Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j0E5QSn11565; Fri, 14 Jan 2005 00:26:28 -0500 (EST) Date: Fri, 14 Jan 2005 00:26:28 -0500 (EST) Message-Id: <001001c4f9f9$1be5bb70$0300a8c0@D3CRV351> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "Bryan A. Wilson" <bryan_a_wilson@bellsouth.net> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:1905] FW: political cartoons X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.6626 Status: O Content-Length: 2501 Lines: 61 Jackie, et. al., I hate to be naïve or overly presumptuous here, but doesn't understanding PARTICULAR pieces of satire and/or PARTICULAR pieces of parody necessitate at least the historical, social, political, and economic context of the persons or situations depicted in the cartoon? Therefore, if we are looking to facilitate the understanding of the parody and satire conveyed in a political cartoon, does it not seem reasonable that we facilitators must guide the learners into a full-orbed (within whatever constraints may be before us), understanding of the context of the people, places, relationships and basic philosophies that are all acting in concert within such a genre? Furthermore, since we are talking of a group of adult learners who are struggling with literacy, could we not agree that "classic" examples are much less meaningful than cartoons from "today's paper", touching on issues and events that are impacting the lives of our learners and ourselves? Given the above as the assumption for meaningful content, I conclude by suggesting that there may not be a "collection" of useful resources. Rather, the work may be in determining how to uncover the contextual information...the very information we are looking to package and standardize in our "resources" In this, we develop the background in the same way Miles Horton (one who loved Tennessee), or more recently, Jane Vella---we let the learners do it. In this way, the learners develop the context within their own cultural context. Through this development, they come to discover the meaning themselves. It seems unnecessary to point out the great educational benefit to doing it this way. How does this relate to our professional development? It may help us to focus on, and develop our, ability to facilitate while letting the adult learners be the ones who are the "know it alls." Anyway...just a few rambling thoughts. Bryan -----Original Message----- From: nifl-aalpd@nifl.gov [mailto:nifl-aalpd@nifl.gov] On Behalf Of jataylor Sent: Thursday, January 13, 2005 4:49 PM To: Multiple recipients of list Subject: [NIFL-AALPD:1900] political cartoons Hi All, I know of several teachers who are looking for useful resources in helping students understand political cartoons. What do you recommend? I'd be happy to compile a list of your recommendations, and re-post them to this list. You can email me direct, if you wish: jataylor@utk.edu Thanks! Jackie Taylor Program Coordinator jataylor@utk.edu
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