Question: How has your reading/understanding of diverse literature changed over the semester?
Answer: It has both changed and remained the same. My understanding of diverse literature has remained the same in that I still have the same inherent belief in the importance and necessity of diverse literature in libraries, classrooms, and my own personal collection. Diverse literature is something that is extremely vital in coming to understand and accept people that belong to cultures other than my own. I have always believed this, and this class has only reaffirmed what I have already known.
My understanding of diverse literature has changed in that my definition of diverse literature and my requirements for diverse literature have changed. Diverse literature to me now entails many more components and is much more complex. In TE 348, we studied children's picture books, which were seemingly simple and fairly easy to examine. With adolescent literature, the focus of these books covers much more complex and varied topics, which can be difficult to address. Sexuality, religion, violence, the list goes on and none of them get any easier. I now realize that books of quality that have a multicultural perspective are books that both positively and accurately portray a perspective. This perspective is whatever position the narrator takes, and it is important to realize that these books deal with many overlapping issues, not just the one culture, religious, or sexual issue. These are books about life, and they deal with it as it comes, which is all at once. Still, I feel it is important to look to the book to portray the diversity in a positive perspective, one that accurately reflects the narrator's position in life, views, and age appropriate feelings. The book itself should also be a piece of quality literature, including all the required writing conventions. If anything, I have learned that it is sometimes difficult to judge if a book is quality, but it is always important to check resources, look at primary sources, and be knowledgeable about the multicultural perspective before assessing quality. This way, whatever my decision will be about a book, I will have a strong opinion backed up by facts and guided by a rich knowledge of literature and culture to support my position.
Tuesday, April 22, 2008
Text Set Reflection
Reflecting on my text set as a whole, I believe that I have a set that includes quality literature. Each one of my pieces, Rules, Riding the Bus with My Sister, and The Curious Incident of the Dog in the Night-time are remarkable novels that should be included in any library. They are written with compassion by people who are either insiders to families with people with autism, have worked with people with autism for many years, or are a family member to someone with Down Syndrome. The authors seem to accurately portray these family situations, these characters, and events with dignity and a certain matter-of-factness. There is no air of mystery, no glamorization of the life of these families and people with autism and Down Syndrome. Instead, they are brought to reality in a very detailed, vivid way for the readers using rich language, descriptive prose, and intricately developed characters. Each book also offers a different perspective on autism. In Riding the Bus with My Sister, Rachel Simon is a grown woman who goes to Philadelphia to visit her sister regularly for a year. This perspective is important because it deals with deeper issues of accepting and forming a loving relationship with someone with Down Syndrome. It fosters a deeper understanding and sympathy, as well as the importance of patience and truly getting to know someone. Rules is also written from the perspective of a sister, but this time it is a twelve-year old. This is also important because it represents a significant age group that will be questioning relationships, struggling with the complexities of not only being twelve, but also with accepting a sibling with a disability such as autism. Catherine is a typical twelve-year old, right in between child and teenager, confused about all of her relationships and desperate for normalcy and attention. Ultimately, she comes to accept her brother David and her new friend Jason in remarkable ways. This is a valuable book to have in the collection because it reaches out to school-aged children, giving them a positive, accurate look into the life of a family with a child with autism. The Curious Incident of the Dog in the Night-time is written by David Haddon, who has worked with people with autism for many years. This book is important to include in the text set because it is written from the perspective of Christopher, who has Asperger's. His unique way of seeing and making sense of the world is engaging and extremely enlightening. This book offers insight into the mental processes of someone with Asperger's, which is a rare point of view, making it all the more valuable and important for people of any age to read. This set encompasses many different perspectives, all which offer unique insight and provide an accurate portrayal of people with disabilities and those people who love them.
Book Review: Riding the Bus With My Sister
Gillin, Beth. ‘Riding the Bus with my Sister/How I Learned How to Slow Down and Enjoy the Ride by Rachel Simon. The
This review of Riding the Bus with my Sister from the Philadelphia Inquirer is a fairly flattering review of the novel. It is clear that the author enjoyed reading the novel, and makes a point to bring up poignant moments and surprises that the novel had to offer. Another salient feature of this article is the summarization, which hits upon many of the key points of the novel. The article addresses the author’s internal struggle with Beth, their encounters with both kind and unkind people on the bus system outside of Philadelphia, the contrasts between Rachel and Beth in their personal lives and personalities, as well as Rachel and Beth’s traumatic history, which resulted in their separation for many years. This review provides a fairly short yet cohesive summary of the novel, and even addresses one of the issues that is also something grappled with in the novel itself.
The issue of politically correct and people first language has been long debated in the arena of special needs, and this article touches on that with the quote “Is it really a politically correct affectation, Simon wonders, to call Beth "a person with mental retardation," instead of "mentally retarded"? After all, she notes, people with cancer aren't called "cancered." That would reduce them to a disease.” The article ponders the question but does not attempt to answer it in such a short span, merely addressing the issue as one that is presented in the book. Briefly, the article also mentions Rachel’s struggle with nature vs. nurture as Rachel wonders how much of Beth’s personality is her really her personality, and how much of it is her syndrome. These issues require special attention by an informed reader throughout the novel, and once brought to attention by the article, can be made a focus when reading.
Riding The Bus With My Sister
Simon, Rachel. Riding the Bus with my Sister.
Riding the Bus with my Sister, written by Rachel Simon, is a compelling autobiography of Rachel and her sister Beth and the year they spent together riding buses around
This book follows the journey of Rachel’s self-discovery, from ignorance and bitterness to a desire to learn and understand, to ultimately love and acceptance after forty years. Beth is a complex character and is depicted with compassion and realness, yet the language used in the book is troubling at times. The term mental retardation is used frequently, despite the author’s discovery halfway through the book of the proper terminology and people first language. Rachel questions people first language, as she believes that using that format defines the person by their illness, rather than the other way around. Despite this fact, the overwhelming attitudes of acceptance, love, and willingness to learn are prevalent throughout the book and promote the reader’s own journey to discover their own feelings.
As a piece of diverse literature, this autobiography, written by an insider, clearly portrays the struggles that families endure when living with someone with Down Syndrome. Compassionate and straightforward, the book combats serious issues that are common across these families without giving an ultimate answer. This is a journey of self-discovery for the author which results in a positive, loving relationship with her sister. It is a piece of quality diverse literature that could be used in many ways, least of all to demonstrate internal struggle and ultimately successful relationships.
The Curious Incident of the Dog In the Night-time
Haddon, Mark. The Curious Incident of the Dog in the Night-Time.
The Curious Incident of the Dog in the Night-time tells the story of Christopher, a fifteen-year old boy with Asperger’s Syndrome who happens upon a mysteriously dead dog. In the process of solving the mystery he finds mysteries in his own life that, when explained, cause major changes in his life. Christopher solves the mystery by prying into the lives of his neighbors, much to his father’s dismay. His prodding induces one chatty neighbor to reveal a truth that prompts further investigation, leading ultimately to Christopher angering his father and running away from home. He braves the London Underground and the unknown to escape to safety, encounters all kinds of terrifying people and places, and ultimately ends up learning that forgiveness and trust are ultimately important in leading a successful life.
By using Christopher as the narrator, the novel gives the reader a glimpse into the life of a boy with Asperger’s, something that is not typically seen in literature about persons with disabilities. The book is able to explore the quirks and behaviors that are typically exhibited by people with Asperger’s, offering insight and explanations for those who are outsiders to the community through Christopher. Written very matter-of-factly, Christopher presents his life in a straightforward manner, allowing the reader to make their own judgments about this character.
As a piece of diverse, multicultural literature, this book offers a unique perspective of a child with Asperger's. It is difficult to judge the accuracy of the text, however, it is extremely interesting. Written with compassion, Christopher is a complex character that deals with the world at his own pace. This book deals with many of the issues that families with disabilities encounter, and it is a quality piece to include in a library.
Rules
Lord, Cynthia. Rules.
Rules is a novel written from the point of view of Catherine, a twelve-year old girl looking for some normalcy amidst the chaos that is her family. Her brother David has autism, and throughout the novel Catherine struggles with having a younger brother who demands so much of their parent’s attention, has trouble communicating, and consistently embarrasses her in public. Desperate to help both her brother and herself, Catherine makes rules for David that teach him proper behavior at home and around strangers. Throughout the story she learns the power of love, acceptance, and breaking all kinds of rules.
Written by an insider to living in a family with a child who has autism, Rules compassionately portrays the characters of Catherine’s family and their struggles in learning how to live with one another. This book does not focus on only one person with a disability, incorporating Jason, a wheelchair and communication board user who attends occupational therapy with David. These characters are very real, inherently deserving of respect, and convey an accurate description of social interactions. The book deals with the idea of social acceptance in a very positive manner, offering insight into comical, serious, dramatic, and even heart-wrenching interactions.
As a piece of diverse literature, Rules offers yet another perspective of a family member living with a child with autism. Catherine's twelve year old sibling perspective is a valuable one to include in any collection, especially one in elementary and middle school libraries. Her situation is not unique, the book is well written and sympathetic, and it is important for this book to be available as a resource and an enjoyable novel for students of all ages.
Monday, April 21, 2008
Book Review: And Tango Makes Three
The picture book, And Tango Makes Three, was a really refreshing story that completely took me by surprise. I absolutely did not realize that it was a true story, and my astonishment only increased as I read through the book. It is very engaging (seriously, who can resist penguins?) and the illustrations were beautiful. I think that this book definitely deals with a very important, very debated issue about GLBTQ literature and their lives. It has been debated that sexuality is genetically determined, something that is part of one's nature and not an actual choice that a person makes. Some are for this argument, others are against it. I believe that this book supports the idea that gayness is not a choice, it is a scientific reality through telling the story of these penguins. If animals are gay, then it must be nature, because animals do not have the capacity to reason. They act on their instincts, embedded in them since birth and created through millions of years of evolution. I believe that this book could be used as a tool for an argument in a much higher grade than it's reading level. Would I have it in my classroom in a younger grade? Probably not. I'm still not sure about my comfort level in explaining sexuality to young (K-2) children, but I am comfortable teaching them about how everyone is different and it is vitality important to accept those differences in order to live in peace with one another.
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