In Multi-cultural curriculum this semester, we have spent a
lot of time discussing how to create “space” for multicultural representation
and progress within the constraints of the “traditional” cannon and school
curriculum. Although it is a worthy, necessary, and achievable cause to breach
such subjects as immigration, inequality, racism, and social injustice within a
social studies classroom, I have always felt that there is an amazingly unique
space to discuss these topics in an English-Language Arts setting. Because
Language Arts teachers do not have to expose these issues explicitly through an
historical lens, unlike social studies teachers, English teachers have the
ability to use literary texts to open up a safe space for discussion and an
avenue for critical literacy.
Boatright emphasizes this point, as
he argues specifically in terms of the issue of immigration and its place in
class discussion. He writes, “English language arts teachers in the United
States have a unique opportunity to seize upon this highly political and
fiercely challenged issue by opening up their curricula to the theme of immigration
in their classrooms. The world of literature provides one such avenue for
exploring immigration issues and their intricately complex social, economic,
political, cultural, and historical realities” (Boatright, 2010). “The world of
literature” is a wonderful vehicle for progress, because it allows students the freedom and space to
view the world through a different lens. When given historical perspectives,
students are too often presented with the idea that histories events and
current socio-political climates are black and white. Literature, however, does
not voice the facts or positions of an issue; it tends to
present the human element of an experience in an attempt to add an emotional
angle to the overall dialogue. Boatright reveals, “Literature has the potential
to ignite dialogue, force questions, and foster community building in an
atmosphere of inquiry and reflection” (Boatright, 2010). This dialogue can be
extremely powerful when structured around a piece of literature, because the
importance of facts and institutions take a back seat to the emotional
experience of human beings.
Let’s look at the first graphic
novel Boatright cites in his article: The
Arrival (Tan 2007). In this story, the reader is presented with the
“traditional” immigrant story. By “traditional,” I mean that the story revolves
around a white male who is able to emigrate successfully from Western Europe,
avoid breaking the law in the process, assimilate himself to American culture,
and effectively claim his piece of the “American dream.” This, taken on surface
value, does not seem like a vehicle for presenting students with a
multi-cultural representation of American immigration. The great quality of
literature, however, is that the facts
and history of the events do not
necessarily constrain the impact or reach of the story. This graphic novel “has
the potential to ignite dialogue” because it presents students with a controversial
look into what America has always seen as the “good immigrant.” Boatright sees
the potential in this piece, writing “English language arts teachers have an
excellent opportunity for questioning immigrant experiences that are portrayed
as ideal or good and for exploring such immigrant labels as good and bad have
come to existence” (Boatright, 2010). These are very significant questions and
can lead to powerful student inquiry. As English teachers, we have a unique
ability to invite critical inquiry around important and often controversial issues.
As we move forward as educators, it is important for literature to be
increasingly viewed as a powerful tool for social change.
No comments:
Post a Comment