#7 Richard Rodriguez

 

Richard Rodriguez noticed the difference between language at home and language at school at a very young age. He notes this, “incongruity - the clash of two worlds, the faces and voices of school intruding upon the familiar setting of home” (Rodriguez 35). The author argues that while being bilingual is beneficial to the individual, it also causes conflicts between their private and personal identities. While he learned English at school, he spoke Spanish at home until his teachers, Catholic nuns, came to his house to encourage the use of English at home. This resulted in silence due to the conflict between languages. Rather than speaking both English and Spanish, the family focused on building Rodriguez’s public identity that would influence his academics and professional career in the future. 

The main argument in this piece is that “while one suffers a diminished sense of private individuality by becoming assimilated into public society, such assimilation makes possible the achievement of public individuality” (Rodriguez 39). While Richard’s family spoke less at home, he spoke more English out in public. The question becomes, was this shift in speaking beneficial or detrimental to Richard? On one hand, he was able to improve his English speaking skills which would be helpful in a predominantly English-speaking Catholic school. On the other hand, his family grew apart due to the silence that invaded their home. He noticed his father’s comfort ability with Spanish which brings me to wonder if focusing on English was the best choice. But did Rodriguez have a choice? While his family was not forced to speak English, they chose to in order to do what they believed was best for their child at the time. 

Thoughts for class: This makes me think of how different countries outside of the United States encourage learning multiple languages. Why is this not important to our country? Will this become more important? Learning another or several other languages is helpful professionally to interact with different people and personally because it creates more connections in our brains. 

https://www.sandiegouniontribune.com/opinion/commentary/story/2022-03-10/dual-langage-programs-bilingual-english-spanish

After looking at this article, I learned that being able to speak more than one language can, “enhance memory, concentration, problem-solving, critical thinking and multitasking skills - and it improve long term academic achievement” (Kelley). This “bridges the gap” between home and school lives which is something that Rodriguez views as lacking in his piece. By having dual-language programs, steps toward narrowing race and class educational gaps can be taken. 

 

#6 Finn

 Literacy with Attitude 

Something about this reading that stood out to me was how the people in power are comfortable with the way things are and do not want to break the status quo. While my connection is fictional, I believe that the movie High School Musical has a connection here. There is a song called "Stick to the Status Quo" which depicts how certain students feel trapped in the roles that they are in and that they cannot branch out. For example, a basketball athlete feels like he cannot share his love for baking with others because it would disrupt the way that things are. However, a character named Troy Bolton, decides to break through and be basketball player as well as singing in the school musical. 

This relates to the reading because of Finn mentioning the status quo.

"The status quo is the status quo because people who have the power to make changes are comfortable with the way things are. It takes energy to make changes, and the energy must come from the people who will benefit from the change" (Preface). 

In Chapter 2, Finn mentions how "their [students in working class schools] capacity for creativity and planning was ignored or denied" (12). Students are told not to rock the boat or cause any waves, this leads them to focus on following commands and not questioning authority. This then leads to students graduating into blue collar jobs and unable to move up in socioeconomic status. Finn draws the connection between education and class. The way that the education system is currently set up means that students coming from a working class family will likely stay a working class family. 

If change is going to occur, there needs to be a break in the status quo both by the students and teachers who have power in the affluent school districts as well as by the students and educators who are in the less affluent school districts. 

https://sunypress.edu/Books/L/Literacy-with-an-Attitude2 

"A passionate plea for teachers, parents, and community organizers to give working-class children the same type of empowering education and powerful literacy skills that the children of upper- and middle-class people receive. Strategies for reaching and teaching these children are presented" (Suny Press). 

The bolded portion of the quote reminds me of Delpit and how the codes of power need to be explicitly told to those without power so they can have power. Students need to be given autonomy and choice in their education to learn for themselves but they cannot do this without being given the tools and education to help them succeed. By having powerful literacy skills and feeling empowered in their education, students can grow from where they are and go further than the place they started in. 

#5 Tatum

“The impact of racism begins early. Even in our preschool years, we are exposed to misinformation about people different from ourselves” (Tatum 84).

This resonated with me because while I have always heard that children are impressionable, I did not think of how it impacts children in positive and negative ways. Thinking about the environment that children grow up in, they are most likely around the same people and ideals. Only when they branch out to different communities in high school or college can students learn firsthand about different groups of people unless they actively educate themselves. 

“prejudice plus power” (Tatum 87). 

This reminds me of Delpit and the culture of power. Those who have power are often least aware of it relates to how some white people are unaware that racism exists. If it is not spoken about then it cannot be changed, therefore, not recognizing the institution of racism will perpetuate it. Another piece of Delpit that applies here is that telling those without power the specific codes of power will give them power. This echoes the previous point that without openly discussing racism and its role in society, it cannot be changed. 

“Active racist behavior is equivalent to walking fast on the conveyor belt. The person engaged in active racist behavior has identified with the ideology of white supremacy and is moving with it. Passive racist behavior is equivalent to standing still on the walkway. No overt effort is being made, but the conveyor belt moves the bystanders along to the same destination as those who are actively walking” (Tatum 91). 

This analogy is helpful in understanding the different but not exhaustive degrees of racism. Those who support white supremacy are saying and acting against people of color whereas passive racists are not saying or doing anything. This is reminiscent of the bystander effect in bullying. By not standing up for the targeted person, the bystanders are allowing the bullying to continue. In the case of racism, those who do not speak or act against racism will continue to perpetuate the system in place. 

Bio and Quotes:
https://www.depts.ttu.edu/tlpdc/Conferences/evening_with_Beverly_Daniel_Tatum.php#:~:text=Quotes%20by%20Dr.,Concrete%20examples%20are%20critical.%E2%80%9D

“While I think it is necessary to be honest about the racism of our past and present, it is also necessary to empower children (and adults) with the vision that change is possible. Concrete examples are critical” (Tatum). 

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