Journal #2

"I had to ask what the school was doing about this. How were they dealing with this experiential difference so that his learning could proceed? Nothing. Absolutely nothing."

I chose this quote because I think it the main problem well. Schools have not adapted very well to educating those who come in with a deficit in knowledge or different experiences. It seems like schools, administrators, teachers don't feel like it is their responsibility to alter their plans and methods of teaching to accomodate learners who come from different backgrounds based on their experience. We are being prepared as teachers right now to be inclusive and give every student an unbiased and equal opportunity to learn and succeed throughout their schooling no matter what their differences are from society's view of a normal and typical student. I love that we are now starting to focus on teaching those who need the most help or just need to be taught and gain experiences in a different manner.

Literacy knowledge is the basic knowledge of concepts that are the building blocks to reading and writing. There are definitely numerous stereotypes that interfere with literacy instruction and most are from judgemental views from administrators and teachers that certain types of children will not be able to learn to read and write based on disabilities, cultural differences, socio-economic status, parents who can't read, etc. These stereotypes prevent children from receiving an equal right to read and learn, they get passed over and given up on.

I described how schools and teachers allow stereotypes, conflicts, and boundaries to contribute to poor literacy instruction in school. They are only prepared to teach one way and that is to learners who are cut from the same mold and have the same experiences and knowledge about literacy. There is no effort to adapt or adjust instruction based on students with special needs or differences or experiences. It is obvious by research and actual experience and knowledge witnessed by myself that certain types of children who come from higher social classes are treated differently and given more opportunities and chances to be taught and become literate. Children from low social classes or who have parents who cannot read or write are usually passed over and thought of as hopeless and thought of as too time consuming to try to help.

Schools can advocate teachers to get training in different methods of instructing literacy. Many teachers have not been introduced and trained to practice inclusion education. Sometimes it is not their fault, they just haven't been exposed to the practice just like some of their students have not been exposed to the experience necessary to be literate. Once schools and teachers realize the importance of reaching all students no matter what the background and believing that all students can become literate using the right methods and giving them the appropriate time, then we will have much more efficient and effective literacy instruction.

Source
Victoria Purcell-Gates. "As Soon As She Opened Her Mouth!": Issues of language, literacy, and power.