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Title : Parent Advocacy and the New (But Still Misguided) Phonics Assault on Reading | radical eyes for equity
link : Parent Advocacy and the New (But Still Misguided) Phonics Assault on Reading | radical eyes for equity
Parent Advocacy and the New (But Still Misguided) Phonics Assault on Reading | radical eyes for equity
Parent Advocacy and the New (But Still Misguided) Phonics Assault on Reading | radical eyes for equityParent Advocacy and the New (But Still Misguided) Phonics Assault on Reading
“School days were eagerly anticipated by Francie,” a central character in Betty Smith’s A Tree Grows in Brooklyn (p. 143). The novel often is a powerful fictional account of poverty among white working class people at the turn of the twentieth century.
But Francie Nolan is also a girl who loves books, libraries, and an idealized view of what formal schooling will be. Yet, “[b]efore school, there had to be vaccination,” the narrator explains. “That was the law”:
When the health authorities tried to explain to the poor and illiterate that vaccination was a giving of the harmless form of smallpox to work up immunity against the deadly form, the parents didn’t believe it. … Some foreign-born parents refused to permit their children to be vaccinated. They were not allowed to enter school. Then the law got after them for keeping the children out of school. A free country? they asked. (pp. 143-144)
Left alone by their working mother, Francie and her brother, Neeley, must go for their vaccinations, prodded only by a neighbor who rouses them from playing in the dirt and mud. Francie suffers through not only the shot itself, but also the doctor’s insensitive and classist criticism: “‘Filth, filth, filth, from morning to night. I know they’re poor but they could wash. Water is free and soap is cheap. Just look at that arm nurse'” (p. 146).
Despite the trauma of the vaccinations and the class-shaming by the doctor, “Francie expected great things from school” (p. 151). However, “Brutalizing is the only adjective for the public schools of that district around 1908 and ’09. Child psychology had not been heard of in Williamsburg in those days” (p. 153).
That “brutalizing” included:
The cruelest teachers were those who had come from homes similar to those of the poor children. It seemed that in their bitterness towards those unfortunate little ones, they were somehow exorcizing their own fearful backgrounds. (p. 153)
A decade past a century since this novel, and I must acknowledge there is CONTINUE READING: Parent Advocacy and the New (But Still Misguided) Phonics Assault on Reading | radical eyes for equity
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