- 200 words, roughly. Table 1 identifies eight distinct cultural narratives of literacy (Alexander 615), and the bulk of our reading selection is dedicated to discussion of these types. Pick any two “little narratives” that interest you, explain each of the little narratives and Alexander’s view on the type, and discuss your reasons for being interested in each type. (Note: “Success” is not a little narrative, so it is off limits for this question!) Remember: Quote & Explain. (15 minutes)
- In Alexander’s writing she discussed a pattern of six “little” cultural narratives that appear in student’s literacy narratives. The two “little” narratives that I found the most interesting were the “hero” and “victim” themes. I thought that the “hero” literacy narrative was interesting because its ideas related very closely with the ideas of “master” narrative of success. The distinct difference between the “master” narrative and “hero” narrative is that a “hero” narrative is written with a specific event in mind, “The hero narrative is very similar to the success master narrative in that both cultural narratives view literacy as leading to success, but they differ in the specificity defining hero narratives, which are always tied to a specific time, place and instance.” (618) They are similar because both narratives focus on the idea that literacy acquisition leads to so success and progression. A “master/success” narrative is written from a more abstract or vague point of view, typically there isn’t a specified event or time given when writing a “success” literacy narrative. Another “little” cultural narrative that I found peculiarly interesting was the “victim” literacy narrative theme. Alexander stated that “Perhaps Kristy’s willingness to adopt the victim role may be the product of entitlement where, from her privileged socioeconomic place, she sees it as a natural right to critique schooling and pedagogical approaches, whereas others without such privilege may not.” (618) I believe that Alexander’s assumption that a more privileged student is more willing to describe themselves as a victim was overarching and inaccurate. I don’t believe that somebody’s socioeconomic level affects their beliefs regarding education and framing themselves as a “victim”.
- 200 words, roughly. Every literacy narrative has both the student/writer and a person (or persons) that Brandt might call a literacy sponsor. Williams notes that it is “intriguing to consider the identities students construct for teachers” (344). Choose any two of Alexander’s categories and consider how students represent the identities of the relevant sponsor(s). Be sure to quote and explain. (10 minutes)
- When a student writes a literacy narrative they aren’t just telling a story they are creating the story, they can choose to frame the story and characters however they want to. When applying this idea to the “victim” literacy narrative that Alexander discussed in her paper it is an interesting perspective to look from. After reading the example of a “victim” literacy narrative I didn’t feel as though I would describe the author as a victim.”The popularity of the victim narrative in student texts indicates that students associate school-based literacy practices with oppression and even cruelty.”(618) In my opinion it felt more like they had overcome an obstacle and felt accomplished for doing so, rather than trying to make the readers feel as if they were mistreated. Alexander’s description of the students use of a “victim” narrative was both unnecessary and dramatic, students were not attempting to adopt the identity of a “victim” of school-based oppression and cruelty but rather trying to express some difficulties and obstacles that they had faced with literacy. Another literacy narrative theme that is interesting when considering that students have the ability to adopt any identity when writing literacy narratives is the “child prodigy” identity. The student chooses to adopt the identity of a child prodigy for their literacy narrative because they believe that at a certain point they were so far advanced when compared to classmates that they were often recognized or praised for being so advanced; “When students portrayed themselves as child prodigies, they conceived of themselves and their literacy abilities as exceptional, highlighting moments when their literacy skills were put on display to amaze and astonish their audience.” (619) People who choose to identify themselves as child prodigies are often not actually prodigies but rather kids that had early exposure to reading and literacy, if they choose to identify as this for a literacy narrative they are probably trying to express to the reader how intelligent and literate they believe they still are.
- 200 words, roughly. Alexander contrasts “master” and “little” narratives. What is this contrast, and why is it important as she tries to analyze student literacy narratives? Use at least one kind of little narrative discussed by Alexander (614-22) to illustrate how little narratives differ from the “master narrative” one so often finds. Be sure to quote Alexander and explain the difference between master and little narratives. (15 minutes)
- When Alexander discusses the contrasts between “master” and “little” narratives she talks about the themes behind them and what makes a”master” narrative and what makes a “little” narrative. The “master” narrative that she is referring to is the idea that literacy automatically leads to success and prosperity and the “little” narratives are any other literacy experience that doesn’t ultimately lead to success and prosperity through literacy.
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