Hopefully, you have found time to read Lives on the Boundary. If you have not located your own copy yet, remember, the entirety of the text is available for you for a limited time on our syllabus page.
Lives on the Boundary is not a new story. Published in 1980, it is a unique scholarly text that combines memoir, statistical data on economically and racially diverse populations of students and how successful (or not successful they are) in the US education system, and scholarship on how students actually learn. I urge you, as you read, to pay attention to all three ways this writer, Mike Rose, a respected scholar in the field of Rhetoric and Composition, who has devoted his entire career to supporting all learners in all settings, makes his argument.
Think, too, about where you see connections to other texts in our class--namely, "Why Johnny Can't. . ." (notice that LOTB was published about five years after the "Why Johnny Can't" article appeared. This means that there was a certain sense of what was happening in education at that time that people felt the need to respond to. Can you identify what that sense was? And what sorts of answers where people giving to the questions being asked at that time?
Finally, what resonated with you on a personal level--either as a student or as someone who is going to be a teacher?
Your Initial Post
Finally, post about your top 5 to 7 takeaways from this text. What is Rose telling us about students? about learning? About good practice in the classroom? What is he telling us about the role of good assignments, particularly good reading/writing assignments? In what ways does this text, now nearly 40 years old, still resonate?
After reading the posts your colleagues make, read the chapter from Victor Villanueva's Bootstraps available for download on the syllabus. Consider in what ways Villanueva's story is different from as well as similar to Rose's. Then respond to your classmates by adding, subtracting, qualifying our top takeaways from both of these readings.