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Teaching 'The House on Mango Street': engaging race, class, and gender in a white classroom.
Abstract
What we read, and how we talk and write about it in the classroom, offers meaningful possibilities for the interrogation of class and cultural privilege. In "Teaching The House on Mango Street: Engaging Race, Class and Gender in a White Classroom" I rely on Louise Rosenblatt's reading theories, Maria Lugones's political theories, and strategies of engaged pedagogy to discuss ways in which white, privileged teachers can encourage white, privileged students to recognize themselves as raced, classed and gendered so that they can begin to think more fully about the whys of their cultural dominance. I consider how the act of reading as a dialogic relationship ...
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Source: HighBeam Research, Teaching 'The House on Mango Street': engaging race, class, and...