Heller’s Thoughts

I found it interesting that while the rest of the country had moved on from the Tamir rice shooting due to the Iowa Caucus, while on Oberlin’s campus “unease spread like a cold front coming of the lake.” I feel like Heller is pointing out that while the national conversation continues, sometimes smaller communities and areas continue to feel the pain of hardships that have happened. This made me think of Flint, Michigan, a city in Michigan that has no access to clean water, and the media had covered it nationally but even after the media coverage stopped, the crisis was still happening. 

Heller also makes a very interesting point regarding race, which is that although a white male cannot know what it means “to be, say, a Latina,” the white male can “make yourself her ally, though deferring to her experience, learning from her accounts, and supporting her struggles. I found this stance on race relations to be dynamic and shows compassion through empathizing with marginalized groups’ struggles. 

In addition, I thoroughly enjoyed how Heller would use a narrative while also making commentary on social and cultural issues. For example, toward the end when he is telling the story of the talk with Amethyst Carey, he uses this story while also highlighting the social issues, he does this with phrases such as “Carey wears sweatpants and a T-shirt that says “NJ NEEDS MORE HOMES AND JOBS.” Here, Heller is explaining what Carey is wearing but it also speaks to the social issues she advocates for, which include more affordable housing and jobs.

Class, Mon, 9/16

Gee, Discourse

James Paul Gee argues for the usefulness of thinking in terms of discourses rather than languages or codes or literacies. I’d like us to spend our time today thinking about what doing this might mean. Let’s start by trying to figure out exactly what Gee means by discourse—and what the differences between a primary and secondary discourse are. Here are some terms I highlighted in my rereading of the first half (pp. 5–9) of his essay:

social practice, saying (writing)-doing-being-valuing-believing combinations, ways of being, identity kit, second language, enculturation, apprenticeship, conflict and tension, primary or home discourse, family, clan, peer group, non-home-based institutions, secondary discourse, dominant and nondominant, interfere and transfer, literacy as mastery of a secondary discourse

Groups

With a partner (or two): See if you can use these terms to define what you think Gee might mean by discourse, primary discourse, and secondary discourse. Pay particular attention to terms that you find hard to integrate into your definitions. Why do these terms pose problems for you?

Fastwrite

Think back to your reading of Lu, Mellix, Pratt, and/or Lambeth. Are there any ways in which Gee’s idea of discourse helps you see their work in new ways? Are there any ways in which their stories and ideas pose problems for Gee?

To Do

  1. Mon, 9/16, 4:00 pm: Group C posts responses to Gloria Anzaldúa’s “How to Tame a Wild Tongue”.
  2. Tues, 9/17, 4:00 pm: Everyone else reads Group C’s responses and posts comments on at least two.
  3. Wed, 9/18, class: We will use those responses and comments to structure our class discussion of Anzaldúa.
  4. Wed, 9/18, 4:00 pm: Group A posts responses to Richard Rodriguez’s “The Achievement of Desire”.
  5. Thurs, 9/19, 4:00 pm: Everyone else reads Group A’s responses and posts comments on at least two.
  6. Fri, 9/13, class: We will use those responses and comments to structure our class discussion of Rodriguez.
  7. Mon, 9/23, class: Read Jay Dolmage’s “Breathe Upon Us”. I will lead our discussion.

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