Q1: I learned that my students are super into self-expression. Maybe next time I should find ways for them to create more of the content in class. #schmiteracies
#familialcapital is the whatever/whoever reinforces your identity. This could be a biological or created family. In either case, they are #yourpeople. #schmiteracies
A4: literacy practices are social, so some agreement on how to practice the dominant literacy within a community might be *helpful.* That being said, standards are prescriptive rather than descriptive, right? And I think describing #schmiteracies might be more *helpful.*
Q3: ideas about being “good at” English come from all over the place. There are many recieved notions of what good writing. But outside of school, how taste determines our ideas of good-at-ness is more nuanced. #schmiteracies
A1: in English, a creative writing activity with loose formal and stylistic boundaries might privilege what a student wants to express over how it’s expressed—like Finn suggests. #schmiteracies
Works Cited:
Rodriguez, Richard. Hunger of Memory: the Education of Richard Rodriguez
Willis, Paul E. Common Culture: Symbolic Work At Play In The Everyday Cultures Of The Young. Westview Press, 1990.
#schmiteracies
It took me a long time to understand that literacy is a social project. As obvious as this seems now, it’s worth emphasizing, seeing that the complexity of language practices is one of our best defenses against the hegemony of positivist epistemology.
Instead of seeking the captain’s tower, I should have made meaningful relationships with my peers. Eventually, I did just that. I went to school in order to maintain a life of reading and paper writing. I’ve stayed, I hope, for much different reasons.
#schmiteracies