Reflection
After reading the first chapter, it made me reflect on the way society views literacy. The traditional perspective often reduces literacy to the technical ability to read and write, without considering the general impact on social mobility and identity. Finn’s argument forces us to think critically about how educational systems and societal norms privilege certain types of literacy while marginalizing others. This could lead to questioning on how schools can be more inclusive and equitable, allowing students from diverse backgrounds to thrive by recognizing and validating multiple literacies. This first chapter opens the door to reconsider what "success" in education means, it highlights the importance of teaching literacy in a way that empowers all students, not just those who conform to the dominant cultural norms like the ones from our S.C.W.A.A.M.P reading. It’s an eye-opening critique of how educational systems can unintentionally reproduce social inequality, and it challenges us to think about how literacy instruction could be more liberating rather than limiting.
One of the most thought-provoking aspects I found in the second chapter is the idea that schools are not just teaching students to read and write but are also teaching them how to conform to certain social norms and values that are aligned with the interests of the dominant class. This makes me question the purpose of education and whether it truly serves all students equally. Should the education system be more inclusive and recognize different forms of literacy? Or is it necessary for students to conform to the "dominant" forms of literacy in order to succeed in society? The disconnect between home literacy practices and school expectations made me reflect on the challenges faced by students from diverse cultural backgrounds. It’s clear that educational institutions need to be more flexible and responsive to the different ways students communicate and learn, rather than imposing a one-size-fits-all approach.
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