank goodness for the teacher who understood inclusion. The part that really affected me the most was when she got her computer and her parents came in filming like they did her sister for her first words. There was such joy and unbridled emotion flowing from the words, “I love you.” Using this book in a classroom is such a great idea. What a different perspective for the students to take. Even if it’s just for a little while, I hope whoever reads this book appreciates the small gifts we overlook every day. It’s an soft-spoken reminder that I am healthy and lucky to be so.

Outsiders-out of date, but eh?

The Outsiders was a good read, but a little too “classic” and out of date for the current generation, in my opinion. While it still stands as one of the first novels specifically for young adult, it really leaves the modern-day reader wanting. The characters, while developed, were never “whole” people in my eyes, especially the narrator. He regularly bored me with his way of speaking to us, and I just couldn’t relate (which is probably because I’m not a teenage boy back in the day). I don’t know about sharing this book with my students. I think they would find it uninteresting, and would rather read some of the newer young adult novels that were written to capture their attention and hold it. In my oh-so-humble opinion, I really think the only good part of the book is the realization at the end of how he was affecting everyone around him, rather than solely concentrating on how everyone was affecting him. It’s very true that adolescences have a narrow world view, and perhaps reading a book in which the narrator shows how to think about others would prove very valuable. But, I guess that’s only IF the students get to the end!

What are you?!

This book was simply great. It was well put together and insightful. I did find some frustration in many of the stories because they concentrated their self-concept around what other people thought of them or what group they belonged to. I acknowledge that race is a very visual thing and it does have some power over one's self-image. I was VERY relieved when finally a story came up where the writer had two entries- one previously, and one more recently. In the recent story, the writer admitted that he had been confused primarily because he was basing his definition of himself on what other people saw, did, or classified him as. Thank goodness for that revelation--I think it would be extremely useful for adolescents struggling with defining who they are. This book also opened my eyes a little. I am guilty of asking someone, "What are you?" However, I would never have asked a stranger like some of the stories had encounters with. I merely asked my friends out of curiosity-- I find it interesting to know peoples backgrounds. I am very forthcoming with my own (German, Norwegian, Swedish, Irish, etc..) I had never even imagined that someone would be in an uncomfortable place sharing that information. I never intended to use whatever they said to judge them based on their heritage alone, or figure out why they looked the way they did. It was merely curiosity and perhaps to understand them further. I don't think I'm getting my point across about this, so I'll stop sharing! :)

Monsters, laws--- Monster in law?

I finished Monster this week as well. With my background in English as well as political science, any literature that addresses or takes place with in the law/legal system fascinates me! In the case of Monster, there's also the factor of roles to consider. It's like my perfect, nerdy threesome.
In order to understand a character completely, one must recognize that the character does not exist independently, but within a context of forces.  The forces could be many: sense of morality, social standing, religion, or formal laws.  At times, these forces work in harmony; other instances each compete in and around the character. Laws-- a controlling force-- are the center of this novel. While he sits on trial, waiting his verdict, he is stuck within the confines of the legal system. He is told where to go, when to be there, when to eat, when he can see visitors, and who he can and cannot touch. His lawyer (as a manifestation of the legal system itself) even controls who he may look at during the trial.
Steve must learn how to navigate the system he has been placed into, and to successfully do that, he picks up the vocabulary of the system. Cutting deals and convincing himself that he is a good person becomes part of the routine. In one of his handwritten entries, Steven writes, "I hear myself thinking like all the other prisoners here, trying to convince myself that everything will be all right, that the jury can't find me guilty because of this reason or that reason. We lie to ourselves here. Maybe we are here because we lie to ourselves." Is he lying to himself when he has to try to convince himself that he's a good person?
The prisoners become one entity in the system and lies become the norm. The legal system becomes the enemy which the prisoners must escape. Steven transcribes a conversation between inmates in which one states, "You in the system, you needs to get out the system" to which the other replies, "What's the truth? Anybody in here knows what the truth is? I don't know what the truth is!" The first inmate rejects Stevens definition of truth, "what you know to be right" and assures them all that truth has been lost in the prison, "Now you talking survival." To escape the system is to find truth. The trial is part of the system-- will the jury find truth?
Besides the legal system, another force that controls Steven is everyone's individual role with in the story. The jurors, the judge, each of the lawyers, the witnesses, the other alleged participants-- each one grabs Steven's fate and does what he or she believe to be right. They are on the journey for truth, but when each of the characters roles serves a different purpose, it distorts the clarity. Who is the audience in this book? Is it us the reader of this movie script? Is it the jury? Steven presents his story as it unfolds, but who is left to ultimately decide his fate and which version of the truth is right? He leaves us feeling as if we are part of the jury, and therefore, the reader has a role as well.
As Steven is a filmmaker, the part when his teacher is on the stand talking about audience and telling a story seems to be the cornerstone of his case for himself. The teacher explains, "You tell the story; you don't look for the camera technician to tell the story for you. When you see a filmmaker getting too fancy, you can bet he's worried either about his story or his ability to tell it." After this, Steven directs the movie to have a split screen of him and his lawyer. Is he worried about his story? Or is he merely acknowledging the two forces in contest with each other? The fear that persists in Steven throughout the story is yet another compelling force in his life. His fear acts as his law. Law cannot be understood in the abstract—it must be applied.  Law that is not understood maintains absolutely no power.

Wow, I should have just written a paper on this! I could go on, but I shall stop merely for time's sake.