Reading and Writing Fiction

In Valerie Mulholland's article, she answers the question, "Is Reading and WRiting Fiction Still Relevant for Students in Contemporary Canadian Secondary English Classrooms?" Her answer, in short, is yes.

Mullholland begins by pointing out the important fact that "fiction and story are synonymous terms." The thrust of Mulholland's argument is that reading fiction creates a particular fusion of the body and mind that is valuable for learners. She contents that this fusion is essential for several reasons.

Firstly, there is a certain enjoyability that accompanies fiction gives students an opportunity to break free from the confines of regularity in the classroom. Also, this fusion allows students to develop creativity and explore possibilities.

As Educators, we are supposed to value all systems of belief, and ways of knowing. Mullholland points out that if we remove fiction from the ELA curriculum, we "create a hierarchy of knowledge that advantages one way of knowing over another, one group over another, one students over another."

It's the fusion of body and mind that allows students to explore the whole of human experience. This article made me think about a comment my peer made this week about the College of Education. She said, in the wake of the passing of one of our classmates, "I so appreciate that this College cares about us as people, emotionally and academically." I have found this to be true as well since beginning my study in the College of Education. The goal is not simply to obtain a B.Ed., but to develop and grow as a whole person, spiritually, emotionally, physically and mentally. Similarly, Munholland argues that ELA classes develop students' entire beings by using "stories to make sense of our being and to create meaning with others." I certainly agree with her, and am thankful for the stories that have shaped, formed and influenced my life, and specifically, my academic journey thus far.

Participatory Consciousness

Dennis Sumara entitled his article, "What is 'Participatory Consciousness' and Why Should It Matter to English Teachers?" By exploring the definition of 'consciousness', Sumara concludes that participatory consciousness is particularly important for English teachers because it demonstrates the link between the mind and body that is a fundamentally important in regards to consciousness. Sumara contrasts the human ability to see and think with human consciousness. Interestingly, Sumara argues that human consciousness is best understand as "a decentralized network of biological and cultural connections." Sumara explains that this capacity reaches its "full potential" when demonstrated in relation to other human beings. In other words, one's brain is most conscious when relating to other human beings in one way or another, and cannot be achieved in isolation.

Sumara goes on to explain how one's identity is developed through conscious experience relating to other humans. This is interesting considering that the curriculum guide for high school English emphasizes the importance of students developing strong identities. This may seem ironic as Sumara also argues that the whole point of participatory forms of learning "move the focus of learning from "me" to "we." However, the point seems to be that when students identify with their peers, and think less in individualized terms, they are able to develop a stronger sense of identity and function at the peek of their consciousness.

Sumara's driving point is that it is healthy for students to learn to hear a variety of voices and perspectives and allow opposing world views to come in contact with their own. This experience allows them to "interrogate, and reconsider the ways in which their identities are caught up in both conscious and unconscious ways of knowing."

I think this article fits well with the material that has been covered in my class that focuses on anti-racist and anti-oppressive teaching methods. When students are given opportunity to collaborate and participate with one another as they engage with the course content, they are able to connect "cognition and culture" and function at the peak of their consciousness.

Graphic Novels in ELA Classrooms

Jeff park begins his article by making the important point that ELA is no longer composed of two components; literature and composition, but instead, "Most curricula now recognize six strands in a modern English language arts course - reading, writing, listening, speaking, representing, and viewing - as well as acknowledge a move towards cultural studies and the integration of social justice issues in the classroom." Park argues that these changes are related to the responsibility teachers have to help students navigate in an ever changing world of technological advances. One way for teachers to do this is to incorporate visual media, such as graphic novels, in their classes.

Park points out that graphic novels are a great option because they are affordable, and give students an opportunity to engage with texts in different ways than traditionally practiced. He says, that teachers must teach students "the skills required to engage with graphic novels" so that students are equipped to engage with a "merging of visual and textual information."

I certainly agree with Park that today's culture is saturated in forms of visual literacy, and its important for students to learn to search for meaning in types of literacy other than text alone. It's important for teachers to be able to adapt their teaching styles to be relevant. However, I am still hesitant about throwing traditional copies of Macbeth out the window to be replaced by graphic novels. I believe, although it may be valuable to add graphic novels to the curriculum, its important to retain traditional texts too. There is still value for students to be able to navigate Shakespeare's old english, and I think this is important in order for them to be prepared for University.