Week 6 Discussion of Readings

One of the major themes covered in this week's readings has to do with developing a theory and practice for using research and pedagogy for the purpose of empowering individuals and the community. For Flower, this entails developing a rhetoric of engagement that benefits the self and others. For those doing oral history interviews, it means taking knowledge gained through the interview process to make sense of the interviewee in ways that are ethical and just.

Reflect on what it means to engage in research that actually makes a direct difference in the lives others. How are power relationships to be negotiated in ways that are just? Following Flower, what does activist research have to contribute to community work? How can research in collaboration with others work to empower a community?

Video of Habermas

Hi All,

I found this a few minutes ago and thought it was interesting. It's not really on topic for this class, but it's only 5 mins long and gives a chance to see what he looks like and hear him talking about some of his own theories:

Week 5 Discussion of Readings

Consider Linda Flower's approach to community literacy, based on the reading assigned for this week. Flower devotes an entire chapter to exploring the idea of community literacy. In what ways might her understanding of community literacy complement our discussions in class and/or blog postings? In what ways might her approach to community literacy challenge some of the issues raised through class discussion and/or blog postings?

As we discussed in class, this week you need to write the equivalent of 300 words, either directly in response to the questions I raise above, and/or in response to what others write.

OTR article in Cincinnati Business Courier

I wanted to share this interesting article with the class:
With disproportionate number of social services, Over-The-Rhine also grapples with concentration of crimes

Here's another:
Over-the-Rhine's Washington Park is expanding

And a third:
Social service agencies sue over resolution

Week Four Discussion of Readings

This week I would like you to respond to the assigned reading by discussing the concept of the “public sphere” in light of the issues raised in Chapters 3 and 4. Drawing from the work of cultural theorists and composition scholars, Weisser shows how a genuine public sphere is to be understood as a site of deliberative conflict where democratic values and ideals of social justice are upheld. Given Weisser’s treatment of the public sphere, it appears that locating an actual public sphere in today’s society might be difficult. In your view, are there any actual current public sphere’s that are actively sustainable and made available to citizens in meaningful ways? If so, where? If not, why?

Literacy in the Classroom

I found this book through the lending library at that DSAGC. It caught my eye because of our dicussions about literacy in the classroom. The purpose is to organize your classroom in a way that promotes literacy. I found it interesting, I hope you do too.

Spaces and Places
In Spaces & Places you'll find a wealth of full-color photos from all sorts of classroom spaces in PreK-5th grade, including well-organized areas for whole group and small group reading instruction, classroom libraries, literacy work stations, teacher desks, and storage areas. You'll love the "before and after" pictures and the step-by-step processes outlined for organizing your furniture and cabinets, setting up your room space by space, and using your walls thoughtfully. Debbie has even documented how to pack your room at the end of the year to save time next fall (so you can focus on thinking about instruction) and what to do if you must move all your belongings.229 pages
Type: Book

Week 3 Discussion of Readings

In providing responses to this week's readings, I would like you to consider the movement toward social notions of discourse in composition and literacy studies. In your view, what are the strengths and limitations of conceiving discourse and literacy from a "social" perspective? What implications does viewing reading and writing as social activities have for writing instruction? How would you begin to imagine a community literacy project that takes seriously the social nature of discourse?

You might also want to reflect on some of the political implications connected with the radical approaches to composition discussed in Chapter 2 and critical literacy in Grabill's article. For those who are interested in helping students link the activities of literacy to the work of social change, how might connecting students with a local community outside of the classroom provide opportunities for using literacy to make a real difference in the lives of others?