Edgar+Montejano's+Final

So, for this final visual project I decided to fool around with a [|glog], and found it quite entertaining. There isn't much information on the glog itself, but I will basically discuss my unit idea, rationale, and talk a little about the reasons why I decided to used the texts I did. I only included a few of the pieces of literature in order to limit the time spent discussing.

Unit Idea: basically, my idea for this unit is to entice students to read texts that are more contemporary than what is usually taught. My hope is for students to learn about and empathize with the struggles of others, culturally and ethnically.

Rationale: I used Freire's concept of educational oppression and discussed how the reading requirements of archaic and irrelevant texts work to oppress students. If our intentions are to help students acquire knowledge and skills, they need to relate and feel a necessity for them; requiring them to read literature that is written only by White males implies that only White male literature is academic, correct, and superior. This disallows students of any other ethnic or culture, and all females, the opportunity to relate and have a place in meaningful literature and academics. My point wasn't to suggest that the choice of literature isn't important, but that it serves better use in a higher educational setting where students can appreciate them and apply fundamental skills while reading them. I chose to use a variety of literature by different ethnic U.S. authors, and one Peruvian author, to broaden the opportunities for students to relate and also be exposed to different cultures and ways of thinking.

It is almost 2 p.m., so I'll end here and will not proof-read. Please disregard any misspellings and grammatical errors :)