Teacher resources and professional development across the curriculum

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the expanding canon teaching multicultural literature
Workshop Home
Reader Response: Pat Mora and James Welch Reader Response: Keith Gilyard and Mourning Dove Inquiry: Rudolfo Anaya and James Baldwin Inquiry: Tomás Rivera and Esmeralda Santiago Cultural Studies: Ishmael Reed and Graciela Limón Cultural Studies: N. Scott Momaday and Russell Leong Critical Pedagogy: Octavia E. Butler and Ruthanne Lum McCunn Critical Pedagogy: Abiodun Oyewole and Lawson Fusao Inada
Channel Talk

RE: [Channel-talkhslit] Inquiry method

From: Smith, Clifford <smithc@mpsd.k12.wi.us>
Date: Thu Sep 23 2004 - 12:44:25 EDT

Marta,

Hope all goes well for you and family!

cliff

 

-----Original Message-----
From: channel-talkhslit-bounces@learner.org
[mailto:channel-talkhslit-bounces@learner.org] On Behalf Of martha
kravchak
Sent: Wednesday, September 22, 2004 6:04 PM
To: Discussion list for THE EXPANDING CANON: TEACHING
MULTICULTURALLITERATURE IN HIGH SCHOOL
Subject: Re: [Channel-talkhslit] Inquiry method

 

Cliff, I am forced to withdraw from course right now (health emergency
in family is eating all my time); certainly hope to find you enrolled in
another course some time down the road, as your comments show real
insight.

"Smith, Clifford" <smithc@mpsd.k12.wi.us> wrote:

Inquiry, I believe, is always utilized when starting a read in any genre
and on any subject. A reader uses past experiences and past knowledge to
question his concerns. Reading Baldwin's "The Fire Next Time" spurred
for me such questions as what is meant by "next time? and "what times
came before?". Re-reading Baldwin also spurred me to retrieve his book,
If Beale Street Could Talk and try to formulate questions based on what
I could remember (after 20+ years) of the book. These generated
questions provided a sense of wanting to know more and to pursue those
activities that would help provide answers/insights.

Young readers when embarking on new, unfamiliar subject matter are
frequently reluctant to formulate questions even reluctant to hazard
dialogue about the reading. Teachers then by manipulating the
discussion and incorporating immediate student concerns, student
relationships to the subject and other student connections can initiate
student participation.

 

Cliff Smith

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Received on Thu Sep 23 13:47:05 2004



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