WE MARCH!!!!

 

Lessons from Down Under written by Bessie House-Soremekun gives a firsthand account of growing up in the South in the midst of civil right turmoil. House-Soremekun's reflects on the limitations that slaves were given throughout the course of slavery and the progression to different types of literacies in order to obtain an education. House-Soremekun also discusses how African Americans have heavily depended on various oral traditions of literacy, such as storytelling, throughout history to strengthen and develop the race as a whole. Explaining that lack of formal education for African Americans during slavery lead to historical happenings, customs and common knowledge being transmitted through oral renditions instead of written text, which furthermore helped to keep African American culture alive and unrestricted by white society. An example of such unconventional forms of literacies is depicted in her conversations between her and her grandmother and what she learnt outside her textbooks. “My grandmother and I discussed many topics, including religion, philosophy, the nature of human existence, politics, health issues, and economics” (pg.62). 

In addition, although House-Soremekun does focus on the various forms of African American literacies. Through this reading I was also introduced to a literacy that I never took into consideration up until this reading, and that being boycotting and protesting as fashions of displaying the understanding of the law and the rights one processes due to citizenship. An example of such innovative literacy being the Montgomery Bus Boycott of 1955-56 in which African Americans understood their economical power and ability to influence society through protest. Saying no, reflects the immense intelligence of the Black community and its leader in knowing how to change injustice in a black and white world. Thus, making protesting and boycotting clear forms of literacy that African Americans used as mode of transportation for equality despite the social barriers existing in a White constructed world.

In conclusion, the while I agree with House-Soremekun’s agrument that oral traditions have been used to help African Americans to become literate, I think as readers and literate black women it is important  for us to not generalize this concept and think that oral tradition are simply the only way for us as a race to not stay defeated. But instead understand and remember the power in which we hold as one union and the driving force in which change can come within that union. Hence we must ask ourselves “what can I do for my community?” and “what social issues at hand to I believe and am willing to fight for?” because only then can we work as a community to free and deliver our race from the barriers of social and economical depression.

Transformative College Literacy of Literate Black Women Peer Coundelors

In 1997, Robin Wisniewski was designated the task of designing and successful launching a peer counseling program for students with disabilities, low-income backgrounds and first generation students at her University. “The programs philosophy would embrace a counseling perspective rather than draw from that of traditional college literacy programs based on administrative tasks, mechanistic teaching and basic skills development.” (Readers of the Quilt, 70)  Wisniewski assumed that the counselors would use traditional methods, like note taking techniques, study habits and other basic skills to develop their academic proficiency. Hence, both peer counselors and Wisniewski came to the conclusion that they individually had a responsibility to contribute to literacy learning of the university and the students within it.

  

Therefore the question of great importance “If you’re ignorant of everything that is going on and you have no idea and you’re just walking around, then how can you say we need change, or we need this and that?” (Wisniewski 69). After taking this question under consideration, I too completely agree with Wisniewski, and believe that it is foolish to aimlessly live life not knowing what’s going on or whether or not you even understand. Especially, since knowledge is power and without that we simply become enslaved to our scheme of doing things, whether that being right or wrong. But by building and promoting individuality it serves as a defense against racism and stereotypes in the world or even our local surroundings.

In conclusion, I truly enjoyed reading this chapter since it reinforced the concepts of peer counseling that many peer counselors have unfortunately lost sight of today. Examples such as Lauryn and Vania, two young African American women in the program, show exactly how important  it is to establish a relationship between both the mentor and the mentee, and what role that plays on their academics. Lauryn and Vania genuinely cared for their students, so tutoring exceeded more than just merely teaching biology or English but also allowed them to launch a friendship and a safe environment which permitted students to succeed. In addition, fortunately enough I have personally seen the affects of such concepts in my academics and can say this not only works but allows for a more optimistic, striving, and independent student.