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Curious Incident of the Dog in the Night-Time

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Curious Incident of the Dog in the Night-Time

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Curious Incident of the Dog in the Night-Time

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Dear Mrs. Harvey, January 19, 2009

I hope you are doing well. I just wanted to take this time to thank you for all that you did for me throughout my childhood. I absolutely loved going to the library when I was a child. You are my favorite librarian of all time. You were the first one to show me black newspapers and magazines like Jet, Ebony, The Baltimore Afro-American and The Chicago Defender. You encouraged me to not only read, but read everything and be proud of who I am. You had a major impact on my life, more than you'll ever know. You taught me to stand up for what I believe and fight for and love myself and my community.

I am writing you today, the day before one of the most historically important days that I am sure I will ever witness, because I wanted to let you know that because even though I never thought I would live to see a black man become president, I always knew it would one day come. This is due to you and your influence and encouragement over the course of my childhood. You helped ignite the flame that kept me going throughout all of the years of fighting. So really, Mrs. Harvey, this letter is to thank you for all you have done for me and all you have done for all of the children you have helped over the years.

Yours Truly,

John Lewis

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"I Used to Think..., But Now I think..." is used to reflect on our own understandings and how they have changed. The strategy encourages metacognition since students have to think about their thinking: specifically, how and why their beliefs have changed. In my math class, I would use this for corrections and revisions on assessments. It is a great opportunity for students to push themselves to consider how new information influences them to change and revise their previous conceptions. Having students write out "I used to think.... but now I think...." for each problem in addition to re-doing the work will challenge them to really think about what they did wrong in the first place and what makes their new work correct. Coherent and thoughtful responses will also prove to us that they truly learned something through the revision process.

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Down These Mean Streets - Momma's Journal

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Down These Mean Streets - Momma's Journal

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HARLEM, 1942

Dios mio, I don’t think I’ll ever see my island again. We lived on green bananas, bacalao, and rice and beans. I hope mijos get a chance to go down there someday. We were so poor but very happy. We worked hard. In Puerto Rico those around you share la pobreza with you and they love you, because only poor people can understand poor people. 114th Street is nothing like my isla verde. Los Estados Unidos isn’t bad, but sometimes it’s a cold place to live - not because of the long winters and the landlord not giving heat but because of the snow in the hearts of the people. My people really love.

I am scared for Piri. He curses all the time, against the word of God. I raise this family in Christian way, and Piri disrespects that. He is getting into fights with the boys on the street. The other day he came home almost blind with this dirt in his eyes, after playing with other boys. Dios eterno, pobrecito. He says they are his friends, but I worry. His padre worries too. He doesn’t show that much affection, but he does love him, of course. Piri thinks his poppa favors the other kids over him. I want Piri to know that we love him. Life is peligrosa out here, and he must know that we care con todos nuestros corazones.

His poppa is driving me crazy. Mi carino screams and shouts and slams his fist against the wall. I wish I could find the strength to leave. I walk out but always come back. I come back and keep this family together. He lost his job. What else am I supposed to do? What would happen to my nenes if I left?

SUBURBIA, 1944

We’ve moved to Long Island. Mi carino wanted to get a better job. We saved enough money and we wanted the kids to have better opportunities. There are a few Puerto Ricans, but not as many as the Barrio.

Piri hates it so he left. I was so sad to see my boy go, but I understand. I know Long Island isn’t like Harlem. But it is hard to not have him with us. I worry about him. What is he doing if he’s not in school? What kind of people is he with? When he comes back, it feels like he just eats and leaves. He always has to go back to the Barrio. I wish he would just get a job here. Que Dios lo bendiga y lo guarde.

He gets so upset about being un negrito, getting himself into fights about it. I scream for him. He is proud to be a puertoriqueno. People in the Barrio don’t see him as Puerto Rican because of his black skin. It hurts him so much. He pretends not to speak Spanish so people think he’s latino. I hope he does not start these things again. It makes me feel like he hates his own familia.

HARLEM, 1948

Piri went down south. He started to travel all over the world -- Francia, Italia, Sudamerica, Inglaterra. I worry about him as a puertoriqueno, people treat him bad, especially because of his black skin. People aren’t so nice in different places. We are not seen as humanos.

He came back to Harlem right as I got sick. I am very weak. I will die soon, I know. I prayed to God for He to send Piri before I leave this world. I am so glad I got to see him. I worry about him - what will he do with himself and who will he love? He is now un hombre, but I worry. My Piri is chevere. Mijo. Que Dios lo bendiga y lo guarde.

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Takas’ piece, “How does your positionality bias your epistemology?,” raises many important points about how we relate to one another as human beings, both inside and outside of the classroom. While shared experiences can bring us together, appreciating our different life experiences and backgrounds is crucial to understanding that our individual points of view are uniquely constructed and inherently limiting. Thus, freely sharing our experiences and being open to the experiences of others is the foundation for developing thoughtful and open understandings of our world. According to Takas, “By respecting the unique life experiences that each student brings into the classroom—by asserting that the broadest possible set of experiences is crucial to help each of us understand the topic at hand as completely as possible—we empower all students as knowledge makers” (28). I want to keep this at the forefront of my mind when working with students. If students do not see themselves as knowledge makers and/or if educators do not promote knowledge-making among all students in the classroom, learning will not happen. I want to ensure that all my students feel their skills, cultures, and values fully respected and supported so that they become empowered to take risks that will foster learning.

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How would you use this text in your own classroom?

Reading the novel “Tyrell” would be a perfect opportunity to discuss the intersectionalities between class, race, and gender in my own classroom. The novel takes us through a week in Tyrell’s world. A black 14 year old from the Bronx, Tyrell intimately deals with the effects of poverty, domestic abuse and turbulence, and the injustices within our justice system, all while trying to navigate the typically complex territory of teenage relationships. Because his father is in jail for the third time, leaving his mother without a source of income, his family is forced into the shelter system. Tyrell has stopped going to school and is trying to find ways to support his family financially, like selling MetroCard swipes and promoting a big party he throws as a DJ with his friends. His girlfriend Novisha is “all [he] has,” but once he meets a girl named Jasmine at their motel, things become complicated.

Issues of class, race, and gender were at the forefront of the novel, affecting each character in different ways. Speaking about the obstacles each character faces and how they go about working through them would illustrate the ways in which intersectionality influences each of them as individuals, and, ultimately, ourselves as well. I would want to start with these two quotes to get the class thinking about obstacles:

“We both gotta laugh at that shit. Starting in first grade, them teachers took one look at me and started putting me in programs for at-risk kids, then at-risk boys, then at-risk teenagers. Personally, I ain’t never knew what the fuck I was s’posed to be at risk of, except growing up Black, but ain’t no program I know of gonna change that.” (127)

“I got a lot I need to do and I gotta save the little bit of energy I got. First thing I gotta do is find a place for this party so I can get out there and start promoting. I’ma hafta call this guy Leon, ‘cause I ain’t got time to waste looking for someplace on my own. I don’t know shit ‘bout him, but if my pops and Regg trust him, he probably alright. // And it ain’t like I got no other choice.” (130)

How do these two quotes illustrate the influence that class, race, and gender have on Tyrell? What are his available opportunities, and what opportunities does he lack? Why do we think his obstacles are there? I would want students to analyze one character from the book: either Tyrell, Novisha, Jasmine, Cal, Troy, Ms. Green, or Mr. Green, taking these questions into consideration. By comparing their analyses - the characters' individual opportunities and obstacles through the lens of class, race, and gender, students hopefully would develop a greater understanding of intersectionality.

Booth, Coe. Tyrell. 2006.