Can we even define when someone's literate?

Well, this is a difficult point to address, but I think that the scope will become more clear as the readings progress, and I and my fellow students become more acquainted with each other and become a little more personal in out interactions. So, this is actually a blog written for a class with Dr. Eve Tuck: “Issues in Literacy for Diverse Learners”. It’s important to add, though, that this is an opportunity to voice some concerns about the American populace as a whole, and the direction of our country since the 1940s; for better and for worse. In working with this blog, two of the fundamental pieces will be: Hirsch, Jr., E.D. Cultural Literacy: What Every American Needs To Know; New York, Vintage Books, (1988), and Delpit, Lisa, Other People’s Children: Cultural Conflict in the Classroom; New York, The New Press, 1995. Other pieces will be built into this work, and cited accordingly. Admittedly, some of the readings have been photocopied, so being specific with pages might, in some cases, not be possible. In such cases, I’ll be sure to mention that fact. But given the publishing information upon mention should suffice.

Beginning with Hirsch, his first chapter, and the first appendix of the aforementioned book, we’ll start with the scope of what a person ought to be familiar with in order to be literate. Hirsch created a list of topics, phrases, events, people, and dates with which he believed people in the USA ought to be familiar with in order to be literate. It’s a long list, but one that clearly reflected the events in America up to 1988. The list is 22 years old, and as for myself, being 27 (turning 28 this year), I was astonished to be familiar with most of the things on Hirsch’s list. But furthermore, it’s what Hirsch is attempting to put into words that I’m more fascinated with. What is worth knowing? What connects us as Americans? Clearly, to Hirsch, the defining moments of US history, and English literature are the key points around which our “culture” revolves, and are the things that link us as Americans. Does that still apply today? What is worth knowing?, I posit again. This question is central to the idea of literacy because, in order to properly understand phrases, events, and people, metaphorically or directly referred to, one must have a basic conception of those phrases, events, and people in order to understand the context and meaning of the written piece.

Hirsch’s prompt for the book was likely the dissociation of Americans, and the growing gap in actual literacy and communication of ideas from the multitude of cultures comprising the ever growing United States. Fundamentally, he comes to the point that the common literary and conversational topics of members of this country ought to form some sort of secondary culture that links people of diverse backgrounds together (Hirsch, p. 21). Many will disagree with me, but I believe that in order for our nation to function as a cohesive whole, this “second culture” ought to be accepted as primary by the inhabitants of the USA, placing the country and it’s state as a union first, and one’s personal culture and background second. Surely, one’s identity is defined by how he is raised, but if we are all radically invidualistic, we can never even begin to attempt to communicate across the lines defined by our diverse cultural backgrounds.

This is where the notion of “what ought to be known to be literate” comes into play. It is obvious that no true list of any subjects can be defined in order to “create” a substantive culture that would define the USA from any other country. However, there are elements that can be pursued by teachers (and parents) to achieve certain ends, allowing children to grow into a defined “American” adult with a rich cultural background and the ability to effectively communicate with his elders, peers, and those younger than himself: a standardized reading level, a similar course of study throughout tutelage from grade school through secondary school, and a strict grading and performance rubric. The application and involvement of various cultures in the aspects I have just brought up will prove to be the most difficult of tasks, since there are so many cultures within the USA today that wish to clearly define themselves as an individual group first, and as American second. This gives rise to radical differences in culture within the classroom which need to be addressed by teachers; thus, the individual teacher’s ability to integrate all students into a given curriculum effectively will make or break the teacher, and the students.

Moving forward, this is where Delpit’s book comes into play. She brings to the forefront 5 issues of awareness regarding the existent “culture of power” in our current government, communities, and school system (Delpit, p. 24). Different cultures have different methods of conveying authority, as well as accepted ways of dress, speech, and physical conversation which convey not only social status, but authority. Given the number of different cultures in the average classroom in the USA, and the even more diverse methods of communication within these cultures—it creates a stunningly difficult platform on which to build unity and a unified ideal of Literacy. In fact, in today’s day it is likely more important for educators and families to be familiar with other cultures (cultural literacy) than with a unifying written and oral literacy in America because of the growing gap mentioned before (2 paragraphs ago). Since the cultural literacy scope is so enormous, it presents an even more difficult platform for parents, teachers, and children; therefore I would argue that at least on a state level, a consistent, rigid, and uniform rubric be developed.

Though, I have no experience within the teaching field, and the application of these theories… They sound good. Practically, I’m not sure how it would be implemented within our democratic society with so many diverse points of view. Hopefully, as the class continues reading, we’ll learn more together (if you read my blog at all), and bring more to the table about the practicality of these issues. Hopefully, some links to my Alma Mater (Wabash) will be included, as well as to my current university (SUNY New Paltz). Videos, pictures, and even audio, I hope, will be added. I am personally very moved by this whole topic, and hope that by the end of my class some resolution and peace will be found about this issue.