In class Thursday, we discussed different communities, and whether it was right to impose different views of literacy upon them, even in attempts to educate. In our reading by Vieira for this week, the relationship between immigration and literacy was discussed. In many of the cases, literacy and bureaucratic measures made it difficult for immigrants to become citizens and help their families immigrate with them. In a few unfortunate circumstances, their misfortunes were abused by others who took advantage of their expired visas or imperfect English.
While outside resources to improve their English and navigate the government bureaucracy would be helpful, there are some potential conflicts. As we discussed Thursday, even good intentions might have negative results on a community’s identity, self-esteem, and culture.
Would it be appropriate to interfere in this situation? Would a hypothetical literacy ambassador be well-received, or would they be seen as an agent of colonization? Does the identity of the ambassador impact the situation, and who would be likely to be well-received, and who might be rejected by the community?
The difference between an ambassador and a colonizer is an ambassador asks the opinions of the people that he or she is trying to help. As in most situations that one can provide help no one should assume that their help is needed, or wanted.
Viera discusses about school’s effect on this idea of interfering with immigrants’ identity, and this made me realize that our schools are not doing enough. The system of schooling we have in the US tries to accommodate immigrants, with classes like ESL, and providing as many resources as possible but no matter what all students are still forced into our narrow idea of literacy.
In my education classes we are taught to always keep students’ backgrounds in mind, however in my high school I never remember discusses any other cultures except in language courses. Perhaps this shows a change in the trend, which is what we all hope, but who knows if there has been any change in curriculum since my high school teachers went to college.
I agree with “Mint’s” comment above, the major difference between colonization and warranted assistance is the opinion of the participants. When we discussed in class the act of imposing on others to teach them to read and write at a particular level I could not help but think of my job as a mentor in an inner city school. To be honest I left our discussion a little confused about my role, was I a colonizer just trying to transform my already wonderful students into mini-collegegoing- me’s? I think that I settled this internal confusion by reminding myself that these students and their parents sought after my assistance in school. So to relate this back to Vieira’s piece and literacy I think that English lessons and assistance should only be given to those who seek it. If we just force every person who enters our country to speak English we are perpetuating that “melting pot” mentality that we now know fosters a loss of individuality.