Guidelines For Panel 2 - Reading The World-1

Guidelines for Panel 2: Reading the World
October 31, 2024

In this unit, we’ve been exploring the concepts “reading” and “literacy” in expansive ways.
We have been considering how different factors impact how we read the world and our
place in it. Shamus Khan, the author of Privilege, thinks seriously about what it means not
just to physically occupy a place or position, but to feel at ease in it. In Privilege, he shares
insights from an ethnographic study of St. Paul’s School, drawing out lessons that students
learn as they become literate, not only in reading books, but in reading the culture of the
school and what it teaches them.
Khan’s book gives readers the chance to see an example of how students learn to “read
the world” in and through their experience of school. By offering a concrete, living
example, Privilege invites us to think more deeply about core questions of this unit such
as: How does a person’s environment—including physical and social factors—impact their
understanding of themselves, the world, and their place in it? What role do other people
and perspectives play in an individual’s learning to read the world? How do invisible
realities such as power and privilege impact individual and collective formation? How can
schools promote justice? What does it mean to learn to be free? How can schools promote
the formation of individuals and communities in freedom?
Additionally, Privilege offers us an example of what qualitative research in education can
look like and its value for helping us think about the purpose and meaning of education
and schooling.
Before class on 10/31 each member of your panel will upload a 500-word close reading
reflection to Canvas in response to one of the following prompts:
1. In what way does Khan’s writing complement the ideas presented by one of the
works we have studied in this unit? How can his book help us understand the
meaning of that writing or film more deeply?
a. Choose one specific passage (500 words max) from Privilege to examine side-
by-side with a short passage or clip from the complementary work. How does
the passage from Beeline furthers our thinking about the idea from the other
work?
b. Please copy and paste the passage from Privilege and the complementary
text at the top of your reflection document (for a film clip, insert the
timestamp of the scene).
2. In what way does Khan’s writing offer a perspective that is different from the
perspectives presented by the works we have studied in this unit? How does Khan’s
ethnographic study of St. Paul’s school help us understand the meaning of school in
a deeper way?
a. Choose one specific passage (500 words max) from Privilege to examine side-
by-side with a passage or clip from another work in this unit that helps us see
and appreciate the uniqueness of Khan’s perspective and ideas. How does
the passage from Beeline complicate or complexify the view put forward in
the other text?
b. Please copy and paste the passage from Privilege and the other text at the
top of your reflection document (for a film clip, insert the timestamp of the
scene).
In class on 10/31 each member of your panel will present to the class for about 5 minutes.
As an expert on Privilege, you will share with your classmates how the book helps us think
more deeply about a core question or theme of this unit.
The final minutes of class will be devoted to a Question-and-Answer session facilitated by
all panelists. In this portion of class, students will have a chance to ask further questions
about the book and panelists will have the opportunity to dialogue with each other about
the value of reading Privilege in this course.
Grading:
This assignment has two goals:
(1) That you learn something new that adds to your thinking about the unit theme and is
hopefully of genuine interest to you.
This assignment allows you to be an agent of your own learning by giving you the
opportunity to think through a core question of the unit for yourself through
dialogue with a book of your choosing and one of the course readings. In your
presentation, I am looking to see that you were thinking deeply as you read
Privilege and that you’ve seriously pondered how it relates to the core questions of
the course.
(2) To invite you to think from the perspective of a teacher.
In preparing to lead your portion of class, you must consider how to share what you
have learned with your classmates. I will be looking to see that you are putting
sincere effort and care into helping your classmates learn from and with you.
In grading your participating in this panel, I will rely on my notes from your presentation as
well as feedback cards completed by your classmates in which they answer the following
questions:
(1) What did you learn from this presentation? In what way is your thinking about the
core themes and questions of this unit different than it was before this
presentation?
(2) What advice would you give the presenter for how to improve their presentation?

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Guidelines for Panel 2: Reading the World

October 31, 2024

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