Thanks Ricki for walking us through some key reading selections from “Bad Ideas About Writing”. The focus on writing pedagogy (or rather, the lack of its prioritization and/or prominence in different educational contexts) is an important gap to apprehend. Although we have touched upon this “gap” many times throughout the course, these readings in particular shed light on a variety of systemic oversights, making us see the many angles which add up to writing pedagogy getting such short shrift in the American education system. Lack of teacher training and preparation, lack of clear standards for “college ready writing”, lack of coordination or simple communication between secondary school contexts and higher ed contexts, and lack of support for teachers overall (at all educational stages). The fact that many of you, as teachers, have taught yourselves how to teach writing, says much about this profound gap. So much is assumed or taken for granted under the general label of “English” or “Language Arts”. (i.e. Someone who is trained in literature is automatically prepared to teach writing !???!!). It is as if our classrooms are merely “testing grounds” for what may or may not work – in a context with little to motivate teachers to solve this difficulty, other than the high stakes testing forced upon their students. Despite lack of support and general inconsistency amongst educational institutions, individual teachers have still managed to incorporate effective strategies, and open up their students’ writing potential. But so much of how we learn to write is a hit-or-miss proposition, depending on the particular teacher we have been assigned any given year.
Our class agenda slides:
Your final project progress:
I am really pleased with how much was accomplished in Workshop #2. You have envisioned a unique final group project – one that centers the power of remix as a writing strategy. Your project will be a “Princess Redux” collection, pointing the way to new forms of self-understanding and self-empowerment. Potential social issues that might emerge in your individual remix narratives might include: mental health, social justice, equity, inclusion, heteronormativity, poverty, discrimination, materialism. Your “Princess Remix Collection” will most certainly highlight revisionary thinking, and the ways remix can lead us to imagine a better world. Voice & identity seems to me to be the common thread – through new forms of “voice” one can center authentic empowerment (on one’s own terms). Your “Final Project” workshop document represents your progress thus far. We will continue to use this document as a place to work through your collective ideas as you move forward with key decisions.
You to-do list for next week:
Next week we will hear from Jules first, and in the second half of class we will proceed with “Workshop #3, focusing on your overall project design and implementation strategy.
Read Jules’s selection: Bi, Butch, and Bar Dyke: Pedagogical Performances of Class, Gender, and Sexuality by Michelle Gibson, Matha Marinara, and Deborah Meem.
Blog #11 Due – Write a blog reflection on Jules’ reading selection. In addition, write a rough draft of your Princess Remix story, and include in your blog this week a quick update on your Princess story, along glimpse of concepts for your “mood-board” profile for your Princess.
