In the "post comment" section below, please respond to
one question from each section: "perspective",
"positioning" and "power".
"Perspective" questions
1) Who could have
created this text?
2) Who did the
author/illustrator think s/he was making this text for?
3) What kinds of
readers might think the same way?
4) What kinds of
readers might think something different?
5) What other ways
of thinking are not a part of this text?
Choose one
question from the "perspective" questions.
"Positioning" questions
1) What kinds of
people/lives/experiences/beliefs are in the center of this book?
2) What kinds of
readers might feel like "insiders" reading this book?
3) What kinds of
readers might feel like "outsiders" reading this book?
4) How does this
book position me as a reader--as an insider, outsider, both or neither?
Choose one
question from the "positions" questions.
"Power" questions
1) How is the
author/illustrator using her/his power in this book?
2) Does the
author/illustrator use his/her power to repeat things that already happen a lot
in books?
3) Does the
author/illustrator use his/her power to show how important things are that
don't happen a lot in books?
4) What kinds of
people/lives/experiences get attention from the way the author/illustrator used
his or her power?
5) What kinds of
people/lives/experiences don't get attention from the way the
author/illustrator used his or her power?
Choose one
question from the "power" questions.
The Bluford book I read was Until We Meet Again by Anne Schraff.
ReplyDeletePerspective question: I think the author was writing with an African American audience in mind. The characters are AA and they speak with the same dialectical pattern most often found with that group. Such as "Girl, you shouldn't be saying things like that!" The story was set in an urban setting with the kids going to a public school called Bluford High.
Positioning: In this same respect, these are the people she would consider "insiders." They would understand the slang. However, the story line provided was definitely not limited to an AA experience. It was a teen universal problem: girl loves boy; boy is moving away and they break up; girl gets tempted by tall dark new boy; new boy is a jerk; girl ends up realizing other boy is really great. I don't feel like it would be only enjoyed by an AA audience. \
Power: Like I mentioned in the section above, there is a universal problem. It was just set within an urban setting. She did use the power of her writing to show that all AA father's aren't absent fathers; there are nice AA teen boys and while one tries to force himself on the heroine, dad saves her and the old boyfriend comes back to be with her at her grandmother's funeral. This all went against any AA stereotype of absentee fathers and all boys are hoodlums. This was a nice family, who was able to move out of a scummy apt and into a home of their own. It was a moving story.
I had never heard of the Bluford novels until this past spring teaching American Literature. I had the kids do an author presentation and one of them wanted to do Paul Langen. I'd never heard of him and Kevin introduced me to the Bluford books. He said they were the only books he liked to read. As background, he is an AA teen who moved here from Mpls. He said they really spoke to him. I love that there are books out there to get kids reading!!!!
Wow Jennifer! That is so great that you’ve had a student who was really into these books. I don’t think there are a lot of books written for African American urban youth. I wasn’t sure if these books would appeal to them or not, but I’m glad to hear you know of a student who enjoys them.
ReplyDeleteMy book in the Bluford Series is called Schooled. It is about an African American freshman, Lionel, living and going to school in an urban environment. He struggles greatly with reading but is fantastic on the basketball court. The central conflict of the book is Lionel debating quitting school because his undiagnosed learning disabilities make it so hard for him.
Perspective: I think the author is writing this book for students like the main character, African American urban youth. Books that speak to the contemporary African American experience are few, or often focus on only extreme difficulties (like Monster). Lionel has a difficult life, but also a relatable life. I feel like teens of many races and socio-economic statues could find they have been in Lionel shoes in someway at some point in their lives. So while I think this is definitely targeted toward African American youth, like Jennifer said, many students could enjoy it.
Positioning: Personally, this book positioned me as an outsider. I have virtually nothing in common with the main character. He is an African American urban high school student with a mother away in the military. He hates school and struggles with reading and loves basketball and is really good at it. I was raised in a mostly White Minnesota suburb with a stay-at-home mom. I loved school and reading the best. But I hated P.E. and was terrible at practically every sport that exists. I think in Lionel’s world I’m an outsider. But I was still able to appreciate the story. The parts where he is hanging around with his friends reminded me a bit of that aspect of high school when I was younger. I think many readers, especially young men, could relate to this story though.
Power: The author uses his power to highlight difficulties high school students face that are not often seen in a lot of books. The biggest thing I noticed was Lionel’s learning disability. He can barely read, and the most shocking part of it is that none of the teachers seem to know about it at first. It was really interesting, because this book is written from Lionel’s perspective, to see how hard he works to try and keep from having to admit he can’t read. “Lionel glanced down at the open page. Words covered just half of it, so he knew the poem was short. And he’d heard Mrs. Henley say the title, so he knew what the first word was. But what about the rest?
“Why do we have to read a poem anyway?” he asked.”
Greta, the quote in your Power question made me laugh! I can't tell you how many times I've heard that statement....."why do we have to read a poem anyway?" And I teach in a very white suburban farm school!!! That is certainly a universal truth!
ReplyDeleteGood point about not having a lot of many books out there dealing with learning disabilities. I agree and I find there seem to be more and more students with them these days.
My novel was "Brothers in Arms."
ReplyDeleteIn terms of Perspective, the author looks at the story from the point of view of someone who is outside the "normal" structure of school society. He appeals to students of both African American and Latino American perspectives.
Positioning. The book clearly positioned me as an outsider to the story. Although written by a White author, all white characters are portrayed as superficial and stereotypical.
Power: The author uses his power positively in terms of giving his readers something to relate to and positive messages. I believe his use of subtle stereotyping does a disservice to his readers in some ways, which reinforces the labels that divide us.