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• W58779984 abstract "Abstract What we read, and how we talk and write about it in the classroom, offers meaningful possibilities for the interrogation of class and cultural privilege. In Teaching The House on Mango Street: Engaging Race, Class and Gender in a White Classroom I rely on Louise Rosenblatt's reading theories, Maria Lugones's political theories, and strategies of engaged pedagogy to discuss ways in which white, privileged teachers can encourage white, privileged students to recognize themselves as raced, classed and gendered so that they can begin to think more fully about the whys of their cultural dominance. I consider how the act of reading as a dialogic relationship of efferent and reading offers these students the opportunity to question the distances between their lives of privilege and the character Esperanza's life of marginalization. ********** I first came to concerns about race, class, and gender issues with my students in mind while teaching at a private day school in the northeastern United States. All but a handful of students and three teachers were white, and the majority of these students and teachers also came from economically privileged families. The identities of the few students who attended the school with financial aid were kept secret, purportedly to protect the students. This atmosphere of privilege and the contentment in this privilege, even though it was not shared by all, was in striking contrast to the town's population, which includes various minority groups and an established working class. From eighth grade until graduation, these students are raised in an environment that largely, even in terms of curriculum, separates itself from issues of class, culture, and gender. Students are implicitly taught to continue a tradition of unchallenged white wealthy dominance. I was completely uncomfortable with this dynamic. Raised in a similar environment, and having begun to confront my narrow, elitist education in graduate school, I felt it was my responsibility to teach my students about alternative ways of living and being in America, so that they might learn more about the significance of their own constructed positions. In an essay about Anglo feminist scholarship, Lynet Uttal argues that Anglo middle-class feminists neglect to recognize that `gender,' `race' and `class' are not static categories, but rather dynamic social processes in which everyone is located, [and] therefore an Anglo middle-class feminist also has a raced, classed and gendered position in (43). Just as Uttal hopes to educate Anglo middle-class feminists to their positions, I hope to teach my students, including the sophomore students I taught at this school, that their positions in society are likewise raced, classed, and gendered. They need to learn they are privileged for their color and for their money, or their parents' money, and they need to learn that most people do not benefit from their position. In thinking of the few students at the school who did not fit this profile, I also wanted to introduce readings and discussions which recognized and valued lives beyond this white-moneyed image the school asserted. My strategy for attending to these issues included my pedagogical practices of reading and teaching, which I will discuss in terms of teaching The House on Mango Street by Sandra Cisneros. So, what can an upper-middle class, white woman like me know about marginalization as a result of class and race? And how can I teach upper class white students to recognize the problematic nature of their privilege, based as it is on color and socioeconomic status? Through practice, reflection, and research, I have found that partial answers to these questions lie in two pedagogical practices: teaching what Louise Rosenblatt calls aesthetic reading and practicing a pedagogy based on the work of Paolo Freire and bell hooks. These pedagogies which value dialogue between the student, her text, and other students offer ways for me to teach these privileged students towards an awareness of their cultural dominance. …" @default.
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• W58779984 date "2002-12-22" @default.
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• W58779984 title "Teaching 'The House on Mango Street': Engaging Race, Class, and Gender in a White Classroom" @default.
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