As I mentioned in class, folks are often pretty enchanted with the early parts of Rose's memoir. It's easy to feel connected to his personal story of searching for the right path for himself, the obstacles he encounters, and how that affects who he is a teacher to others. However, Rose's point is really to get concerned parties--teachers, students, administrators, legislators--to think about his story as illustrative of larger issues in literacy instruction.
In the last parts of the text, Rose turns to larger policy considerations. It's not that he entirely abandons his first-person, personal experience-driven writing--think of how he writes about his moments with the individual students going of the logic of the tests/assignments they were not understanding. But he is pulling back here to make a wider argument about what we need to do, what policies we need to enact and/or change to insure strong literacy instruction for all students.
WHAT TO POST: So, for our last post about Rose, identify one of the policy recommendations that he discusses and talk about where you see or where you don't see that in the classroom today. Remember, this text came out in the 80s. So it's worth thinking about which of Rose's ideas seem to have caught on and which we still seem to struggle with.
NO NEED TO RESPOND TO A CLASSMATE THIS TIME AROUND. We'll make time in class for that and, since I'm asking you to respond to a second discussion board for Thursday, not responding will make this task more manageable.