wk 7 reading prompts

hey guys,

sorry i forgot to post this last nite! since i'm late with the questions, you can have an extra day to post your responses (post your response no later than monday night @ 11:59pm). i will send your grades from the last week's blog and this week's blog before next thursday's section.

Q#1
Peggy McIntosh's White Privilege: Unpacking the Invisible Knapsack, written over 20 years ago, still remains a staple reading text in many ethnic studies, education, women's studies, and other courses. Is her argument still relevant today? What, if anything, does McIntosh leave untouched, undertheorized or unexplored?

Q#2
Henry Louis Gates uses quotation marks around the term race in the title of his piece. Why does he do this? What goal or effect is he trying to achieve by his use of quotations marks?

week 6 prompts

Please answer both questions by this Sunday, 11:59pm

FYI- Read Bruner before Pearson

1.What, in your opinion, is the biggest takeaway for teachers from the Dorner, Lisa, et. al piece (The 2007 piece)?

2. Why do you think Pearson wrote his narrative as an "apology"?

week 4 reading prompts

Hey all,

Remember you only have to respond to one question. I'll be

responding to last weeks's blogs and sending back field 

notes this week. See you all soon! 

1. What themes, if any, emerge throughout the literacy 

autobiographies? Howare they alike? Different? How, if

at all, do they inspire your own narrative?

2. In Eva Lam's article, how does Willis demonstrate Pratt's

ideas about thecontact zone? And how does that compare to 

your own contact zones?

week 3 reading prompts

Question 1: In Freire’s critique of the banking model of education, he argues that students are posited as receptacles or depositories (pp.72 of original text).Why is the banking model so problematic for Freire? What educational paradigm does he offer as an alternative and how does it differ from the banking model?


Question 2: Compare definitions of "literacy" in the Gee, Scribner and Freire and Macedo pieces. In each author's conception of literacy, what are the attributes of a "literate" member of society?