Groups for this week...

We are going to stick with the same groups as last week. So, please refer back to the initial post, which listed the presentation groupings.

So, the first group listed, for example, which covered Freire's Pedagogy of the Oppressed, will cover the first listed reading for this week (which is the Moll et al., piece). The same holds true for groups 2-4 as well: these groups will present in the same order, meaning the group who presented on the second article last week will also present on the second article this week's readings (Morrell), and the group that went third last week will present on third article (Rose) this week; and lastly,group four from last week will present on Anzaldua this week.

However, group five (Ambe), because they were unable to present last week, will not have a new article to present on this week. Instead, they will do the presentation that they were unable to do last Thursday.

Class 7: Thursday September 15
Meeting students halfway

Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, (31), 2, 132-141.
Moll and his coauthors describe their collaborative project involving joint research with teachers, students, and families in southern Arizona. He uses his concept of “funds of knowledge” to refer to knowledge about their worlds that children bring to school, and offers ways that teachers can build on such knowledge.

Morrell, E. & Duncan-Andrade, J. (2004). What they do learn in school: Hip-hop as a bridge to canonical poetry (247-272). In J. Mahiri (Ed.), What they don’t learn in school: Literacy in the lives of urban youth. New York: Peter Lang.
Teacher-researchers discuss their pedagogy, which integrates elements of popular culture into English literature lessons. This piece provides a model for employing methods and ideas presented in ED140AC.

WEEK 5
Class 8: Tuesday September 20
Literacy as narrative (and narrative as literacy)

Rose, M. (1989). “I just wanna be average.” In Lives on the boundary: An account of the struggles and achievements of America's educationally under-prepared (11-37). New York: Penguin.
Rose writes an evocative account of his years in the “voc ed” track, reflecting on his own school experiences in light of public discussions of education and the underrepresented student.

Anzaldua, G. (1987). How to tame a wild tongue. In Borderlands/La Frontera: The new mestiza (53-64). San Francisco: Spinsters/Aunt Lute.
This essay describes Anzaldua's experience as a bilingual/biliterate/bicultural woman living along the Texas/Mexico border, attempting to negotiate a number of boundaries that separate languages, peoples, and ideas.