Christensen, Chapter 2

Christensen, Chapter 2: Unlearning the Myths That Bind Us

This chapter sets up an important sequence of events to encourage student activism:

1. Give students the tools they need to engage their analytical minds.
2. Allow the students to discover a social injustice.
3. Encourage the students to act on that social justice.

The cartoon activity and accompanying writing assignments can be powerful agents of change in students' lives if approached properly. First, it is important that this does not become a group think project. As a teacher, you may already have your ideas of stereotypes portrayed in cartoons, but that's not the point of the exercise; the point is to get students thinking analytically about the world they live in. For this to happen, they need to find the stereotypes on their own. Second, there needs to be an outlet for their discoveries. As Christensen says, without a positive outlet, you are left with a classroom of cynics. I like that she has her students use public writing as their outlet. I especially loved the pamphlet her students created and distributed at a school board meeting. I have no doubt that some parents changed their television program and movie choices because of what students wrote about cartoons.

Cartoons are really just a first step. Once students are trained to look at their world analytically - to see with open eyes - they will notice stereotypes and inequalities in every media they come in contact with. Advertisements are obvious, but they will see sitcoms, movies, even newscasts differently.

I like that Christensen uses literature as a springboard for writing. She allows her students to see professional examples of the writing she wants them to do. Before she has her students write their praise poems, she has them read praise poems written by writers such as Maya Angelou and Lucille Clifton.

Christensen says that the praise poem can be uncomfortable at first because we are trained not to brag. I have the same discomfort in trying to write this poem myself. Every attempt ends up being an ironic self-deprecation - a sort of false praise poem where my praises are actually backhanded compliments. I'm much better at making fun of myself than talking about what I like about myself. The "Where I'm From" poem was much easier; even though I was directly connected to the content of the poem, I wasn't writing about me specifically.