Beyond the Canon
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The document discusses broadening the perspectives of students by expanding the literary canon taught in schools. It suggests several approaches for selecting a more diverse range of literature, such as using themes like family or food as an organizing principle, focusing on particular regions like Latin America, or examining different perspectives within one country. Examples of works representing these categories from around the world are provided. Resources for finding international children's and adolescent literature are shared. The document advocates exposing students to literature from different cultures to help them understand other perspectives and become global citizens.
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Volume 19
Series Editor:
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Waguida El Bakary, American University in Cairo, Egypt
Budd L. Hall, University of Victoria, BC, Canada
Astrid Von Kotze, University of Natal, South Africa
Alberto Melo, University of the Algarve, Portugal
Lidia Puigvert-Mallart, CREA-University of Barcelona, Spain
Daniel Schugurensky, Arizona State University, USA
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ISBN: 978-94-6300-482-4 (hardback)
ISBN: 978-94-6300-483-1 (e-book)
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· Write an analysis of a Saturday Night Live skit “This is How I Talk” (posted on BbL under Course Videos).
· Use the analytical tools and social theories presented in this class to demonstrate how different forms of talk and uses of the body—ways of speaking and gesturing—communicate, index, and perform cultural identities, community affiliations, genders, so-called races, ethnicities, forms of power, formality, and/or informality. All the characters in the video speak in different ways at different moments, thereby creating different social contexts.
· In your discussion and analysis, you have to use analytical concepts talked about in class lectures, discussions, and all articles on language and race we read in this class by Samy Alim.
· Organize the paper into three paragraphs:
· First paragraph: shortly explain what is going on in the skit and what you think is the main point of the skit.
· Second paragraph: is the most important and this is where you analyze certain linguistic/communicative aspect(s) of the skit. Make sure you explicitly connect the issues raised in the skit back to class readings, lectures, and discussions. In your analysis, you have to use at least two or more concepts such as indexicality, style shifting, language ideologies/linguistic supremacy, monoglot standard, languaging race, racing language, hyperracialization, etc.
· Third paragraph: continue with the socio-linguistic analysis of the skit from the second paragraph and reflect on how are issues raised in the skit related to your own life and/or the lives of people living around you. You can answer the questions: Why does this issue matter? Why is this issue important?
· The assignment should be no less than two pages, double-spaced, 12 point font, Times New Roman, and 1 inch margins all around. Write only your name in the header. You will not be penalized for going over two pages but you will get points docked for not writing two full pages. Long, direct quotations from articles are not allowed; this is a short assignment and I need to hear your voice in it.
· Analysis paper will be graded by the GA under professor’s guidance. Do not e-mail the assignment to the professor or the GA!
· Submit on BbL in word or pdf file formats only!!! No other formats will be accepted.
link (https://www.youtube.com/watch?v=f8PXvqYpGCM)
ExtErmination of thE Joyas
Gendercide in spanish California
Deborah A. Miranda (Ohlone-Costanoan Esselen Nation, Chumash)
A ttempting to address the many communities from which she spoke, Paula
Gunn Allen once asserted: “I cannot do one identity. I’m simply not capable of it.
And it took me years to understand that that’s one of the features of my upbring-
ing. I was raised in a mixed cultural group — mixed linguistic, mixed religion,
mixed race — Laguna itself is that way. So I get really uncomfortable in any kind
of mono-cultural group.”1 Although Allen does not speak specifically of another .
V S R A taking care
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Building Bridges with Multicultural Literature: African Refugees
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Sohila Faghfori is a professor of English literature at Vali-e-Asr University of Rafsanjan in Iran. She received her PhD in English literature from Calcutta University in 2000 and has been teaching at Vali-e-Asr University since 1979. Her areas of research include postmodern literature, social drama, and she has published over 25 articles in academic journals. She has also presented her work at several international conferences and authored two books.
Diversity Symposium. Books Beyond Borders. Marshall University.
This presentation is from the Diversity Symposium at Marshall University on April 12, 2014 presented by Karen Hildebrand. Books on global/multicultural themes with extended service learning activities are represented.
Studying Abroad Essay
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Beyond the Canon
- 2. Reading the World in Schools Beyond the Canon PGL Summer Conference July 9, 2010 Carol Mendenhall, ELA Consultant Honor Moorman, English Dean, International School of the Americas
- 3. Welcome and Introductions: Where in the World is your literary dream living?
- 4. Listening for more than one story: opening up the canon of literature our students read. http://www.ted.com/talks/lang/eng/chimamanda_adichie_the_danger_of_a_single_story.html
- 9. Resources for locating international literature : World of Words/International Collection of Children and Adolescent Literature http://wowlit.org/ You will find many useful resources on this site for building bridges between cultures. These resources include multiple strategies for locating and evaluating culturally authentic international children’s and adolescent literature as well as ways of engaging students with these books in classrooms and libraries. PEN: A Global Literary Community http://www.pen.org/ Weblist.me/beyond-the-canon Multiple sites with international literature resources
- 10. Final Thoughts: If our students are to understand different cultures, become the global citizens we want them to be, then they should be given the opportunity to read books from around the world—fiction, memoirs, and non-fiction. That starts with the decisions we make in our classrooms and we’re advocating a widening of the range of texts our students read—so they are indeed “reading the world” in our classrooms.
- 11. Visit us on the web at: www.AsiaSociety.org/Education