lunes, 8 de octubre de 2007
Act 1. Scene 6
In this scene we met a very enthuthiastic Rita. After going to the theatre Rita felt like writing an essay about it. However, her poor language prevents her from giving a proper opinion. Yet, little by little we can see how she is being absorbed with Literature. she is definitely unfolding a new world. Still, she has to improve her language in order to be able to appreciate Literature the most.
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6 comentarios:
On what grounds can Rita's opinion be called "improper", Lucía? And how can you rate somebody's language as "poor" or "satisfactory"? Whose standards would you be taking into account then? What does this tell you about school and politics?
Questions, questions, questions!
All my love,
Gladys
Hi lu!
I love your blog!!!!!
I assume that you mean poor relating it to a proper language essay (as the ones we are used to at the TTC). Tell me if I'm wrong but her limitations go beyond languages, don't they? to me, it's more subjective than an objective analysis of her vocabulary and grammar.
Just wondering...
LOL
Yohi
when I mean improper or poor , I refer to Rita`s lack of tools to tackle the topic. I think we should take into account the fact that Rita is trying to improve her academic level so within this context, the language she is using is not the correct one. As far the standrds I`m taking into account, these are the academic ones, the ones used in academic institutions. As regards schools and politics, I think all institutions have some kinds of parameters which allowed teachers to assess sts in the most objective possible
I'm afraid there's nothing actually objective about institutional standards, as we're discussing them here, Lucía! And, as Paulo Freire has said so powerfully, we should always ask: "in favour of whom am I being a teacher ?...The teacher works in favour of something and against something." By refusing to take sides, we're simply favouring the "conservative wing" , so to put it...
Let me know what you think of all this!
Love,
Gladys
I understand what you mean Gladys. However, I think that wether we like it or not we all belong to a system. And in that system we have to deal with conventions, rules and regulations. So we are the ones who have to decide what to do. I mean, I can foster free thinking without restrictions and in doing so , choosing not to be part of a system or choosing to foster critical thinking within the system boundaries.
I think that schools and politics is a narrow arbitrary system. However, there are many times in which we have to apply to it if we want to succeed within that system
I do agree with you, Lucía, when you say whether we like it or not, we're all part of a system. The question, to me, would be: "Are we just "a brick in the wall"? As teachers, should we encourage "submissive" acceptance of the system's standards by our students, or work to empower them so that they can question such standards and challenge them?
This is an issue we're bound to come back to in the following scenes... so see you there!
Love,
Gladys
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