ERIC EJ1001537: If I Were a Woman: Integrating Literature and Diversity across the Curriculum

2012·0.09 MB·English

by  ERIC

Promising Practices
If I Were a Woman
Integrating Literature and Diversity across the Curriculum
Shawn Vecellio
Introduction fear of immigration and racism, and the class. Address the following prompts in
triumph of the human spirit in the face of your paper/handout:
The course I teach in Cultural Diversi- obstacles. Gay and lesbian students are of-
ty is a requirement for pre-service teachers ten marginalized as well, and fortunately A. Give a biographical sketch of the
author.
seeking a Preliminary Teaching Credential literature is now being written to help
as well as for in-service teachers who have both them and their heterosexual peers to B. Briefly explain the storyline and the
returned to earn the California Teachers face this exclusion honestly. (p. 380) main message or moral of the story.
of English Learners (CTEL) Certificate. As I believe this excerpt provides a strong C. Explain an activity that could be used
part of this course I require a literature rationale from which to recommend the with the story to connect with or build
analysis assignment. In this article I will assignment to other teachers and teacher on the prior knowledge/experience of
focus on how this assignment can be used educators. Over the several years that I students from various cultural back-
by K-12 teachers in their own classroom have used this assignment, I have modi- grounds.
settings. I will describe how I use a par- fied some of the parameters only slightly, D. Describe a lesson related to the story
ticular piece of literature to raise diversity in order to clarify what I think are the that would integrate students’ cultures,
issues while at the same time addressing most important elements for teachers to histories, and/or traditions in a particular
important curriculum content standards. consider while preparing their literature- content area and grade level. List the rel-
The emphasis here is focused more on and-diversity-based activities for their own evant California Content Standards.
the content of the assignment than it is on classroom use. As is evident, engaging students in
providing a rationale for the assignment Thus, I will focus here on recommend- reading literature is a necessary aspect
itself, in part because I did not create this ing the specific literature selection I have of the assignment across any grade level
particular assignment. While I believe it developed and on the importance of raising and content area. However, in this case
is a powerful planning tool for pre-service the particular diversity issue I have identi- the real importance of the assignment is
as well as in-service teachers, I cannot fied. The short story I have selected, “Yentl to integrate issues of diversity into the
personally take credit for it. This assign- the Yeshiva Boy” by Isaac B. Singer (1982), classroom context.
ment was passed on to me as part of the is very useful for teachers in secondary
course outline that describes the Cultural classrooms as they seek to raise and ad- A Caveat on Literary Criticism
Diversity course. dress gender identity issues.
In searching for the origins of this Before I move on to my specific ex-
assignment, I find that it was apparently The Assignment ample, let me offer a caveat in regard to
inspired by a short section in the Appendix literary criticism. Some textual analysis
of Sonia Nieto’s book Affirming Diversity To provide a sense of what this process and research is, of course, required to
(2000), which is used as the textbook for might look like, let me begin by presenting complete this assignment. That is, teachers
this course. In that appendix, Nieto says: the directions for the assignment, just as I must prepare effectively to use a piece of
provide them to my students: literature in their classrooms, especially
Because they reveal the intimate and
when it is to be used as a way to introduce
social experiences of those who feel like Literature Analysis:
issues of diversity.
“outsiders,” novels and short stories can Stories about Coming of Age
Since I am not a literary critic by any
be tremendously powerful in teaching and the Immigrant Experience
about others who are different from us. means, I am admittedly downplaying this
Literature also provides an authentic Purpose: To review personal narratives aspect of the task and largely presume that
of young people from a variety of ethnic
and engaging way to explore issues of my own take on the selection in question
and racial backgrounds which can reveal
inclusion and exclusion, the pain and is sufficient for our purposes. This is also
intimate and social experiences and thus
my expectation for my own students. I like
be a teaching tool about those who are
Shawn Vecellio is a professor different from us. to see them advance their own interpreta-
tion of the literature they select, over and
in the Teacher Education Department
Process: Read and react in writing to a
above what they may have gleaned from
at The National Hispanic University, novel or short story in a two page paper/
additional background study of the work.
San Jose, California handout. Present your findings to the
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Promising Practices
My course is not one in literary analysis—it stories also concerned the world of the im- her “destiny” (p. 167), as she puts it, “I’ll
is about teaching, and I want my teachers migrants and how their American dream live out my time as I am …” (p. 166).
to come away believing in their own power proves elusive, sometimes even after they Given these indications, it seems that
to produce strong lessons. have seemed to obtain it. Singer died on Singer is suggesting that we must follow
Also, this assignment is relevant for July 24, 1991 in Florida, after suffering a what our interior life is calling us to, even
teachers of all grades and subjects, so series of strokes.1 if that means going against what the sur-
integrating the text in a developmentally rounding society expects of us or what
and conceptually appropriate way is more Part B our culture tells us is right. Further, with
important—in my opinion—than inter- The Storyline, Message, and Moral regard to who we are or our identity in re-
preting the text itself accurately. That said, ligious, cultural, and gender terms, Singer
Yentl is a young Jewish woman in
the following is the sample I created for my 19th century Poland who eagerly desires to also seems to be saying that it’s okay to be
students, in which I assume I am teaching questioning and searching.
study the sacred books of Judaism, which
in a 9th or 10th grade English language arts Sometimes we don’t know why we
is not considered an acceptable activity for
classroom. do what we do, or more accurately, why
a Jewish woman. When her father dies,
we want to do what we want to do. Some-
Yentl sells their house, cuts her hair, puts
Part A times what we are is too strong for us to go
on men’s clothes, and sets out to find a ye-
Biographical Sketch of the Author against and so, for the sake of happiness,
shiva—a school in which the sacred texts
fulfillment, or integrity we have to do what
Isaac Bashevis Singer (born Novem- of Judaism are studied by young men who
we truly want to do, what we are meant to
ber 21, 1902; died July 24, 1991) was a are to become rabbis.
do, what we were born to do—we have to
Polish Jewish American author noted for She meets a yeshiva student named
be what is deep down inside of us, that is,
his short stories. He was one of the leading Avigdor and follows him to his school
who we are.
figures in the Yiddish literary movement where they become best of friends and close
and received the Nobel Prize in Literature study partners. Yentl, who has taken on the
Part C
in 1978. Singer’s father was a Hasidic name Anshel, hides her background and
An Activity to Build on Students’ Prior Knowledge
rabbi and his mother was the daughter of female identity from everyone. After Avig-
a rabbi. dor marries another woman, and leaves Students are asked to do a quick-write
In 1921, Singer entered a rabbinical the yeshiva, Anshel marries Avigdor’s ex- on the following prompts:
seminary but soon decided that neither fiancé.
Yentl had to dress and act like a man in
the school nor the profession suited him. Yentl struggles with the increasing
order to be accepted into the yeshiva to
He then tried to support himself by giving deceptions she has to keep up to maintain study the sacred books, which she greatly
Hebrew lessons but soon gave that up as her false identity and, during an overnight desired to do. Think of a time when you
well. In 1923 he moved to Warsaw to work trip out of town with Avigdor, reveals to really felt strongly that you wanted to
as a proofreader and editor. him that she is a woman. Despite Avigdor’s do something, act a certain way, or be a
In 1935 Singer emigrated from Poland several intimations that they could both certain kind of person, but at the same
to the United States due to the growing get divorced and then re-marry each other, time you felt great pressure against do-
ing so because certain people around you
Nazi threat in neighboring Germany. This Yentl rejects him. Although both do get
“wouldn’t understand” or wouldn’t accept
move separated the author from his com- divorced, Avigdor re-marries his ex-fiancé
you as you are. Write a bit about how
mon-law first wife and son. Singer settled while Yentl continues to live her life of you felt and what you thought. Consider
in New York, where he took up work as a study as a man. these questions as you write: Did you talk
journalist and columnist for a Yiddish-lan- Throughout the story we see many in- to anyone about it or consult any other
guage newspaper. He married a German- dications that Yentl is struggling with her sources or resources that helped you fig-
Jewish refugee woman from Munich in gender identity. In the narrator’s words, ure out what to do? What did you do: did
1940 and produced prolific writings using “she had not been created for the noodle you go ahead with what you wanted to
or not? Why? How did it work out? What
various pen names. board and the pudding dish” (p. 150). Later,
happened to the people you thought would
Singer always wrote and published Yentl herself will say much the same, “I
not accept you?
in Yiddish and then edited his novels and wasn’t created for plucking feathers and
stories for their American versions, which chattering with females” (p. 164). Even her In the context of the larger lesson,
became the basis for all other translations. father says, “you have the soul of a man” which follows, students are asked to share
He wrote at least 18 novels, 14 children’s (p. 149), which is also what Avigdor comes out parts of their answers in small, hetero-
books, and a number of memoirs, essays, to think after Yentl reveals herself to him geneous groups. The ensuing discussion is
and articles, but is best known as a writer and tries to explain why she did what she then focused on identifying the beliefs and
of short stories. The short story “Yentl the did (p. 165). values that our families and cultures have
Yeshiva Boy,” first published around 1960, Yentl had to find a way to get into and the extent to which we choose these
has enjoyed a wide impact since its conver- the yeshiva so she could study, even if for ourselves.
sion into the musical-drama movie “Yentl” that meant having to look and act like a
in 1983 starring Barbara Streisand. man. And, in the end, she could not give Part D
While based on a play co-written by up that way of life: the story closes with A Lesson Involving the Students’ Backgrounds
Singer, he gave the movie a poor review. Yentl bound to continue her life of study as This lesson is conducted over two
Overall, his writings reflect the world of Anshel rather than pursue a life married to periods or days and is based on the fol-
the East European Jewry he grew up in (or even close to) Avigdor, whom she cares lowing California English Language Arts
and, after many years in America, his for deeply. To be fulfilled, she had to follow content standards for grades 9 and 10 (see
MULTICULTURAL EDUCATION
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Promising Practices
California Department of Education, 1998, how do Yentl and Avigdor influence each criticism, I’d like to take some time to point
pp. 57 & 60). other with regard to the spouses they out a few additional aspects of this story
choose and/or with regard to their continu- that I believe make it a good candidate for
Reading
ation of sacred study? this purpose.
3.0 Literary Response and Analysis. Stu- In our discussions of questions 1 and To begin with, this story provides a
dents read and respond to historically or 2 specifically, part of our goal is to meet useful way into talking about issues of di-
culturally significant works of literature
standard 2.2 part (a) as well, that is, using versity in general, even if issues of gender
that reflect and enhance their studies of
textual citations—including quotes of what diversity specifically are for any reason
history and social science.
Yentl / Anshel thinks and says—to support deemed unapproachable in a given class-
Narrative Analysis our arguments. Thus we address specific room setting. “If I were a woman”—used
of Grade-Level-Appropriate Text lines and key ideas from the text. I will as the title for this article—is a direct
return to take a closer look at some of this quote from the story as Yentl speaks to
3.3 Analyze interactions between main
analytic work on the text later. Here it is Avigdor (p. 160). This “if” could be used as
and subordinate characters in a literary
sufficient to note that the lesson could be a springboard into multiple perspectives,
text (e.g., internal and external conflicts,
motivations, relationships, influences) adapted to suit the needs, interests, and that is, for thinking about being a different
and explain the way those interactions capabilities of any specific classroom of person, whereby students could entertain
affect the plot. students. a hypothetical situation about any aspect
of identity. For example:
3.4 Determine characters’ traits by what
Follow-Up Assignments
the characters say about themselves in If I were a Catholic, then …
narration, dialogue, dramatic monologue, With the lesson completed, there are
and soliloquy. two follow up assessments which assume If I were Italian, then …
some prior knowledge and skill on the If I spoke Yiddish, then . . .
Writing
part of the students with respect to essay
If I came from Ireland, then …
2.0 Writing Applications (Genres and Their writing. The first, a homework assignment,
Characteristics). Students combine the asks students to compose an essay of two- Or (my personal favorite, more in line with
rhetorical strategies of narration, exposi- to-three pages on the following prompt, the setting and themes of Yentl’s story), If
tion, persuasion, and description to produce I were a rich man, then …
closely related to question 1 above, but
texts of at least 1,500 words each.
made personal: The students reflect on these pos-
Using the writing strategies of grades sibilities and respond either in writing or
Which aspect of identity—gender, cul-
9 and 10 outlined in Writing Standard 1.0, ture, or religion—plays the greatest role conversation. The prompts can be left open
students: in your life? Provide several examples to ended as they are here or be made more
help support your position. specific so that students would intention-
2.2 Write responses to literature: ally learn about different cultures. For
(a) Demonstrate a comprehensive grasp of The final assessment is an in-class
instance:
the significant ideas of literary works. essay examination of four-to-five pages
(b) Support important ideas and view- tying together several standards with the If I were from Poland, then I would likely
points through accurate and detailed following prompt: speak the ____ language and follow the
references to the text or to other works.2 _____ religion.
Which aspect of identity—gender, culture,
After students have read the story. or religion—plays the greatest role in In this way the prompts can be extended to
completed the quick-write exercise, and Yentl’s/Anshel’s relationship with Avig- factors other than gender, such as religion,
participated in the ensuing small group dor? Consider the entire story, that is, both ethnicity, language, heritage, and class.
discussions, a whole class discussion ad- before and after Avigdor knows Anshel This makes for a more gradual approach
dresses the following questions: as Yentl. Use textual citations to support for students, moving from aspects of diver-
your argument.
sity they are already comfortable with to
1. Which aspect of identity—gender, cul-
others that might be new to them.
ture, or religion—plays the greatest role Issues Worth Discussing
in Yentl’s/Anshel’s life?
The lesson I’ve outlined above is more Get the Conversation Going
2. To what extent is Avigdor necessary to
the story? Could Singer have told the story detailed than what I normally expect from For teachers and students who are
of Yentl just as well, or even better, with- my students, since the course I teach more open to or comfortable with gender
out Avigdor? How might the story have is about diversity and not pedagogy or diversity issues, a variety of Lesbian/Gay/
changed, for better or worse, if Avigdor’s “methods” per se. With my class I intend Bisexual/Transgender/Questioning (LG-
role were lessened or even eliminated? in Part C to provide a way of connecting BTQ) and related topics can be addressed,
With time permitting, additional is- students with the story and in Part D I use as many are at least implicit in the story
sues can be examined to address standard one activity—not a full lesson with an as- about Yentl and can be used to “get the
3.3 in greater depth by focusing in on any sessment—that brings the literature into conversation going” with adolescents.
one of the standard’s parenthetical con- the course content in a natural way. It is clear at one point at least that
cepts: For instance, compare Yentl’s and However, my description above may Yentl is attracted to Hadass, Avigdor’s ex-
Avigdor’s internal or external conflicts. not be full enough to demonstrate how fiancé (p. 154), so there is some evidence
Or, what motivations does Yentl have for Yentl’s story is a useful one for exploring for lesbianism. Further, it is also evident at
studying with Avigdor and what motiva- issues of diversity in the classroom. Thus, one point that Yentl is in love with Avigdor
tions does she have for leaving him? Or, while again admitting my limits in literary himself, so bisexuality arises as an issue.
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Promising Practices
These conflicting or actually co-incidental town, which is “why had Anshel done it?” American Summer (special education),
desires or attractions Yentl has can form (p. 168). In other words, why did Yentl do When I was Puerto Rican (languages other
the basis for digging deeply into sexual what she did? It’s as if Singer is asking than English, Spanish).
preference and gender identity issues. the reader if they’ve figured out why. The It is worth bearing in mind also that,
For example, why is she feeling the answer must be either that she wanted while the title of the assignment is “stories
feelings that she does? Does she seem to to ‘be like a man’ in the sense that she on coming of age and the immigrant expe-
be authentically experiencing both or is wanted to do what men do, namely, study rience,” I like to be flexible in this regard,
there a sense that she is deceiving herself? the sacred books—or—she was like a man, with the result that auto/biographies,
Does one feeling seem to take precedence deep down, in her soul or being, so she had poems, and even plays have been used by
either in how she understands it, speaks to want what men want. This tension be- my students to great effect. Ultimately,
of or thinks about it, how she experiences tween sex and gender, between being and the point is to explore culture(s) while
it, and either acts on it or does not? doing, is a key source of useful discussion developing literacy skills in one’s content
There are two statements that could for students and is seen in several other area—that is, integrating literature and
be examined further in tandem with these places throughout the story as well. diversity across the curriculum.
questions. “In her dream she had been at Through this sample assignment I
the same time a man and a woman” (p. Conclusion hope I have presented a case for both the
155) and, “I’m neither one nor the other” importance of integrating literature and
While the emphasis in this particular
(p. 164). What is Singer trying to say literacy into all classroom levels and sub-
story is on gender identity, I hope it is clear
through Yentl? Is it that she believes she jects as well as the importance of integrat-
that many other aspects of diversity can
is possibly of bisexual form, or in other ing diversity issues into our classroom les-
be considered through the use of this and
words, that she is not completely either sons and conversations. The goal, beyond
other pieces of literature. I selected this
but to some extent both? Or is it rather like the academic task of the lesson at hand, is
specific story first because I believe it is an
she is not at all either, something like a to get students connected to the story on a
exceptionally good piece of literature, and
neuter form? Or, is it perhaps that she’s personal level. It is an opportunity to bring
further because it can be used extremely
not sure herself what she is? students’ lives—their prior knowledge,
effectively to begin to address issues of
background, and experiences—to bear on
gender identity. These topics are timely
A Clear Admission of Confusion the reading, to help them interpret it in
and of crucial importance for schools to be
their own light.
As I have indicated in the “message/
addressing.
In turn, this will help them develop and
moral of the story,” the reality, complexity,
It is critical to help LGBTQ students
re-affirm the value of their own perspective
and authenticity of questioning seems to be
and others develop emotional, intra-per-
and can serve as an opportunity for them to
what Singer wants us to come away with.
sonal, and inter-personal intelligence, as
learn about each other as well. It may take
In the same paragraph as the quote above,
well as self-esteem and a strong sense
a little extra work on the part of teachers
Singer remarks: “Even the soul was per-
of identity, all in order to combat bias,
to plan such lessons, but I believe in the
plexed, finding itself incarnate in a strange
prejudice, and bullying. Also, it is clear that
end the result will be curricula, classrooms,
body” (p. 155). Here we get a clear admis-
there are a variety of levels of mandates
and schools that are stronger and more in-
sion of confusion. Certainly, this could be
for addressing gender and culture along
tegrated. Such schools and classrooms will
the basis of a useful discussion for students
with other issues of diversity, including the
in turn help to produce students who are
to help them understand this reality, both
content standards in health education, sev-
stronger and more integrated, with more
by those who have had similar experiences
eral sections of the state Education Code,
integrity—just like Yentl.
or struggles and those who have not.
professional standards for teachers, and
Clearly there are certain terms or
many other standards and regulations.
Notes
phrases Singer uses that would be help-
I would like to assure classroom teach-
ful to analyze closely or perhaps even re-
ers that while I have created my sample 1 This biographical sketch has been adapted
translate from the original Yiddish. The lesson for a 9th/10th grade English and largely from “Isaac Bashevis Singer,” 2011. For
version I have selected was not translated language arts classroom, this literature those who prefer other references, biographical
by Singer himself, so surely some meaning analysis assignment isn’t for high school information on Singer (and many other authors)
has been changed. While it is not my in- can be culled from a variety of online sources
reading teachers alone! At our university
tention to try to sort out just what Singer such as:
it is required of all our credential students,
means or intends in such phrases, it is including Multiple Subject (elementary), http://nobelprize.org/nobel_prizes/litera-
notable that there is a significant tension Single Subject (secondary) in all content ture/laureates/1978/singer-bio.html
between sex and gender in the story. Fur-
areas, as well as Special Education. While
http://www.pbs.org/wnet/americanmas-
ther, the gender aspect needs to be seen in
the task may be more difficult for some ters/epsides/isaac-bashevis-singer/about-
the context of the setting and people and
areas or levels, I strongly encourage my issac-bashevis-singer/706
culture of the story, which is to say that it
students to seek out a piece of literature
might be somewhat difficult to understand http://singer100.loa.org/life/1
that they can use in their future class-
the author’s message without some real rooms. Some of the selections used to date http://www.purifymind.com/IsaacSinger.
historical, socio-cultural, and linguistic (with the classroom area in parentheses) htm
contextualization and education.
are as follows: How Many Days to America?
http://www.notablebiographies.com/Sc-
With that said, I would suggest that
(history), The Number Devil (math), Go St/Singer-Isaac-Bashevis.html
the ultimate question is just as Singer has
and Come Back (science), I, Juan de Pareja http://www.kirjasto.sci.fi/isinger.htm
presented it through all the people of the
(art), Whale Talk (physical education), An
2 Similar Core Content Standards could be
MULTICULTURAL EDUCATION
58
Promising Practices
used in place of State standards. For instance, an organization that establishes clear Isaac Bashevis Singer. (July 1, 2011). In
the following, which closely matches 3.3 is listed relationships among claim(s), counter- Wikipedia. Retrieved June 27, 2011,
under Reading Standards for Literature 6-12, claims, reasons, and evidence. from http://en.wikipedia.org/wiki/Isaac_
Grades 9-10 Students, Key Ideas and Details Bashevis_Singer
See California’s Common Core Content Stan-
(p.29): Nieto, S. (2000). Affirming diversity: The
dards, 10/15/10.
sociopolitical context of multicultural
(3) Analyze how complex characters (e.g., education (3rd ed.). New York: Addison Wesley
those with multiple or conflicting motiva- References Longman.
tions) develop over the course of a text, in- Singer, I. (1982). Yentl the Yeshiva boy (Marion
teract with other characters, and advance California Department of Education. (1998). Magin & Elizabeth Pollet, Trans.). In The
the plot or develop the theme. English–Language Arts Content Standards collected stories of Isaac Bashevis Singer (pp.
for California Public Schools, Kindergarten
149-169). New York: Farrar Straus Giroux.
And these, which resemble 2.2a, are listed under
Through Grade Twelve. Sacramento, CA:
Writing Standards 6-12, Grades 9-10 Students,
Author. http://www.cde.ca.gov/be/st/ss/
Text Types and Purposes (p.36):
documents/elecontentstnds.pdf
(1) Write arguments to support claims in California’s Common Core Content Standards
an analysis of substantive topics or texts, for English Language Arts & Literacy
using valid reasoning and relevant and in History/Social Studies, Science, and
sufficient evidence. (a) Introduce precise Technical Subjects. (10/15/10). http://www/
claim(s), distinguish the claim(s) from scoe.net/castandards/agenda/2010/ela_ccs_
alternate or opposing claims, and create recommendations.pdf
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