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"Walls, Jeannette"
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The glass castle : a memoir
The novelist and contributor to MSNBC.com examines her deeply dysfunctional yet uniquely vibrant family.
Book
Cake
Cake is a 24,000-word collection of short essays. The autobiographical collection follows the narrator, a 24-year-old Mexican-American writer who is currently attending an MFA program in Flagstaff, Arizona. Through essays, the narrator grapples with what it means to be a first-generation Mexican-American and have certain privileges her undocumented family members—her mom and siblings—do not have, like the ability to be in a master’s program in the United States, studying abroad, and generally pursuing her interests and whims without the fear of being deported.The essay’s topics range from her family—her biological father whom she calls Dad A, her stepdad (Dad B), her brothers Cristian and Erik, and her Mom—to different places she’s been to, like her childhood house in Sinaloa, Mexico, to her study abroad trip to Seoul, South Korea, and Flagstaff where she currently resides. The essays relate to each other in terms of themes of luck, privilege and identity like the essays about KPop where the narrator focuses on self-image and how influenced she is by the media she consumes.Cake is inspired by The Glass Castle by Jeannette Walls, Des _________: Papeles, Palabras, & Poems from the Desert by Oscar Mancinas, and The Yellow House by Sarah M. Broom. The Yellow House in particular deals with a narrator who is the youngest of her family and is trying to write about a life that happened before she was born. Inspired by this works, I am glad I had the opportunity to write about my family history and upbringing while in the program. I had no expectations of writing about this. I knew there was a lot for me to unpack related to my family history but actually sitting with the implications of my family history and writing about it, was not something I thought I would ever be able to do.
Dissertation
Revealing the Human and the Writer: The Promise of a Humanizing Writing Pedagogy for Black Students
Recent research in writing with adolescents in out-of-school spaces provides insight into how young people learn to use writing to author their own lives. However, English language arts classrooms focus on correctness, form, and removing oneself from the texts composed in school. For Black students in particular, these expectations for writing dehumanize students, decenter their voices and contributions to intellectual discourses, and invoke deficit perspectives about their writing abilities and linguistic identities. Using a critical stance on place, literacy, and humanity in order to examine how the literacy learning and practices of ELA classrooms/schools might (de)humanize and (de)culturize Black students, this study examines the writing pedagogy of a professor who taught a semester-long creative writing class for students at West High School. Through a humanizing approach to teaching writing, the professor and students engaged in writing and being in ways that honored-as well as centered and supported-their individual, cultural, and writerly identities. This article offers ways that teachers of writing might tap into Black intellectual traditions and invite students to use writing as a way to connect to what they do and learn while at school.
Journal Article
\We Can't Be Sheltered\: Why Banned Books Matter
An interview with Rachel Li of Tufts University and Via Lipman of Stanford University is presented. Among other things, they discuss about censorship, their inspiration in starting the banned book club and the importance of reading banned books.
Journal Article
Purposeful Coreq'ing with Curriculum Crosswalks
Increasingly popular corequisite models include a college-credit course and a support course taken concurrently; to ensure purposeful alignment in the design of such course pairings, one practical suggestion is a curriculum crosswalk.
Journal Article
The Journey Is All
Few classroom teachers see themselves as heroes, much less heroes on an epic journey. We contend, however, that there are strong similarities, and exploring the analogy and embracing the metaphor help us understand the work of leaching and the transformation that work can exert on our lives. The double archetype of the hero (or traveler) and the journey is omnipresent in the literature we teach: from Beowulf to Ulysses to Jane Kyre to Bilbo Baggins, from Frost's road not taken in a yellow wood to Dante's path in a dark forest, we read of how the hero traveler leaves the security of home, confronts tests and trials, and completes the journey, returning with new knowledge and a changed life. Most hero travelers have compelling reasons to start the journey. For few, however, is the implication of the journey immediately clear. In fact, most start with only a hazy idea of what they may be facing and how the journey will change them.
Journal Article
Read Your Way Out
Kadeem saunters down the hall during summer school, his long legs in denim jeans with factory-made horizontal tears across each thigh (student names are pseudonyms). With each left footfall, he taps a graphic novel against his hip. It is almost musical, the swish of his basketball shooting jacket, the rhythm of his steps, the beat of his size 14s on the linoleum. The steady bump bump bump of the book against his leg. This feature is not going to talk about the reasons Kadeem quit reading (he had a missing-book fine from third grade, so for eight years he had not checked out a book from the library). Instead, it will focus on the reasons students choose to read. I have always been curious about the ways young people become interested in reading. To begin each school year in my Honors English 10 classes, I wondered how students might respond to that question, so I asked my students how they knew what to read. Where did they get their book recommendations?
Journal Article
TYCA-Pacific Coast Report from Sravani Banerjee
Out faculty in the California community colleges offer a wide range of reading assignments varying by region and the professors' philosophy of education. Ultimately, it is a rich variety of readings that are engaging, enlightening and enriching for our students.
Journal Article
Youth, Poetry, and Zines: Rewriting the Streets as Home
This article focuses on an under-examined archive of young adult literature-words and images created by, for, and about street youth. We describe how street-identified youth use poetry and various forms of cultural jamming to engage in social commentary. Drawn from the pages of a street youth zine developed in a western Canadian city, the poems and images analyzed here illustrate the ways the youth writers remix popular cultural materials such as signs, songs and alphabet books to create new scripts about drugs, homelessness, and youth. In this literature of the streets, youth rewrite the discourses of homelessness and create new storylines that critique the way society serves its citizens. We argue that this archive also asks adult readers, critics, and teachers to rethink traditional categories of YA literature to include writings produced by and for underrepresented youth.
Journal Article