Some fridge doors have children's writing mounted on them, using magnets. It is taken home by the author and displayed there for a day or two and then removed. Could this be perceived as writing completed at school and else where that is looking for an authentic audience - maybe because its denied one in its place of production...?
I have been reading about the 'left wing' teaching of Chris Searle (pictured) in the 1970s. This is fascinating work. His approach has been said to be 'critical literacy as cultural action' by Lankshear and Knobel (2009). From what I have read of his work, Searle encourages the children in his care to draw on class instincts and consciousness to create the subjects and contexts for their learning to read and write. He also insists on the importance of the children having optimal possibilities to become proficient speakers, readers and writers of standard English to be able the engage effectively in critique of and intervention in issues and problems which effect those around them. To have:
'an understanding of basic grammar and sentence analysis, the power to spell correctly and to use punctuation effectively, to know and be able to construct myriad figures of speech, and be able to write sequentially and coolly while maintaining creative strength and imaginative energy' (1998:75)
This approach strikes me as a rationale close to that of Gramsci and Freire in this move to enable children to grasp the skills and knowledge that they argue is presently in the hands of the powerful or ruling class. I am given the feeling that Searle considers some forms of literacy and 'secondary discourse' (Gee 2007), and the texts associated with them, to have an almost autonomous value and power.
Lankshear and Knobel (2009) insists on calling the uses that Searle encourages the children to make of the literacy being taught, as 'cultural action' and presents his work within a postmodern analysis of contemporary education policy and practice. However, Searle's approach appears to me to be more settled around a particular political meta narrative - namely Marxism. The 'cultural action' that Searle is said to advocate seems much more to be 'class action'.
This blog has been running for over a year now. I suppose I should reflect on its uses. Well, it's a practise area for my writing at times. If you do read it regularly, you will know that there are quite a few entries which consist of me splurging out writing which contain ideas for inclusion in books and papers. Indeed, I have used sections of this writing in chapters and papers that have gone on to be published.
I know I have 'followers' - there are those who regularly read what I have been blogging about. Not sure in what ways they gain from this - perhaps just to satisfy their curiosity. I tend to assume that those who read this blog are mainly students I have taught or am teaching and they have an interest in the subject - so there is an affinity. Although, I also wonder who else does read it. Perhaps people I have known in the past and have Googled my name also out of curiosity. There are also friends and family who read the entries. So, thanks to all of you.
Given my interest in education, literacy and politics the blog has also been a way to express my feelings over newspaper articles, T.V and books I have seen and read. I'm sure its obvious to all what my own political views are, but I must say, I do try and NOT explicitly express my own opinion over matters to do with politics..why's that?
Enjoy the clip from the Chabrier opera L'Etoile. A birthday present to the blog must be my new ability to embed video clips. Hurrah! Things could get a little more interesting from now on.. Anyway, allow me some indulgence on this, my blog's first birthday and gaze into the night sky and wonder what is to come.
Watch Michael Rosen discussing SATS at a Public Meeting in Lambeth. You may wish to skip forward on the film to around 7 minutes to get to Michael's piece.
The NUT and the Head Teachers union has voted to boycott SATS. If SATs to you means the degrading of education - the reduction of teaching to little more than training; unfair league tables and much more - than you will want to support our teachers and Head Teachers in their campaign to end them. England has insisted on continuing with SATS.
Michael Rosen has started a Facebook campaign to support the teachers - it's a site for parents to register their support - parents' voice will be crucial.
Teachers will no doubt have to endure a media offensive that will try and break their resolve. Already, the BBC has been interviewing children in schools that have been busy training the children for the tests and have chosen to ignore the boycott. Teachers will need to know they have the support of as many people as possible - parents, student teachers and education academics. So, if you believe in what our teachers are doing let them know.
This is my 'bedtime' read at the moment. I've just started it. I have the white version.
Lots of publicity about this at the moment. I heard one commentator query why Pullman was obsessed with attacking the institution of the church in much of his work. He asked 'is there something in Pullman's own history that compels him to write about the church in the way he does? I suspect there has to be - of course.
This is a piece from a local newspaper. It reports on the work of a local school girl to 'launch a national challenge encouraging pupils to make money'. It is a scheme 'designed to inspire future entrepreneursand backed by the stars of TV series, Dragons' Den
The idea is to encourage children to turn £10 into £70,000 in one month. The schemes that the children are to come up with are described as 'community-minded'. This must make the challenge harder I would imagine. It suggests the children need to consider the ethics of their money-making exercises before carrying them out..but'greed is good'...
