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 j0ENLkn07236; Fri, 14 Jan 2005 18:21:46 -0500 (EST) Date: Fri, 14 Jan 2005 18:21:46 -0500 (EST) Message-Id: <001901c4fa8f$3b805530$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:1914] RE: FW: political cartoons X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.6626 Status: O Content-Length: 7867 Lines: 185 Janet, To provide a little background, I am wrapping up my M.Ed. (Adult Ed) at Penn State. I am a public school teacher for High School students who are severely emotionally disabled. Their ages range from 14-18 and their reading levels are anywhere from below basic (phoneme level) to about grade 6. What I have found is a deficit of "common" knowledge. I am finishing a unit on propaganda and quickly learned that War posters were completely ineffective...the historical and political knowledge needed to understand the point of the posters was very great. In agreement with Melissa, I strongly believe that context is not a "litmus test" for interpretation. At the same time, any hermeneutic requires an understanding of what the symbols represent, plus understanding the dynamics behind the relationships between the symbols' principles. These seem basic to any understanding of any metaphorical communiqué. My purpose was to help my students "see" the manipulation and bias in political and commercial advertisements. However, what I found is that my student's knowledge of history is so deprived, and their emotionality so impedes their interest in nearly everything that doesn't bring immediate personal benefit, mere information about the context (e.g.: WWII poster of a Jewish man holding bloody coins in his hand) was absolutely meaningless. Their interpretive interests and abilities were much keener when they looked at a small group of sheep in front of an American Flag engulfing the entire background. It was a Tommy Hilfiger ad that simply said, "Follow the flock." Even here, I needed to guide them in distinguishing between the meaning and the purpose of the ad. Once they could see the dual messages, lights began to "turn on." Still, they needed enough context to connect to the messages. Janet, about your question on decontextualized cartoons like on a GED, I don't have much to say, except: It would seem that these cartoons would contain some overriding general principle that all people in all cultures would understand (whoa...shades of the metanarrative...oops). For example, let's take someone who lived in Bangladesh for 40 years before moving to America. He or she is taking a GED exam. A question appeared about the meaning of a picture showing a mustached, saber-wielding, Teddy Roosevelt stepping on the neck of a young Fidel Castro. The person would most likely select the correct answer. The overriding message of the picture would be superiority and victory...the contextual clues of communism, democracy, etc. would seem to be unnecessary...unless the correct answer dealt with these issues and not the central message. There are a lot of dynamics in these. My concern in standardized testing lies in the: 1- "Who decides what are 'universally' knowable metaphors?, 2- "Is the metaphor so common that it is of no consequence?", 3-"If the metaphor is not 'universal', what cultures are excluded from understanding it?", and 4-"Do the metaphors reflect a repertoire of knowledge that is consistent with the general knowledge that 'should' (a really power-packed word) be known by an adult regardless of American cultural heritage?" Writing standardized tests is an awesome responsibility. Love to ramble more, but gotta take my daughter to school. Bryan htto://www.webbiss.com Therefore, Bryan -----Original Message----- From: nifl-aalpd@nifl.gov [mailto:nifl-aalpd@nifl.gov] On Behalf Of jataylor Sent: Friday, January 14, 2005 9:23 AM To: Multiple recipients of list Subject: [NIFL-AALPD:1906] RE: FW: political cartoons Hello Bryan, All, Thanks, everyone, for all the great ideas thus far! Bryan, I appreciate your comments. I don't mean to limit the compilation to which I alluded to resources, but also the professional wisdom and understanding of those of us here on the discussion list. Resources, practical experience, recommendations and advice -- I don't mind gathering it and sharing it, in case anyone finds this particular thread of interest. Depending on how much we share here, may lead to an opportunity for a more permanent way to preserve it. More later on that. You hit it right on -- yes I agree that the work may be in uncovering the contextual information, with the learners at the center of the experience. The situation some may find themselves in is helping learners with little or no prior knowledge of a person or event portrayed in the cartoon to find pathways into better understanding it. As you mention below, this often results in teaching the historical and social background that may be unfamiliar to the learner if it is not the learners' context. So given the description you provide below, would you provide an example? Would you say more about how this might help in understanding decontextualized cartoons on standardized tests like the GED? Teachers, what have been your experiences teaching with political cartoons? What's the issue you face in teaching political cartoons, or what's worked well for you? This goes to professional development, but I was hoping to start with the teaching practice first. I welcome any insights on what the implications may be for professional development, as Bryan mentions below. Thanks again! Jackie >===== Original Message From nifl-aalpd@nifl.gov ===== >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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