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The Expanding Canon: Teaching Multicultural Literature in High School
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The Expanding Canon: Teaching Multicultural Literature in High SchoolA video workshop for high school teachers; 8 one-hour video programs, workshop guide, and Web site; graduate credit available This professional development workshop for high school teachers is an exploration of the richness of multicultural literature shown through four pedagogical approaches to teaching it: reader response, inquiry, cultural studies, and critical pedagogy. Eight one-hour video programs feature classroom footage illustrating these approaches, augmented by background information on featured authors and analysis of their works by leading scholars, educators, and the authors themselves. Rounding out the workshop experience are the print guide, which includes discussion questions and activities, and the Web site, which includes resources about literature and teaching strategies. Produced by Thirteen/WNET. 2003. ISBN: 1-57680-676-6 Individual Program Descriptions1. Workshop 1. Reader Response: Pat Mora and James Welch In Part I, Alfredo Lujan and his students at the Monte del Sol school in Santa Fe, New Mexico, explore My Own True Name, Pat Mora’s collection of poetry for teens and young adults. Pat Mora visits the classroom and shares her poetry with students. In Part II, Greg Hirst’s Wolf Point High School students on the Fort Peck reservation in Wolf Point, Montana, respond to the literature of Native American writer James Welch. 2. Workshop 2. Reader Response: Keith Gilyard and Mourning Dove In Part I, Alfredo Lujan’s students discuss poems in Keith Gilyard’s Poemographies. Gilyard reads his poem, “The Hatmaker” to the students and leads them in a response-based writing activity. In Part II, Greg Hirst’s students learn about and enact the oral tradition through the Salish coyote stories as written by Mourning Dove. 3. Workshop 3. Inquiry: Rudolfo Anaya and James Baldwin In Part I, Jorge Arredondo’s students at Charles H. Milby High School in Houston, Texas, begin an inquiry-based exploration of Rudolfo Anaya’s Bless Me, Ultima. In Part II, Bo Wu and her students at Murry Bergtraum High School in New York City explore three works by James Baldwin and begin to create their own Web sites about Baldwin. 4. Workshop 4. Inquiry: Tomás Rivera and Esmeralda Santiago In Part I, Jorge Arredondo’s students begin an inquiry unit based on Tomás Rivera’s And the Earth Did Not Devour Him by visiting with Rivera translator and poet, Evangelina Vigil-Piñón. In Part II, Bo Wu and her students discuss Esmeralda Santiago’s memoir When I Was Puerto Rican and begin creating their own memoirs. 5. Workshop 5. Cultural Studies: Ishmael Reed and Graciela Limón In Part I, Betty Tillman Samb and her students at Raoul Wallenberg High School in San Francisco, California, explore Ishmael Reed’s poem “Railroad Bill, A Conjure Man” and related texts. Reed visits the class and reads excerpts of the poem. In Part II, Bobbi Houtchens and her students at Arroyo Valley High School in San Bernardino, California, discuss excerpts from Graciela Limón’s novel about Chiapas entitled Erased Faces. Limón reads passages from her novel and shares stories of growing up in East Los Angeles and visiting the Zapatistas in Mexico. 6. Workshop 6. Cultural Studies: N. Scott Momaday and Russell Leong In Part I, Betty Tillman Samb’s students study the mythological themes and historical shifts of Kiowa culture through N. Scott Momaday’s The Way to Rainy Mountain. In Part II, Bobbi Houtchens and her students tour LA’s Chinatown with poet Russell Leong and explore the relationship between poetry and Tai Chi. Leong reads excerpts of his poem “Aerogrammes” and leads the class in creating Japanese Renga poems. 7. Workshop 7. Critical Pedagogy: Octavia E. Butler and Ruthanne Lum McCunn In Part I, Cathie Wright-Lewis’s students at Benjamin Banneker Academy in Brooklyn, New York, investigate the political, social, technological, and environmental issues in Octavia E. Butler’s novel, Parable of the Sower. In Part II, Sandra Childs’s students at Franklin High School in Portland, Oregon, discuss cultural and political issues as they relate to Ruthanne Lum McCunn’s novel, Thousand Pieces of Gold. Lum McCunn reads from her novel and discusses it with students. 8. Workshop 8. Critical Pedagogy: Abiodun Oyewole and Lawson Fusao Inada In Part I, Cathie Wright-Lewis and her class explore the tradition of spoken word and the works of poet Abiodun Oyewole. In Part II, Sandra Childs’s class studies the history of Japanese-American internment in the United States through the works of Lawson Fusao Inada. Inada reads his poetry to the students and addresses their questions. Conversations in LiteratureA video workshop on engaging in literature for grade 6-12 literature and language arts teachers; 8 one-hour video programs, workshop guide, and Web site; graduate credit available In this video workshop, teachers, academics, and authors gather as a “community of readers,” immersing themselves in classic and contemporary literature from Hamlet to works by Langston Hughes, James Dickey, and Alice Walker. These participants, led by Dr. Judith Langer, model the habits of effective readers in an approach known as “envisionment building.” The readers develop interpretations by stepping into and moving through the text using their own unique perspectives. Develop your own reading community using these video programs with coordinated Web site and print guide, and learn how intuition, background experiences, and personal involvement construct meaning for readers. Return to the classroom with inspiration to guide your students toward engaging with literature in the same way. ISBN: 1-57680-460-7 Individual Program Descriptions1. Workshop 1. Responding As Readers In this session, the audience meets the readers in this workshop — including Dr. Langer — and their varied literary backgrounds. Dr. Langer introduces the major concepts of her work in understanding the processes through which effective readers interact with literary texts. 2. Workshop 2. Envisioning Dr. Langer explains the four vantage points that effective readers take as they build “envisionments,” and the research process through which she identified them. She explains how each vantage point, or “stance” — being outside and stepping into an envisionment, being in and moving through an envisionment, stepping out and rethinking what one knows, and stepping out and objectifying the experience — contributes to an evolving and expansive understanding of the text. The stances are demonstrated as the readers discuss Gary Soto’s poem “Oranges.” 3. Workshop 3. Stepping In In a discussion of James Dickey’s “The Lifeguard” and Frank O’Connor’s “First Confession,” the group talks about their impressions, intuitions, and hunches that help them gather information as they first enter a text. They also talk through sticking points when the information they encounter in the text fragments their envisionments, and demonstrate how they work collectively to rebuild them. Throughout, Dr. Langer clarifies and explains content and suggests ways to apply techniques in the classroom. 4. Workshop 4. Moving Through In this session, the community of readers shows how they create an envisionment as they are in and moving through a text, a time of great personal involvement in the action and character motivation. The group works with two texts, Cathy Song’s poem “Lost Sister” and Stephen Dixon’s short story “All Gone,” building on their initial impressions to examine motives, feelings, causes, interrelationships, and interactions as they create a more complete envisionment of these texts. At this point in their reading, the community steps inside each text virtually, living through it as it unfolds. 5. Workshop 5. Rethinking The group demonstrates another important vantage point that competent readers adopt: that of stepping outside the text and using what they find there to rethink what they know. As they discuss Shakespeare’s Hamlet, they plumb the familial relationships included in the text to find points of congruence between the text and their own lives, and lessons they can take away from this examination. Dr. Langer stresses that, while not all texts speak explicitly to readers in this way, seeking the places where one’s life intersects with the lessons of literature is important for all readers. 6. Workshop 6. Objectifying the Text This session showcases the reader as critic, as the readers step out of the text to reflect on what it all means, how it works, and why. From this stance, the readers look at Alice Walker’s “Revolutionary Petunias” and Langston Hughes’s “Theme for English B” to examine the authors’ craft, the structure of the text and its various literary elements, and the choice of language. Dr. Langer reminds readers of the importance of personal evaluation of the text and encourages teachers of readers to include the techniques explored here in their classrooms. 7. Workshop 7. The Stances in Action This session shows how readers move into and out of each of the stances as they build their envisionments. This program serves as a model of effective reading habits for the viewer, focusing on two extended discussions as the onscreen readers individually and collectively enter and become immersed in their reading, and step back and reflect on its lessons. Viewers will learn to discern the various stances used and how they can influence work with students. 8. Workshop 8. Returning to the Classroom In the concluding session, the readers in this community talk about the ways in which these processes can affect the language arts classroom, sharing their success stories. The audience is also given the opportunity to eavesdrop on classrooms throughout the country to see how teachers can encourage their students to become active and involved readers, creating rich and complex envisionments as they interact with literature. 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