One of my chief concerns this semester has been how to incorporate perspectives outside of the known for students. I liked the idea of place conscious education, but I didn't understand how it could be used as a springboard to discuss the other. One question from Susan Swan's "From Urban Classroom to Urban Community"resonated with me as a way to make PCE a viable way to discuss others:"'What type of work don't we as a group represent?'" (88). I thought the working autobiography was a terrific idea as well, but especially when it leads to this question. Swan notes that this question usually leads to students seeing many different things as work, parenting, art, sports, etc, but it should also get them to consider why they don't work certain jobs and how job availability is linked to class.
That's why I really loved Swan's article; it focuses on understanding those of different social class in a way I'm not sure many university students see before coming here. She tells the story of one of her students speaking to fast food workers who catch three different buses to make it to a job that pays them minimum wage (91). I can only think of how eye opening that experience would be for some of my students. At the beginning of the year, I had them read some articles on vocational schooling, and I asked them if any of them had considered attending a vocational school. No one had. I asked them why. Most didn't have an answer, probably because it had never crossed their minds, but those who did answer provided thoughts like This is just what you do you go to college and The only kids who went to vocational school from my high school were the ones who can't make it in college. Eventually, this led to a really healthy conversation about the expectations of the middle class and what it means to be a member of that class as opposed to another.
Perhaps I was just in an otherness mindset, but this concept struck me in the "Toward a Sustainable Citizenship and Pedagogy" chapter as well. In it, Donehower, Hogg and Schell write about what it means to be a mobile professional attempting to connect with a rural student base. A story they tell relays the experience of Kim Donehower's husband who felt unease about working with rural Kentucky students as a native of the northeastern United States (160-161). I don't think this is exclusive to a rural setting though these three write specifically about that setting. Any mobile professional, which many educators end up being, must deal with his/her otherness upon entering a situation. I think if Mr. Donehower had used his situation as a springboard into discussing issues of place and otherness with his students, it could have been a tremendous learning experience and made him and his students more comfortable.
Another section of the Donehower, Hogg, and Schell piece stuck with me that is unrelated to my previous thoughts. My undergraduate degree is in Journalism so their section on media representation of rural communities and people was really interesting. I'm not sold on the entirety of their argument that rural America is represented in such a bad light, but I think it is important to examine how rural America is portrayed in the media and the ramifications of that portrayal. I agree with the cultural lens through which people see the plight of some rural communities: "They suggest that the ills of rural communities are idiosyncratic and cultural, denying the role that public policy, economic realities, and social complexities play in shaping the conditions of rural life and the circumstances for rural literacies" (169). This portrayal does connect to the way rural students may feel they are perceived by educators and the institutional community.
I didn't write anything on 826 Valencia or the "Stories of Home" project. Sorry. Some final thoughts on them. 1) 826 Valencia rocks, and I'm thinking of trying to do something similar in Lincoln. It's in the thought passing through a head stage right now, but hopefully it gets all the way there. A community writing center is a wonderful way to use the skills we as English educators have to make an impact in the community. 2) The "Stories of Home" were incredible, but I have questions. I couldn't find the actual art projects on the website anywhere. Are they still around? Do I have to go somewhere? I looked on the Lincoln Arts Counsel website, but I'm not smart enough to navigate the interweb.
