Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j0EJAen01950; Fri, 14 Jan 2005 14:10:40 -0500 (EST) Date: Fri, 14 Jan 2005 14:10:40 -0500 (EST) Message-Id: <20050114190620.KLPM8290.out004.verizon.net@Barb> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <b.garner4@verizon.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1260] Political cartoons, cross posting X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Type: text/plain; Status: O Content-Length: 2084 Lines: 51 Cross posted from the AALPD list…Barb Garner 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 Barbara Garner Editor, Focus on Basics b.garner4@verizon.net (781) 784-4489 9 Cottage Street Sharon, MA 02067
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:49:29 EST