“DROP tha Cliche” is a marvelous loaded phrase, in the context of the hook (and graffiti, and advertising)! I wish we had a chance to play M.I.A. in class. —JJ
[A]ll that is engaging about [Jamie] Henandez’s lengthy career: his inimitable ear for dialogue and eye for the telling detail; ethnic diversity (a marked contrast to the general landscape of comics); seamlessly shifting narrative perspectives and tenses; a dignified voice given to the marginalized or dismissed; seemingly slight pop culture references that provide the springboard for deep emotional experience; and characters who always resist easy definition and who constantly thwart stereotypes (comic and otherwise) based on gender, ethnicity, physical appearance, or lot in life.
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Todd Hignite, The Art of Jaime Hernandez: The Secrets of Life and Death
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Notice how (at least) two senses of this term—two levels of meaning—are juxtaposed in the OED’s definition. And recall our class discussion about how an awareness of and ability to read metanarratives (in the sense of a schematic world view) allow us to question and reconfigure them.
Writing Yourself In Final Thoughts
I think this class has taught me alot of things which i would have never found out if I did not attend the program. It helped me not only with my analytical thinking but it also helped me with my essay writing. I think this will help me not only in my high school class but it will stick with me for when I go to college.
WYI presentation
As part of the extended Thursday morning meeting, each class will give a group presentation of about seven minutes. You will have time to work together on it tomorrow in our class, and also in afternoon workshop. In the presentation, you are representing Writing Yourself In and talking about the learning community we created, the themes of the course, and what you learned together. Work together tomorrow to come up with a group presentation structure. Mentors and I will give you any help you need as you prepare, but Thursday morning is your time to make the presentation to the entire EnGAGE group. You might want to break the presentation up into different sections that particular people are responsible for, but it’s up to you. For example, you can talk about the WYI class theme, then talk about how it relates to the program theme of Educational Narratives and Social Justice, then talk about the texts we used (including in-class films, shorts and music), the weekly themes, the Tumblr page, the papers and revision process, your educational narrative journals, the way we modeled and explored different classroom formats, etc. You can also talk about particular conversations we had, or realizations we came to, or ways the class helped prepare you for college, what you learned about critical thinking and writing, and anything else you want to talk about.
You don’t have to do all of that, of course. The main objective is for each class to share its experiences from this term, in order to give a sense of how our learning communities developed as we explored class themes and texts.
In the story Teaching to Transgress, Author Bell Hooks once said “That shift from beloved, all-black schools to white schools where black students were always seen as interlopers, as not really belonging, taught me the difference between education as the practice of freedom and education that…
Our responsibility, as educational and social scientists, is to understand, to the extent that is possible, the complex conditions of our mutual formation. We must understand our own contribution to creating and withholding the conditions of possibility of particular lives. We must constantly ask what it is that makes for a viable life and how we are each implicated in constituting the viability or non-viability of the lives of others.
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| — | Browyn Davies (via annaalarid) |
Here are the points we talked about today in class. Please review them as you get to work today on your paper revision.
Personae
Superheroes Art Print - by Danny Haas
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Available at Society6
Spider-Man | Superman | Iron Man | Batman
If reason is to be reasonable, it must see itself through the eyes of an ironical madness, not its opposite but its critical complement; if the individual is to assert himself, then he must do so with an ironical conscience of his own ego, or he will flounder is solipsism and pride.
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| — | The Humanist, Erasmus (via annaalarid) |
