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Re: Diversity and reading demand
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From: Ebony Elizabeth Thomas <ebonyt_at_gse.upenn.edu>
Date: Mon, 18 Feb 2013 13:23:02 -0500 (EST)
Maggie, I think I understand where you're coming from. However, I'm concerned about the idea that pointing out persistent structural inequities (both in general and in publishing) makes people who are trying to make a difference feel badly. You see, as a literacy scholar of color, I feel personally responsible (and implicated) whenever I read about the literacy achievement gap among children of color. It seems as if I'm just not working hard enough, and nothing is changing.
Or w hen people talk about how terrible Detroit schools are, I feel as if my contributions as a teacher were futile. My colleagues and I worked extremely hard, but our efforts didn't always bear fruit. Over the past decade, I have seen urban public school teachers repeatedly demonized not only in the popular discourse, but also by a few colleagues in education who should know better. That makes me feel badly as well, not to mention quite defensive.
So I can certainly relate to feeling underappreciated, at least on a personal level. However, as a professional, I don't accept that means we should consider the feelings of educated adults when discussing these matters beyond collegial courtesy. I didn't see anyone being unnecessarily rude or engaging in ad hominem attacks. I think this particular iteration of the perennial conversation about diversity in youth literature has been quite informative. Cheryl's post clarifying the objectives and the intentions of the CBC was especially helpful, and I saved it. It's better to hash things out and come to a better understanding, remembering King's concept of "creative tension." This discussion has been generative, and I've really appreciated each response.
As for critiques that may be perceived as misguided or unfair, I hope that as a community of scholars, librarians, and teachers, we would all do what we teach young people to do when we're helping them understand how to respond to constructive criticism.
Back to lurking, but happy to discuss further if needed (after teaching!)...
Ebony
Date: Mon, 18 Feb 2013 13:23:02 -0500 (EST)
Maggie, I think I understand where you're coming from. However, I'm concerned about the idea that pointing out persistent structural inequities (both in general and in publishing) makes people who are trying to make a difference feel badly. You see, as a literacy scholar of color, I feel personally responsible (and implicated) whenever I read about the literacy achievement gap among children of color. It seems as if I'm just not working hard enough, and nothing is changing.
Or w hen people talk about how terrible Detroit schools are, I feel as if my contributions as a teacher were futile. My colleagues and I worked extremely hard, but our efforts didn't always bear fruit. Over the past decade, I have seen urban public school teachers repeatedly demonized not only in the popular discourse, but also by a few colleagues in education who should know better. That makes me feel badly as well, not to mention quite defensive.
So I can certainly relate to feeling underappreciated, at least on a personal level. However, as a professional, I don't accept that means we should consider the feelings of educated adults when discussing these matters beyond collegial courtesy. I didn't see anyone being unnecessarily rude or engaging in ad hominem attacks. I think this particular iteration of the perennial conversation about diversity in youth literature has been quite informative. Cheryl's post clarifying the objectives and the intentions of the CBC was especially helpful, and I saved it. It's better to hash things out and come to a better understanding, remembering King's concept of "creative tension." This discussion has been generative, and I've really appreciated each response.
As for critiques that may be perceived as misguided or unfair, I hope that as a community of scholars, librarians, and teachers, we would all do what we teach young people to do when we're helping them understand how to respond to constructive criticism.
Back to lurking, but happy to discuss further if needed (after teaching!)...
Ebony
-- Ebony Elizabeth Thomas, Ph.D. Assistant Professor Reading/Writing/Literacy Division Graduate School of Education University of Pennsylvania Philadelphia, PA 19104-6216 Office: (215) 898-9309 Email: ebonyt_at_gse.upenn.eduReceived on Mon 18 Feb 2013 01:23:02 PM CST
