Literacy is so much more than simply reading and writing. It includes, but is not limited to the way a text is interrupted and the effects of that interpretation – effects o the individual doing the work, and those who are privy to the outcomes. It seems that this is the point Henry Giroux is making in his article, “Reading Texts, Literacy, and Textual Authority.” He dissects his point, breaking into smaller chucks which serve as building blocks, finally reaching his final call to action.
To introduce his article, Giroux pulls quotes from others who have gone before him in the effort of explaining literacy and making assumptions about the place of text in society. He weaves in and out of their assertions to show the underlying power we willingly give texts over our lives. He explains that simply what texts are chosen and the meanings they are given as well as their very subject matter are what give them their power and authority. Finally, the tie to reading and writing he constructs in based on the way all these texts inform the very teachers who educate children in these skills, saying that the overwhelming outcome is making learners ‘passive customers.’(86)
As a starting place, Giroux picks at the texts which are chosen for curriculum. It seems it serves as a common place to begin, as many students experience the same set of core literature in their schooling. But this is exactly Giroux’ point: many students are given a set list of recommended and assigned books. He calls these the ‘great books’ (87), also referring to the set cannon. The thing about these carved out lists of ‘must reads’ is that someone – or rather a group of someones – is (are) choosing for the rest of the population. It seems that a particular group gets to decide what the rest should value above all others. And that is what this set list is doing for us – making the choice of what we should consider great literature, without ever consulting us for our actual opinion. It serves as a form of elitism – forcing a particular set of views upon the masses. Because only a select few are privy to this list making, then only the few are considered and inherently choose topics which represent what they hold to be true, rather that allowing for the variety of values and thoughts and cultures which are represented in the mass of readers.
In not allowing this variance to shine through, there is an inherent authority tied with political agenda in these choices – in the cannons themselves. In this system, there is created a hierarchy, a power structure in which it is about the power instead of learning. Not only is there now a set of books which are required, there is an inherent ‘right’ or ‘correct’ reading of these texts, to which are learners are expected to subscribe. It seems that not only are the books given, but so is the message and political agenda. Such a platform is handed down and thus the power structure is firmly in place. This kind of system places more value on the correct reading than the method of arriving at any kind of interpretation. Instead of valuing the tools and skills it takes for students to think on their own, the end result is the only piece under scrutiny. This alone creates issues, but then it also forces learners to buy into a strict way of thinking, one which values certain ideals above others.
In valuing certain cultural practices – and in fact, certain cultures altogether – above others, the system created is teaching people to become oppressed, asserts Giroux using the words of Rockhill. (92) Basically, the end result is either people become oppressed and fall inline with the assumptions of the learned culture, or they realize the attempt at brainwashing and instead make history. It seems a great divide of a choice, and nonetheless it is a choice which must be made. In doing nothing, in subscribing to the manufactured political voice handed out in English classes, the student is handing over his/her voice to that of the privileged class of people who are proclaiming the cannon as gospel. Instead, the opposition takes the prescribed books and predetermined analysis and forces back against it to provide room for differing opinions and various looks at what is being shaped in the world of literature (and beyond).
Later, the pedagogy of texts is considered in this same vain of oppression versus making a stand and Giroux suggests that it is either black or white – people are either included or excluded when using the cannon. In setting a particular group of works above all others, those agreeing are showcasing a particular set of cultural norms, believes, and values as well as particular voices, histories and experiences as better than others. This inevitably translates, according to Giroux, to a particular class, race, ethnicity, gender etc as rising to the top above those viewed as less. It seems that the texts themselves, as he shares, are the ‘sites’ of the ‘political struggle.’ (96) The texts raise questions which pedagogy can answer, depending on which side you fall on. It seems these arguments are placed inside the very texts in question, which may be the very reason they are chosen (or not).
In the end, Giroux calls for action on the part of the political leaders, but also on the part of each citizen. He talks about social reality within texts, calling each person to decide for him/herself how s/he will make critical decisions. It seems as though he is emphasizing the choice each reader has – either to conform to the given structure, or to forge a new view. In this argument, he calls each citizen to look at the society around them and read them as any would a text. It is here that we are forced to chose: blind obedience or outward thinking.
This call is the summation of pages of arrangement, but somehow doesn’t come as a shock. From the get go, the article serves to push a certain generally accepted way of doing things under the microscope for further examination. It seems to accept the cannon and the cannon’s what of interpreting itself would be the same as believing everything we are told and only thinking what we are told is the only thing happening. It is viewing the grand vastness of life through a small straw and being content because no one ever though to put down the straw and try a pair of binoculars, or better yet – why not an unobstructed view?
Like Amy has mentioned, literacy involves reading and the interpretation of a particular reading. Within Giroux's work, the idea of textual authority and the power that teachers are given needs to be redefined. The "Great Books" approach does nothing but exclude the voices of the very students that are required to read each text. As Girioux mentions, the idea of critical thinking is foreign to students because they are expected to read and interpret in one particular way, instead of being able to analyze and assess each text from their own perspective. Once again, like Amy has mentioned, readers or students in this instance, are considered passive in their role of understanding texts. Amy says that textual authority, "Forces learners to buy into a strict way of thinking, one which values certain ideals above others" and I could not agree more. Not until reading this article did I realize how many times I was subjected to textual authority throughout secondary school. Especially, in high school I remember my interpretations of specific texts as unwarranted or wrong because they differed from the fixed ideas or evaluations that my teachers were looking for. It actually makes me mad to think about it and it has been almost ten years since I graduated high school. When I become a teacher I am going to make sure that my students read texts with an "unobstructed view." Thanks Amy :)
ReplyDeleteThe very fact that its all about power is very scary. Its amazing to see that a particular set of people are deciding what the people of our society have to read. Worst of all ,not only read but interpret the reading exactly how it is expected of them. This is scary and makes one wonder if u want to read the books in front of you or are you being manipulated? Manipulation is the word you left out Red Reviewer in you reflections of Giroux’s writings.
ReplyDeleteA student should be encouraged to read what he want and write in his own style. He must develop his/her own form of literacy. The particular people in charge of deciding don’t even realize it but they are not doing any good with society. They are getting rid of imagination, destroying it one student at a time. We should all look at society around us like you said and decide what is good literature all on our own. Set our own identity in society.
So lets all ignore the general correct way of viewing things. Lets just look at this as a guide line. We our selves have to make the critical decisions for ourselves. My answer to you Amy is that I choose outward thinking than blind obedience. Though if what Giroux says is true, we must act now and encourage young students to think for themselves. We should just step aside and act as a guide rather than the manipulator.