Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g47HHau06168; Tue, 7 May 2002 13:17:52 -0400 (EDT) Date: Tue, 7 May 2002 13:17:52 -0400 (EDT) Message-Id: <B8FD8407.478F%cpearce@wrench.ccts.org> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: Carole Pearce <cpearce@wrench.ccts.org> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:2155] Re: continued "taboo" words/phrases X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset="US-ASCII" Status: O Content-Length: 8337 Lines: 209 > From: "Deborah Schwartz" <deborah@alri.org> > Reply-To: nifl-womenlit@nifl.gov > Date: Tue, 7 May 2002 13:06:44 -0400 (EDT) > To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> > Subject: [NIFL-WOMENLIT:2154] Re: continued "taboo" words/phrases > > ISam, > Thanks for sharing this. I learn so much from hearing about what teachers > actually do in the classroom. I was a teacher for years and am now doing > curriculum development and teacher training stuff. > > It's brave I think, to even use the words gay/lesbian/homosexual in the > classroom- both for teachers and students. I wonder if somehow the concept > of homosexuality was reintroduced later, now that a student had brought it > up, or if the notion of discomfort about topics or tabonness was brought up > as a topic for discussion, if students wouldn't have had more of a chance to > think through some of the issues that naturally emerged. But who knows? It's > unfortunately, still, a risk. > I've been talking to a lot of teachers about how and when gay/lesbian issues > emerge in the classroom. And though this is all anecdotal at this point (i > haven't done or read any systematic data collection about this), I've found > that the issue of sexual identity does, often, make its way, somehow, into > adult basic education classrooms. This makes sense to me given how basic our > sense of self and our sense of family and community is to our every day > existence. > > Anyways, I'm really interested in what we as teachers and program > coordinators do when the topic comes up. I know how many times I myself, in > the classroom as teacher or student, have shut down the conversation because > I've been uncomfortable with it- and for good reason, sometimes,no > institutional support to be who we are if it deviates from the norm (i.e. in > my case, a lesbian). > > So, in slowing down to reflect upon our practices as teachers in the > classroom, I've been really intrigued in what we do with those moments where > the taboo, the transgressive, the opportunity to deconstruct what is normal > into what it means to live with and honor difference and real diversity-- > when those moments, such gifts!, enter our classroom. > > There's some work that's being done with how one introduces and or supports > those critical/learning moments (Cynthia Nelson's writing in ESOL comes to > mind as does Kevin Kumashiro's article in Radical Teacher "Teaching and > Learning Through Desire, Crisis and Difference" also comes to mind), but I > have a feeling that teachers have been opening up those spaces in the > classroom and that we just need to reflect on how we do it and what are the > conditions necessary to do it. > > Again, thanks for sharing this. > > Deborah Schwartz > ----- Original Message ----- > From: "SAMM" <Samm@seattlegoodwill.org> > To: "Multiple recipients of list" <nifl-womenlit@literacy.nifl.gov> > Sent: Monday, May 06, 2002 6:32 PM > Subject: [NIFL-WOMENLIT:2153] continued "taboo" words/phrases > > >> Deborah, >> >> Do you mean that by >> exposing students and teachers to particularly taboo words, phrases and >> concepts that it becomes >> less taboo? >> >> No. I meant the students. I think the more they are exposed to new ideas > (or >> different ones) their level comfort will rise and they will be will to > work >> with new taboo subjects. >> >> I'm particularly interested in how the topic of sexual identity, > "queerness" >> or homosexuality as you call it >> >> We were discussing homonyms and I said "homo" means the "same" and then a >> student said "like homosexuals" and the foreign born student didn't know >> what the word meant (homosexuals). So,anthor student said "you know when a >> guy or female has the same sex partner"... and I said, "you guys could > write >> about or use homosexuality in your stories ... for free writing time." As > I >> reported.... on learning the definition of (homosexual) the students > quickly >> said "oh" and wanted to change the subject and or looked down at their >> papers, etc. >> >> I did continue the subject for a minute or two... then it was time for the >> students to free write. I'm not sure about the student that brought-up the >> subject -- my recollection is that she said it in an academic sense - to >> give clarification to the meaning. >> >> It may also be the person.....family types....I have had other students > from >> the same region, religion, etc. not react that way.. >> >> sam >> >> >> >> -----Original Message----- >> From: Deborah Schwartz [mailto:deborah@alri.org] >> Sent: Friday, April 19, 2002 3:42 PM >> To: Multiple recipients of list >> Subject: [NIFL-WOMENLIT:2137] Re: Reposting of NIFL-WOMENLIT:2134: >> "taboo" words/phrases >> >> >> Sam, Daphne, >> I think exposure to the topic does play a big role, Sam. >> >> It's difficult breaking the ice that first time. I remember years ago > when >> I was elected to co-teach a >> Sex Ed class that focused on safe-sex. The unit was part of the grant >> criteria at a youth program and >> I was the literacy teacher. The nurse practiioner who I co-taught with >> started the first class with a >> discussion about "tabooness" and then had everyone list out all the words >> they could think of for >> "penis" and "vagina"- the list covered the blackboards. Then she said: > "Ok- >> everything is out already. >> Nothing we can say now will shock each other. It's time to be real and > it's >> time to learn and teach >> about everything you know on the subject" It was a bit extreme, but did do >> the job to clear the air for >> the rest of the unit. >> >> Sam, I was interested in your posting and did have a few clarifying >> questions: Do you mean that by >> exposing students and teachers to particularly taboo words, phrases and >> concepts that it becomes >> less taboo? I have definately found that to be true. In addition, when I >> address a taboo topic or word >> and there is some kind of reaction, including that dead silence that we've >> all faced in the classroom >> at one time or another, I find it useful to bring up the question of >> "tabooness." In particular, I've found >> it really useful to know who is uncomfortable with the term and why. Oftne > I >> find it's how it's >> presented, how the teacher feels about the topic and if there's room in > the >> class for disagreement >> and respect for differing/dissenting opinions.. >> >> I'm particularly interested in how the topic of sexual identity, > "queerness" >> or homosexuality as you >> call it. I just returned from the TESOL convention in Salt Lake City, > Utah, >> and spent a lot of time >> exploring with other ESL educators how one deals with gay issues when they >> emerge in the >> classroom as they so often do when you're teaching adults. >> >> In particular, I'm interested in hearing about how it came up in the >> classroom you described-- you >> said a student bought it up-- and who exactly was resistant to talking > about >> it (you assumed it was >> the Muslim students) and how the teacher dealt with it and if s/he was >> supported to continue the >> conversation with her students. >> >> In part, I think this topic tends to come up much more than we educators >> like to admit. Afterall 10 >> percent of any given population is gay and it is still so taboo to be out >> and open- in all cultures!In >> closing, I think it's really significant that a student was the person to >> bring up the topic. S/he may be >> dealing with homophobia- either personally or by knowing someone who is >> gay/lesbian. >> >> >> Be well, >> Deborah Schwartz >> >> ---- Daphne Greenberg <ALCDGG@langate.gsu.edu> wrote: >>> For some of you, Sam's posting came across as blank on your screen. Here >> it is again: >>> >>> Daphne, >>> >>> Quick into: My name is Sam (male) new to the list - I teach at the >> Seattle >>> Goodwill Learning Center - we have a very diverse student population. >>> >>> One of my students brought-up an issue about homosexuality and some of > the >>> more conservative Muslims (I assume more....) would not participate > (even >>> when asked directly) in the conversation. >>> >>> I think exposer my play a big role in what is "taboo". >>> >>> sam >>> >>> >>> >>>>>> Samm@seattlegoodwill.org 04/18/02 04:11PM >>> >>> >> > >
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