Reflection 7: A Class Act
“I want my students to think about the worlds these texts both represent and invoke. I want them to think about what set of beliefs drive these characters and, in some cases, help seal their fate. I want them to think about the author’s relationship to those set of beliefs. I think I sometimes forget to help them see the big picture” (Appleman, 2000, p. 64).
Michael, a teacher in Deborah Appleman’s book Critical Encounters in High School English, reflects on why he decided to use critical theory with his AP English class. I found myself nodding in agreement as I read Michael’s words. Yes, I also want students to think about the big picture, and I also don’t think I do a very good job of helping students to see the big picture. It’s hard to convey issues of class, gender, and race to teenagers when they may not have the life experience to fully engage in the discussion. But maybe I’m not being fair. Maybe I haven’t presented the discussion appropriately. Truthfully, I have never tried using critical theory. I think I have been intimidated by the thought of teaching something that I’m not sure I completely understand. Although, after reading about Michael’s experience using Marxist theory, I think my fears have been ungrounded. I am impressed with the responses that his students had to a reading of Hamlet. After exploring the basic principles of Marxism, the students seemed to truly understand how class and power affected the characters’ roles and decisions. Perhaps it is unfair to assume that high school students are incapable of advanced critical analysis…given the right tools, they can appropriately discuss the text on a deeper level. I have failed to trust their ability to understand more complicated material. The trick is to break it down into manageable pieces and give them the vocabulary so that they can have more meaningful discussions. I want them to move beyond the personal connections that they are always so quick to make; I want them to make a connection even after they say things like, “I don’t want to read this because I can’t relate to it…these characters don’t have anything to do with me.” I want them to understand the deeper social implications of a text, or, as Michael says, I want them to see the big picture.
I’m curious if anyone has used critical theory in secondary instruction? How did it go? Were there unintended consequences that you wish you had avoided? What would you recommend to a teacher thinking about incorporating critical theory into her pedagogy?
March 24th, 2008 at 11:11 am
You said, “It’s hard to convey issues of class, gender, and race to teenagers when they may not have the life experience to fully engage in the discussion. But maybe I’m not being fair.” I would have thought the same thing, but I found that my students were insightful and experienced when it came to a discussion of class and economics. I have students from all different economic levels (though mostly low), and they are very aware of their class and economic status. They also seem to know a lot about welfare and food stamps.
I did have a really good discussion about discussion and class with them, but I did not actually apply the term “Marxist Criticism” to it. I think in the future, I might.
March 24th, 2008 at 2:01 pm
ILTRGB, I too would like to see my students move pass the personal connections in literature. Often I use reader response to help my students to connect with the literature but I always want them to take it a little further. I find it hard to help my students to realize that everythin is not about them. Teaching theory from “behind the curtain” seems to be a goodd idea, but even still I feel that my students my make thier analysis self-centered. How can this be avoided?