Best Choice

I think that the best choice for this group of students that we read this year would be Black and White. This book brings up many of the issues that young people face everyday in our society. As much as people ignore it and deny it, there is still a very large percent of the population that are prejudice against any other race than their own. Black and White shows how this prejudice can surface, even between the families of two very close friends. All the events that happen in this book illustrate how confusing it can be for young people to sort out this issue. They have to deal with loyalty, family opinions, doing what is best for themselves, and most importantly doing what is right. In tough situations, like the one presented in this novel, all the considerations that must be taken into account can pull a person in totally different directions which makes coming up with a decision very hard. Not only is the decision making process hard, but the after effects of that decision can weigh on a person. Guilt and questioning whether or not the right choice has been made is something that a person will have to live with forever and somehow find a way to deal with it. I found this story both realistic to the society of today and practical for young readers. It was entertaining and easy to read which makes it all the better as a selection for this group of students.

Ties That Bind, Ties That Break

In my opinion Mulan has been westernized, maybe not overly westernized, but definately changed in order to fit the more stereotypical views that Disney tends to display in movies. I do think that this westernization can serve the purpose to help the american viewers, specifically children, in relating to the character. It can be hard for even adults to understand foreign cultures so this westernization, although potentially stereotypical, is sometimes necessary. I do not think tha Disney is entirely at fault. They alone certainly have not created all of the generalizations that go along with gender and race. It is the common views and perceptions of the American people that have created these. However, Disney is a business and has incorporated these things into their movies in order to make money and therefore has not done much in the way of stopping this practice or common perceptions. On the other hand, I think that with more of the more representative characters appearing in the mainstream media, it could be possible that viewers would be able to relate to characters of different cultures. This needs to be a change in the media though. One movie or television show will not make the change that some would argue is needed. There has to be a comittment from both the viewers and produceers to try and make the media a more real experience. I have grown used to the westernized movies that Disney spits out every year and it may take some time for the audiences of such films to get used to a change like the one proposed. It may be meet with some opposition but in general I think that audiences would find it refreshing and enjoyable.

Black and White

Certainly I think that this book could be based on real events that the author may have witnessed or been involved with, but it could just as easily be exploiting the generalizations and stereotypes that exist within American society today. It is hard to determine which is more true in this case because both are very possible and there may not exist any changes in the story or plot based on what this book really presents. The story plays to both generalizations and real occurrences. One major way that this story is typical is that the white character is more affluent than the black character, and because of this he can afford a good lawyer and can be assumed to have been saved from any criminal punishment for his actions. Another example of this book being overly typical is that the black character is the one who is caught by the police and takes all the blame and punishment for a crime that he did not commit by himself. The white character is portrayed as only looking out for himself and in a bad light, while the black character is portrayed as loyal and takes responsibility for his actions. The reason that these same points can be seen as taken from real life experiences is because in some cases, like this one, generalizations can be true. Not to say that they are always true or that everything in this world is based on money and color, but sometimes it is. I think that when reading this story it is important to remember that this situation is very difficult for both characters to handle. Unless you yourself have been in the shoes of the characters it is impossible to know what you would do and therefore one cannot judge, good or bad, the actions of the characters. It is unfortunate that society today has been shaped by many years of racism and inequality, but the fact of the matter is that it has. The barrier between black and white still exists is many every day situations and is overplayed as a determining factor in tough situations such as the one presented in this book. Many other considerations must be examined before immediately assuming that decisions and outcomes are racially driven.

Thompson Article

I found this article on the linguistic characteristics of literature written for children to be very interesting. I did not expect that when comparing the features of literature for children and literature for adults, at least in the category of fiction, that there would be such similarity. Almost all of the tables and figures illustrated a high level of similarity in many of the linguistic characteristics that were explored in the chosen corpora. As the author pointed out, both adult and adolescent literature were very different from the newspaper corpus, which was expected. Newspaper writing, in my opinion, is very informative, to the point, and matter of fact. Yes, some writers of newspaper articles do express satirical views in their columns, but the point of the articles is still to present the news and some opinion about it.
It is hard for me to believe, although the evidence has been presented to me in this article, that adult and adolescent literature are very much alike in the ways presented in this study. When I consider the many various topics and writing styles of different authors in both categories it would seem to me that they would be different. Adolescent literature is much more simple in terms of both plot and writing styles. Also, the range of topics for this type of literature is limited to keep it at a PG rating. Adult literature has much more range in plot, writing styles, and topic. Because of this, I am compelled to believe that the linguistic characteristics that were presented in this study do not come close to fully classifying by any comparative means these different types of literature. I do not believe that just by counting which words and phrases appear most often in a work of literature that you can truly access the work. Much deeper analysis that considers the messages and philosophical views of a piece, as well as its complexity are needed to attempt any sort of classification by comparison. I do however commend this article for analyzing the way the world and human relation to the world is presented in these types of literature and finding that there are indeed differences.

Fairy Tales

When I think about my childhood and fairy tales it is hard to assess the impact that these stories may have had on me then, and how these effects may have molded me into what I am today. I remember growing up watching the Disney version of all the popular stories such as Peter Pan. I was always more excited by the action type films and stories. I grew up with one older brother and we were active in sports and loved the outdoors so I think that may be why the stories of adventure and action appealed to me. With all fairy tales having some occurrence of magic I think that the prospect of another world enchanted with the supernatural was fun to think about and fun to be absorbed in while watching a movie. To a child this world that is shown to them is possible. Yes they may know that realistically the things that they are seeing cannot happen, but at a younger age it is acceptable and encouraged to dream and believe. These stories are the inspiration for children running around pretending they are flying or pointing sticks at each other and casting spells. Fairy tales offer children a chance to be someone that they cannot be in the real world. They can talk to animals and conspire on adults who are oblivious to the magical workings of the fairy tale world.
Being what I consider as a practical person, I don't think that fairy tales enhanced my imagination. I have never been a dreamer. What I do think that fairy tales did for me was to help provide for a naturally happy and fun childhood. Fairy tales are in general very light and good spirited. There are no bad endings where the hero of the story fails. One may think that this may be a very insignificant contribution to a life, but I think that being happy and having a magical place for your mind to go to as a child can make all the difference. Doesn't it seem that many of the people who turn out to be troubled in some way have had, if not traumatic, generally unhappy childhoods? Not to suggest that happy children never turn out bad, but I would guess that statistics show that happier children tend to lead better lives. I would also mention that fairy tales are not the key to a happy childhood, just that in my past they may have been one piece of that happiness. I think the purpose, to teach a lesson, of fairy tales may take root in some people and may have taken root in me. However at such a young age when these stories appeal to children it is hard to determine what you have learned that applies to real life.

Good Children's Books

Park makes a good point about the need for quality children's books when these works have the opportunity to make such an impression on the mind of a young person. I found the idea that poorly written books may actually hinder a child's ability to learn to be interesting. I think that by reading books, a child learns much more than he/she would by not reading books, whether their choice of literature is of particular merit or not. If a child likes reading the books made from a cookie-cutter by the so called "celebrity" authors than I have no problem with letting them read those works. In my mind, the larger problem is the lack of exposure children get to a variety of book styles, authors, genres, etc. This is where the system has failed. It is not the fact that the most popular books are worse in a literary sense, it is that these books get all the focus and attention of readers young and old. Park points out that publishing is a business in this article, but she fails to address the fact that writing is part of that same business. Authors ultimately write books to make money. Every choice made in writing a book is the choice of the author and his/her publishers, editors, etc., who are all in business together.
In class we have read from both ends of the spectrum. We have studied books from the "celebrity" authors as well as from your everyday normal book writer. The distinction, at least to me, in reading these books is that I find the works from the "celebrity" authors are more enjoyable. I am partial to the more adventurous type books and from my experience these are the books that some criticize for literary reasons. Isn't reading books supposed to be fun and enjoyable? So what is so wrong about a book that can captivate a reader? Anyhow, the other less enjoyable books we have read like Copper Sun and Esperanza Rising may have more merit or be more acceptable to critics like Park but do not spark my interest in the same way. These books are more devoted to character development illustrating cultural and social messages than they are to entertaining an audience. Granted, these books are great for the classroom setting and can offer a learning experience, they are just not something that I would read on my own.

Alternate Value Stances

Sometimes with multicultural literature, as the article points out, it is difficult for students to understand actions and viewpoints of the main characters due to differences in culture, race, gender, economic, or social factors. While this can present a challenge, I do not think that it is cause for too much concern when considering the students ability to understand themes in multicultural books. Things such as character development, plot, literary techniques, symbolism, and other underlying messages are still able to be detected.
This problem with understanding of different cultures can be seen from a few of the books we have read in class already. In Copper Sun students may have trouble understanding why Amari and her tribe do some of the things that they do. For example, students may nit understand the custom of welcoming any and all visitors with a great feast and celebration. In Esperanza Rising the theme of family is clearly evident. Students may find it strange that the grandmother lives with the rest of the family, or that the two families live together once they move to America. These two examples are situations that, because of cultural and social differences, some students may find hard to understand in multicultural reading.
Students who have not been exposed to other cultures may need to have some background information presented to them before reading these type of books so that they are not hindered in understanding the context. Classroom and group discussion may also be a valuable tool to use so that students are able to learn from each other on these type of issues.

Research Paper

For my research paper this semester I would like to analyze the role that poverty plays in adolescent literature. Poverty is a common theme in adolescent literature and I would like to take this opportunity to examine why authors choose to present this in their works. It is possible, as I suspect that poverty for the characters in a story is a way for the author to get across some point or lesson to the reader. Life struggles and coming of age stories are all too common in adolescent literature and the role of poverty in these types of pieces can also enhance the purpose that the author has intended.
I plan to try to study this theme in multicultural literature, not just the commonly taught books. There may be similarities and differences in the situations and reasons for the use of poverty among different groups of literature. This may show cultural, social, or economic divides that may exist between groups and have found their way into literature.
Included in the theme of poverty, I will analyze the situation that these circumstances are presented in. Has the character lost their wealth and become poor or started poor and gained riches? Is the theme of poverty constant throughout the story or limited in some sense? These aspects of this theme can also be important in establishing a motive for their use.
Finally, most of my research will be on the poverty that deals with economic status, but if I find situations where an author presents another form of poverty, such as a character being poor in love, I will attempt to find the reasoning behind its use.

Multicultural Literature

The Dong article on mulitcultural literature in the classroom addresses some true problems that exist in the teaching environment. Being an engineering major I cannot completely relate to the teaching perspective that dominates the article, however I did find that some of the issues that were discussed are concurrent with me. I think that it is very common to just brush aside the social and cultural implications and influences of literature and use the individual approach that was introduced. This is a mistake. One cannot disregard the cultural aspects of any piece of work and fully understand it. When using an individual approach that takes out cultural context, one only considers their own experiences, agendas, misconceptions, ideals, and generalizations. I have sometimes found myself guilty of this tact when reading or discussing something that I have read. Discussion that includes all the cultural and social contexts of a work is essential and can provide for a more complete understanding of the characters in a story, as well as that particular culture. To achieve this type of understanding and to successfully examine the cultural factors of a book, one must, as Dong points out, have some background knowledge. I agree that correct factual information is necessary in this situation so as not to reinforce stereotypes, further dividing groups of different cultures and social backgrounds. An ultimate goal of teaching multicultural literature should be to bring people together by facilitating understanding and empathy.
I am all for bringing more multicultural literature into the classroom but would like to point out one concern. Coming from a middle to upper class anglo background, I could forsee problems from high school students who are forced to read books that they feel serve no point. Clearly there is a point to multicultural reading that is worth teaching, but this resistance that may occur has the potential to cancel out some of the good effects of multicultural reading and learning. I think that attention must be payed to the strategy that is employed to teach multicultural literature. Just as in the article, some of the students in the class were against approaching the books with some other than their usual individual approach. With time and discussion though, they came to understand that context plays a major role in these types of works and is worthy of being taught.
Both Copper Sun and Esperanza Rising bring different cultural views, as compared to the norm, to literature. In both books, some knowledge about the character's background is needed to understand the actions and thoughts that transpire. Both of the cultures that are depicted are different from the American culture that we live in today. Amaris tribe is what I would consider kind, humble, and very in touch with nature. They accept the visitors to their village with open arms and celebrate their arrival, no questions asked. They seem naive to the danger that they face, but what needs to be understood is that they have never experienced anything like what they will in this book. Throughout the story Amari references the ocean and the sun, powerful symbols, when she has meaningful experiences. This goes back to her life in Africa, where natural symbols mean so much to the tribe. In Esperanza Rising, Esperanza is also taken from her comfort zone and thrown into a different world with things she has never experienced. One aspect of this story that stuck out to me was the emphasis on family that Esperanza's culture displays. The characters in this story do not have their own motives, they act as a family and value family over all else. Both of these stories have something to offer in terms of sharing a different culture with readers. The understanding, or at least acknowledgement of these differences, allows the reader to empathize more with the characters and their situations.

Week 2

I think that the Brannon and Greene article raises some important and very real questions about how literature is taught today. I applaud the efforts that have been made to bring more multicultural works into the classroom for the obvious reasons. Things can only be learned from this practice. New perspectives that illustrate the cultural and social contexts of certain time periods as well as different ways of thinking and lifestyles can be and are illustrated in many of these texts. It is important to expose the youth to these things so as not to limit them in their own perspectives on a variety of issues in their own lives. For example, Copper Sun may provided a glimpse of what it may have been like for a slave girl from Africa. Especially in the south, this account has the power to change the views that many people may have about the severity and brutality of slavery.

One of the points in the article brought up the opinion that this integration of multicultural books in the classroom should not depend on the composition of the students in the class. I agree. The purpose of reading these different works of literature is not to appease a particular race or culture, and it is not to cater to any particular audience. The purpose is to diversify, and by doing so, the same lessons that we are able to learn from more traditional works such as The Great Gatsby can be learned through other books. Not only can we learn these lessons, but as mentioned before we can learn about another culture and way of thinking.

Another point that I found very valid in this article is that the question " Is it good enough to teach?" should not be the only question asked when considering what books to teach in a class. The amount or prestige of the awards that the work may have one are not what determines the merit that a book has in a classroom setting. We do not force children to read books because they have been deemed "Great" by the media or some abstract panel of judges, at least I hope not. Books are read for specific reasons. To teach literary techniques, to facilitate some goal, or to examine some point of view are some of these specific reasons. I believe that if a work of literature meets the purpose and goal that has been set for it, than it is worthy to be taught.

One problem that I do have with looking at books from the perspective of categorizing them into what ethnic or cultural background they come from is that it almost feels like what I will call "literary segregation." This categorization only reinforces the differences that exist between and and every group of people and does not serve to bring people together. I do agree that books with different backgrounds should be taught, as stated above, but not for those reasons alone. I think a combination of practicality in terms of the class goals, and balancing the works in a class is most effective and appropriate. Books should be read in school for a purpose, to learn, not to further exemplify the racial, social, or cultural divides that have existed in our country and the rest of the world since well.....forever.

Copper Sun 1/16/2010

Not to be super critical, but I had two complaints about this book. First, it was too predictable for me. I feel like the plot followed the same storyline that I have heard many many times. The kidnapping from Africa, the journey to America, being enslaved, and escaping to freedom. All very real things, but too redundant in slave tales. However, for younger children who have not yet been exposed to this type of story I guess it would be ok. Second, in my opinion the semi unrealistic, dramatic, and happy-ending second half of the story takes away from the first half. The first half of the book presents a harsher depiction of the slave process and in my opinion does a good job at accounting factual events in a way that is appropriate for a younger audience. I think that it is both entertaining and educational for this audience, and for that I commend the author. However, the second half, while still depicting actual events, is more of a "story". I think that the second half of the book almost erases the first half and the audience gets caught up in all that is happening to the main characters. Overall, this subtracts from the impact the book has on the readers. I would almost argue that the second half of the book should have been left out so the reader would have been left to consider what might happen to Amari and so that the realness of the first half would have a lasting impression.

Enough of the criticism, I did find some things in the book enjoyable. It was different for me reading this book in the way that the author captured the point of view and inner thoughts of Amari. The imagery and references to nature especially illustrated the thoughts of Amari to me. I found that when examples of nature were pointed out, it symbolized Amaris inner thoughts and sometimes her self reflection on events or on realizations of the world that she grew to understand as the story unfolds. I found this part of the book very believable despite the fact that it is fiction. The authors use of this technique was also successful in getting me to think, like Amari did, about her situation and about all the things that she was discovering.

The one thing that I found very interesting about the second youtube video was how in the song "For Sale" the singer/songwriter paralleled the selling of both men and women slaves to how people are still living their lives today. The song referenced women who appear in music videos and how that can bee seen as selling yourself or your body, and therefore equates it back to the selling of slaves. This perspective was new for me, but what was not new was the perspective that by choice or force, African Americans are still being oppressed today. Personally I can see evidence for arguing this issue on both sides of the fence and have no grudge against it, however I do feel that this issue is in the media a lot in a variety of ways and I think that the attention it gets does not solve any problems.

I agree with many of the ideas presented in the "Louie article", especially veryifying the accuracy of novels. Just as we discussed in class, many of the issues that arise from people not being educated on the factual events of slavery come simply from the fact that many people have not been exposed to the facts. Just as important as it is to be educated and exposed to the real events of slavery, it is important to make sure that the events and "facts" you are reading are indeed true. Without doing this, you are insuring that the opinions and perceptions by the children reading unverified books will be based on fiction.