Building Bridges

Building Bridges
Connections

Wednesday, April 24, 2013

A 21ST CENTURY LITERACY PROJECT

Students Center Stage
Another English 103 class - more voices
IMovie - listen to peers - family/elders

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The future is RIGHT NOW in the past.

I do believe that we are living in the time machine of the science fiction imagination. We are at a porthole in the fabric of time. As we live the present, we fly into the future and before we are fully conscious, it has become the past. We can almost feel the whoosh of it as the breeze zips pass our ears.

At one time the "older" generation had time to adjust or adapt in some way. Now, I reach down and touch my watch and realize that I am in the minority in my classroom. No one wears a watch! They do not even think of a pay phone, a record album, or a photograph negative. And, I am only 53. I am already a relic.

As an academic I view this project through the lens of post modernism, race and gender theories, critical theory, and intersectionality. This postmodern tool, the computer/internet, allows me to use my material in more than one way at the same time. I can tell more than one story at the same time using the same material or/and use the same material to tell the story from different points-of-view; and the story can be watched on two screens on the same computer.


My position as facilitator/instructor brings to the project the knowledge gathered from Gardner's multiple intellligences, understanding of Vygotsky's zone of proximal development and the importance of recognizing prior knowledge.

For me it is crucial to include the personal woman. I believe that my identities and my experiences are the foundation of my choice of career and my pedagogy. It is why I am committed to particular theories. My identity as a woman and those experiences related to gender inform my choices. Experiences related to race have shaped me along with others. Therefore, my understanding of intersectionality, and its discriminations is permeated with the trauma of my own collisions at these crossroads. I am, after all, a black woman born in Guyana, living the experience of an immigrant, working in a predominantly white community, an introvert, and now a stroke survivor.  I deal with issues of class, race, gender, age and now, as  a survivor of a stroke, I have a keener understanding of the disabled. I speak with these many experiences and from many borders.


The literacy GOAL: literacy enhancement, connecting communities, centering voices -  telling stories;
students collect oral histories and write essays
The academic WHY: Marginalization, oppression, equality, and the future

National Council of Teachers of English - 21st century literacies
California's simple guide to the Common Core Curriculum

Here are your TABLE OF CHOICES:

web - blog - directors' backgrounds, teacher guide, student guide, and Site Map
or go to multimedia chapters - Introduction, Mexico, Guyana, San Andres, Curacao, Jamaica 
 A Chapter on Guyanese Pioneers
Barbados, Trinidad (coming), Nova Scotia (coming), Canada
or to student visual hands on projects
or student multilingual oral history
or to example of student  essay
or multimedia student blogs to center marginalized voices
or student PowerPoint presentations  on a critical thinking activity to center the Haitian crisis
or student extensions to the novel Breath, Eyes, Memory by Edwidge Danticat
or student book reviews of Breath, Eyes, Memory by Edwidge Danticat
or instructions in English, French, Spanish and Portuguese, for writing the essay in English, Spanish, French, and Portuguese

OR STAY and read

A bit of history:

The above FB photo and message just arrived a few weeks ago from a former student.  For me, it is a reminder that some things stay with students.  I started the FB page as a space for students to contribute information they felt extended our critical thinking.  Over the last few years, I've continued with the notion that change is happening rapidly and I can't afford to pause to fully digest all.   It was, and continues to be, a loose experiment, but I believe that participant observation has to be open and flexible.
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"Design a program that answers one of your academic needs." said the professor.  Denmark Vesey popped up immediately.  In the 1830s in South Carolina Denmark lost his life in the fight for freedom.  He came to mind immediately when the professor sat us down and directed us to each create a computer program that would enhance our particular academic focus.  Computers filled the room.   I was no expert, but I learned that the computer had this multilevel potential.  Almost, immediately I realized that I could create a program that catered to various ages, various abilities, various talents as well as various subject matter.  For example, links could be added allowing a student to explore to geography of a country.

During my 6th grade sojourn as a facilitator/teacher, I had also been asked by a 6th grader why he'd never heard of Denmark Vesey.  The class had a discussion and the students understood the fluidity of the "truth."  They were, after all, living in a depressed neighborhood and had found it necessary to protest the unhealthy state of their cafeteria.

I was able to put the two experiences together.  The internet allowed me to create a multidimensional piece.  I created a story of Denmark to be read heard and represented in art; included were a few links to various subjects; for example there were links to maps so that the students could explore geography.

Here at SBCC, my attempt to center student voices started with Moodle.  In the computer lab we used the Moodle space to discuss the novel.  In the classroom students used the talk show framework to present information; they wrote and performed plays based on their novels; we even had Sula parties; the designed questions based on the book, came in character, cooked food according to time and place; and participated in conversations based on the novel.

I also guided hands on projects in the classroom and before I knew it those projects could be published on the internet.  As the technology exploded, I asked the students to send me to a place that they visited on the internet so that I might get ideas for teaching and they sent me to MySpace and FaceBook.  It seemed to me at the time that the technology had just startedbecome a large part of society.  I used the information gathered from these sites to start a web-blog  with the support of David Wong at Santa Barbara City College.  David wedded my idea to the computer software.

Slowly but surely I started to find my way.  I read and turned the stories to audio; I read and created the fictionalized oral history.  As I worked on it I strove to keep in mind that my ideas must always be student centered. I kept looking for ways to make the students prior knowledge reflect itself in the classroom.  Out of that exploration came timelines for the novel,  PowerPoint presentations, hands on projects and blogs to bring marginalized communities to the center, extensions to the novel.  I used their interests to stimulate some engagement; we discussed the novel and connected it with social issues, and then I gave them the space to define who they saw as marginalized.

The multimedia - video and visual arts -  project being introduced on this site is all a part of the main purpose - the telling of life's stories.  They can all be found in their various forms through the webblog.

Imagine then that this center stage is populated with students and the voices they choose to honor.  Picture it as a rich and lively intersection of many crossroads where people meet and grow as they go.

Therefore, the webblog's main purpose is for students and teachers across borders to collect these stories and upload them to this center stage.  AND, this staging should also engage the participants in an interactive manner; it should encourage them to read these many stories and respond to them with guidance and with honor.

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Now we go to the project.  The projects represents the weaving of my interest in telling stories with my role as mentor and guide for my students.  It is a model for what they will do as they create their own multimedia essays:

EXAMPLES:
THE 21st CENTURY BOOK - Faces and Voices of the African Diaspora:
Chapter - 1)  Curacao - Elia
Chapter - 2) Guyanese Pioneers

Sunday, May 13, 2012

Connecting Sites

Personal narratives and the 21st century student
Story telling project - city college students center women
Spanish, French, and Portuguese - narrative writing steps
Indigenous Women's Voices
Walkin' and Talkin' wid Women - a video
Our Mexican Family - a woman painter
An Early American Opera - Scott Joplin
Book Reviews for students
Book lists and quotes for educators
Weaving theory while teaching

student blogs
student writing extensions
first student initiated youtube - 
and more
students talk IMovie - creating knowledge

video/youtube playlist - literacy interviews

Published paper - The Novel as a Bridge to Understanding Violence and Oppression

Example of 21st century platform for writing - Minority Rights Group -
Interview article - We Stay with Nothing - from San Andres, Columbia
by Denise Bacchus and Mbee

The Garifuna, a Nation Across Borders: Essays in Social Anthropology by Joseph A. Palacio
Book Review by Denise Bacchus, Ph.D.

Published essay - A personal journey 
1st blog during trip to Lethem, Guyana



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Community College Experience


This 21st Century Literacy Project is a work in progress.
Questions contact: bacchus@pipeline.sbcc.edu

Sunday, March 11, 2012

The Facilitator


The literacy goal(s) of the project is to center students and their prior knowledge; it is to acknowledge our multiple selves that meet at the intersections when we gather to share, build, recreate and create meaning.  Ultimately, the goal is for us to develop a community and find successful methods and use them to follow paths that lead us to multiple literacy outcomes.

A student centered classroom built on a foundation of dialogue and collaboration takes focus and time. It is time well worth the effort because outcomes are rewarding in many ways.

To establish a truly student centered classroom the facilitator must build community.

The quick points:
  • create a welcome letter that shares something personal and ask them to share
  • first week concentrate on community building activities and comfort - have some fun
  • focus on language safety and make clear engagement rules that are equal and fair
  • always have something that's fun, creative and connected to the class material (eg. Scrabble for words, use words from novels/books for extra points - competition with self not partner)
  • do meaningful out of class work at times - go outside (eg. sit in cafeteria and describe - deal with the senses)
  • include students in decision making (eg. who do they think society ignores; what issues need more voice, etc.)
  • always have meaningful research to connect with the world (eg. teach the class about geographic location; what religions; what do can we learn about culture? etc.)
  • always give chances for students to share (their observations and experiences)
  • have students choose to go with a group of two or three - no more
  • let students decide on presentation structure - don't choose the front of the classroom
  • presentations can be done like talk shows
  • discuss technology and what it can produce - have students discuss the best technology for their presentations

STUDENTS TALK (link to come)
A message to facilitators (teachers/instructors)

My overall reading goal is - The Novel as a Bridge to the Real World

The environment will always be diverse in many ways.  In order to be truly  fair to the "student centered" approach one has to be always flexible and willing to struggle with discomfort.  Staying cognizant of your own identity and position is necessary to this approach; it makes you question every decision you make; you will take nothing for granted.

Share information always.  Explain your approach to teaching and allow students to collaborate and participate in the governance of your environment.  Be explicit about expectations and outcomes; discuss the short term goals (grades if necessary and appropriate) and the long term goals (the realities of social issues and the role that education plays in change).

Allow time for collaboration and individual preparation.  Give students time to come up with ideas before hand.  In this way you accommodate different personalities; the introverted student has some more time to think and all students feel their ideas contribute.  Keep groups to three; give students enough tasks to engage different talents and strengths.

See list of books and quotes.

Goals: community, sharing, examining reality, producing literacy projects, reading, writing, computer
Multimedia essays – Students create published products on blogs, Youtube presentations

Steps:
form community using personal letters, introductions, group work

Read oral histories and novels as bridge to real world
Use bloom’s taxonomy to create questionnaires for interviews
use questionnaires to give order to essays - visual and written
interview family and community members
transcribe interviews
use interviews to create essays, visual projects and youtube presentations

Skills:
critical thinking - crossing borders and stepping into other shoes
sentence structure
essay structure
essay maps
organization
outline maps
quotations
summary


Background


The above photo decorates my office door.

As most teachers know, receiving any unsolicited thank you from a student that reflects his or her experiences in the classroom is, not only touching but, affirming; it is appreciated as a precious piece of acknowledgement that goes a long way in supporting what we do in the classroom.   When we confront the many ups and downs of the profession and the many struggles with our flux in confidence we need to know that students benefit.  My question is always... Have I engaged them; will the engagement be sustained?

How did I come to this profession? Facilitator of reading!  It is a profession and a purpose that so many take for granted.  Consequently, it is important to note that reading, as I see it, is far more than deciphering abstract marks on a page.  Reading is a complex set of behaviors that contribute to the constant construction of self, identity... it is the forming of knowledge couched in the tug of war between nature and nurture.  Therefore, it is the shaping of society.  This view makes my position, as an instructor, one of power.  This power is political; it can be used in multiple ways.  In a society plagued with issues of class, race, gender, age, ethnicity, and various others that divide people and perpetuate inequality the book becomes a powerful tool.

As far back as I can remember I found my way in books.  Books were my bridges.  As a child, books were the dreams that took me through the tragedies in my childhood.  They took me on journeys of pleasure that numbed pain too complex for the immature mind.  At that time I was unaware that I was constructing self as well as knowledge.  As  an adult, books made sense of those same childhood tragedies and they unraveled the adult traumas.

As an avid reader, I recognized the power of books in my life. My experiences and my observations led me to choose the role of reading instructor. Simply put, I wanted to guide learners into the world of books; I wanted to walk with them into a world of critical thinking. I was motivated to use books/novels to examine the real world.

Fiction and non-fiction! Books - Novels.  On their own they are paper and ink, but they are also the explosives planted at the closed doors of hidden histories;they are the explosives planted at the corners of closed minds.  They are the ladders over walls that seem impenetrable; they are the ropes into open windows and they are the ropes thrown to drowning minds.

As I grew and my world expanded, I encountered those who didn't read and who seemed alienated from the world of books.  It stirred my concern; I wanted to share my experiences with books often because I traveled alone; and this frustration stayed with me.  How could I bring them into the world of books long enough for them to experience the intense emotional high and intellectual stimulation.  I was convinced that once they had these experiences, a desire would be ignited and they would never turn back.

Today, it is that same belief that is at the root of all of my work.  It is the very same craving for new knowledge that continues to grow in me; it continues to inspire my work as an educator.  I see reading as one activity that allows me to practice meta-cognition.  I can use my will, my agency, to recognize and analyze the effects that society has on my position and I can examine how they shape me; and I can be vigilant about how I contribute to the "truth."  Like Paulo Freire, I want to work along with the students in the real world as I guide them and they work their ways through books and other media and, in so doing, recognize the power of their voices.

The project I share on this site is one conceived in a milieu of  pain, pleasure and purpose.  Student questions motivated me ten or more years ago, and they still do today.  Who was Denmark Vesey and why don't we know him?  This question was from a 6th grader.  And, the other question.  Why don't we know Paul Robeson, he has done so much?  That one was from a city college student.

Along with student questions was the slow growing need to counteract the impact that colonization had had on the image of other peoples; colonization had and continues to demonize color.  I felt the deep need to be vigilant; I felt a need to take charge of the shaping of my mind.  It was a conscious act of resistance.  I intended to capture the beauty of the majority and I started with people of African descent.  I took action; I searched for stories of resistance; I found Bobby Vaughn; I bought cameras; I bought a Spanish/English dictionary and I arrived in Cuajiniquilapa, Costa Chica, Guerrero, Mexico.  That was 1999 and I continue to follow that path.

A 21st Century Literacy Project is a program to honor students and to center voices. After 10 years of teaching reading and writing courses at a city college, I believe this program is a critical contribution to the enhancement of student potential today.

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"It is rather astounding that so many noninformed, or at best partially informed, yet otherwise learned personages have felt and still feel that although they themselves could not replicate the grunts, moans and groans of their Black contemporaries, they could certainly explain the utterances and even give descriptions, designs ad desires of the utterers. Black Americans often have found themselves in disagreement with many who have cavalierly drawn their portraits."
Maya Angelou's foreword for Dust Tracks on a Road
The quote above resonates with me as a black woman educator. In the 21st century, this is still the reality. Most importantly, I recognize the multiple communities that fall into this category... communities of difference and communities that are made to exist on the margins of social consciousness.


As a university student, I started an after school program in Oakland and received funding.


My dissertation, "Private Views to Public Voices: Engaging Our Students," focused on student engagement and sustained learning. In 2012, I am of the belief that the educational system needs reshaping and rethinking more than the student body.

 
After four years teaching fifth and sixth graders, I decided to follow high school students and gather information. At that time, 2001, my findings supported Gardner's seven intelligences and Paulo Freire's attention to relevant information and the student teacher relationship. It also supported Vygotsky's concept of the zone of proximal development as it relates to prior knowledge. This information supported my goal of centering students as a part of my purpose as an educator; and that purpose is to guide students as they create knowledge and find power in their own voices.

The woman


My writing blog
my writings at womanroar.wordpress.com
My poetry
poetry at tusilata.wordpress.com

Stories

Once upon a time there was a beautiful Guyanese woman; she was golden in color and slight in built and of christian mind; inside her bubbled the african and amerindian spirits.  This beautiful woman met a handsome man; he was smooth chocolate in color and muslim in mind with senses harking back to India.  In the midst of this mixture of love and lust were the gods of racism, slavery and indentured labor, at war with each other as they conducted their historical colonial orchestra.  These gods banned the legal union of muslim and christian and manipulated these people - one beautiful woman and one handsome man - to participate in multiple forms of abuse.  The relationship of the gods eventually produced an offspring, gender suspicion and this godchild grew into sexism.  The love hated itself and the hate fed on the love.  He did not marry her and she allowed him.

Over time this woman gave birth to twelve children six of whom died - one of them in a tragic death of red hot flames.  The man, throughout these births and deaths, stayed steadfast to the gods and their godchild.  And, he collected their weapons for use.  The years made him expert with words as weapons; he used silence with the skill of isolation; his understanding of gender gave birth to demands beyond equality.  Eventually, shaped by the forming of child selves, the deaths of six, the burning of one all mixed with the expertise of the progenitors her mind caved in.  She went crazy.

There was this large house somewhere in the country made for those who went crazy.  He had money; he sent her there to her own cottage.  For twelve years he kept her there; on a train from town to town he sent her favorite fare; he made special arrangements for her culinary pleasure.  The twisted gods of love continued to work their magic.  Eventually, he brought her home to manage another generation of offspring.

Into this holy mess a tall, beautiful and handsome he child was born.  He held all the traits of both his father and his mother and he was baptized in the springs of the muslim and christian baths; he became a child of the Caribbean.  He tried to satisfy all of these gods of mother and father.  He met and fell in love with another beautiful woman of golden color and christian mind and married her.  Over time they gave birth to seven brown girl children of the Caribbean.  But, throughout it all he was strapped onto this wrack of torture; his life was woven into the world of the colonizer.  They turned the wheels slowly and over time he broke and followed the path of his mother.

You wonder why I tell you this story of colonial order and you ask how in heavens name it could be of import to my selves as an educator and intellectual conductor.  And, I tell you it is ... just listen and it will cross those borders and they will meet at the intersections.

The beautiful golden woman he met was also a child of the Caribbean.  Her mother was of Portuguese descent sprinkled with some african spice and she was a country girl in an urban city.  Poverty was her bedding and blanket.  Love and lust were her transgressors.  They led her down the aisle and she believed their lies.  They put a ring on her finger and she followed them to bed.  Instead of ring she bore a child on those bed of lies and became a woman scorned and a woman despised - a single mother.  The child of this unblessed union was the beautiful golden she child with dreams of her own.

When they met he was shy and she was bright.  He stopped his bike and followed her.  She noticed and from then on they shared moments in time.  They learned to love and trust.  They married and then came those seven girls.  The wrack on the wheel stole into their lives and wrecked that time.  He lost faith and they lost the connection of friendship.  They both felt betrayed; he by what had entered his head and she by the broken promise of dreams.  Time collided and folded into itself and sooner than they could comprehend in their senses lives were shattered.  Mental illness reached into the folds of flesh and imploded.  Society's condemnation of such illnesses stained their everyday lives and sentenced them all to years of silent torment.  This social condemnation along with gender discrimination exposed all of these women to other human vultures.

The smell of blood drew them like jackals.

And, the tall beautiful golden woman was sentenced to a life of a struggle to save her girls.  She was left to do this alone.  Shaped by the gods of christianity and the colonizer's social rules she held her tongue when the vultures walked in and fed on the lives of her young.  She watched as they took vows of subservience and she watched and listened as they laid down on beds of nails and gave up blood to the vultures.  At these crossroads stood irony.  The vultures fed on her young in the same way that the handsome grandfather fed on the blood of the beautiful grandmother.  They drew blood with words and smashed lives with fear of exposure.  "You will go just like your father."

This is the history into which I was born.  These experiences shaped me and these experiences are with me at the crossroads.  In the book Black Feminist Thought Patricia Hill Collins centers the importance of working from the intersections of our lives.  In this way, all "truth" is recognized and analyzed. These are the experiences that tilt my world; they populate my "crooked room." 


In Melissa Harris Perry's book, Sister Citizen: Shame, Stereotypes, and Black Women in America, she describes the  experiences of black women in the United States.   Her explanations, definitions, and examinations gave meaning to my perpetual frustrations.  Perry's use of the metaphor "crooked room" to describe a black woman's journey through life in a racist and sexist environment gave sanity to what would otherwise be insane as women try to exist with a lack of logic in their day to day lives.

"When they confront race and gender stereotypes, black women are standing in a crooked room, and they have to figure out which way is up.  Bombarded with warped images of their humanity, some black women tilt and bend themselves to fit the distortion.  ......... To understand why black women's public actions and political strategies sometimes seem tilted in ways that accommodate the degrading stereotypes about them, it is important to appreciate the structural constraints that influence their behavior.  It can be hard to stand up straight in a crooked room."

       Milissa V. Harris Perry in Sister citizen: Shame, Stereotypes, and Black Women in America 

It took my many years to recognize and accept that I was the child of trauma.  And, it took me many more years to accept that trauma affected different personalities in different ways.  I was a child of emotions that ran as deep as wells.  For me then, the trauma was a black and blue cloud filled with such pain that to inhale would mean the bursting of my heart.

Looking back I realized that I had been stunned by my first collisions at the intersections of life.

It was the 1960's and we lived in a Caribbean forged by British power.  And that power devoured my father.  For, he too, was a man of emotions that ran as deep as wells.

My father, who I loved dearly, was caught in the steel jaws of colonial power and I did not know.  What I did know was that suddenly at the fragile age of seven I watched my father descend into a hell designed by terrorists who masterminded the collisions at his intersections and it was there he lost his mind.

I held his hand through this time and saw his face and spirit crumble.


Catholic religion

Mental illness

Death of parent and others

Impact of racism

Effects of sexism

Education, travel/culture


Poetry by Yaari - Ramblings by Yaari

The academic

In defiance of gatekeepers and as a form of resistance, I created this site.

I had no idea I was following tradition.  I was simply trying to find my way in a "tilted" world.  I was simply trying to breathe, to find air in the sufficating cloud of "hegemony."  It was a matter of survival as a self I could continue to recognize.

I will  be forever grateful to the many resisters - the many "maroon" actions - that paved the way for me to be possible.  And, I owe my life to the women who used their subjectivities, in spite of threats and for some even death, to name their realities and in doing so give meaning to mine.

The future is RIGHT NOW in the past.

Change is happening that quickly.  Today, in terms of technology and its effects on language and society, change is happening in weeks in relation to the past where change of the same kind seemed to span fifty to one hundred years.  It seemed to allow for a life cycle.  No more!  You are out of date in thirty to forty years and RIGHT NOW that might be at the age of 30. 

There are global implications that directly inform education; there are global realities that call for change in education; there are theorethical understandings that call for the recognition of education that happens outside of the "box."  And, one of those boxes is the classroom.

The task then, for me as an educator, is to find ways to answer the question....how do we, myself and the students, stay in that box physically and at the same time step outside of it into the real world and become a part of that global conversation and global action?  All we have as our vehicle are our brains and that means we have the seven senses.  And, now along with the pen and paper as our tools, we have the computer, the internet, and software.

The computer is the most post modern of instruments.  Its use and outcomes are unpredictable in all ways.  It collapses time; it strikes blows at identity and status; it empowers the individual and the collective body.  It is an ongoing shape shifter; it allows for the creation of new identities and obliterates the importance of old ones.  It is a stage of many performances; its doors are always open and a variety of personas can cross many borders simultaneously.

The world's peoples are using technology for a variety of purposes.  The cell phone has connected individuals in remote places to opportunities that broaden their horizons.  The computer has given nations to ability to mobilize and demand governments to change and in so doing they have galvanized social action.  This is agency manifested; this  is power.  This is change grabbing opportunity.

The Case for Change:

Through the lens of post--modernism

The issue of race then and now

The critical theory story

The lens of intersectionality and border collisions

How gender creates enemies




My sharings:

Below is a link to a publication in Minority Voices Newsroom.
We Stay with Nothing - an interview with Ros Rolando in San Andres
Publication in Caribbean Review of Gender Studies.
CSA blog Creative and Stimulating Associations

Friday, November 18, 2011

Memories of Student Work - PowerPoint Presentations

City college students multiple products as they read for global knowledge, empowerment, and community.

1. Pedagogy is student center, 2. Critical thinking is one of the goals; 3. the novel as a bridge to get there is the door.

Below are PowerPoint presentations shared at conferences.  These presentations' purpose is to communicate to a larger academic audience the need for progressive education and the various paths needed to achieve critical thinking and reading goals.



The PowerPoint presentations listed below are products of English 103 critical reading students as they interrogated the circumstances around earthquake in Haiti.


Below is the student oral histories web/blog.  On this blog you will find facilitator modeled pieces and students' oral histories.
The webblog

Tuesday, October 18, 2011

Saturday, October 15, 2011

Breath, Eyes, Memory - creative extensions and other endings

The Blog experiment in an English 103 classroom.

In our English 103 reading class this semester, we started with the novel Breath, Eyes, Memory by Edwidge Danticat. Our reading led to other kinds of readings (documentaries, movies, and articles) that focused on bringing marginalized voices to the center. 

Danticat gave us words and the students used them to look into society's structure and they examined the word "patriarchy." At the completion of the novel the students wrote extensions to the novel and some students rewrote the ending.  Examples are below.

As the facilitator of the learning process in these two reading classes the students email me their stories and assessments and I upload them to the blogs.  I do the final editing with the help of the students.  They read for errors too.  They are asked to enter the blog and read the various stories.  I also ask them about the design and they are encouraged to contribute suggestions and comments.

Seeing myself as facilitator and/or participant observer has given me different lens to view the learning process.  Blogs give students another reason for reading and sharing and it also opens them up to a larger audience and the idea of publishing.  I wonder what it does for self esteem, confidence, independence, building classroom community, inspiring an interest in knowing, etc?  I will have to ask the students.
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Extensions to Breath, Eyes, Memory by Danticat

Emerson Malone
October 9, 2011
ENG 103
            My grandmother quickly pressed her fingers over my lips.
            “Now,” she said, “you will know how to answer.”
She wrapped her arms around me for a hug before we walked back to the service. Everyone was staring at us as we walked back, she was essentially holding me up with her frail arms and I kept my face covered by my hands for any lingering, residual whimpers.
That night, I had difficulty falling asleep again. I couldn’t think of resting at a time like this. My brain would not slow down. This time, I wasn’t thinking about if my mother’s death was my fault, but rather the initial act of her suicide itself. After Joseph and I visited her, she told me that her unborn child was calling her a “filthy whore” and it sounded like the man who raped her.
My mother’s paranoia and anxiety from her rape never decelerated. In fact, if anything, it exacerbated exponentially. Her fear of her attacker was always internal and it never left her. When we first started living together, I had to take care of her when she had her nightmares. Now it was much different. Her biggest fear had taken on a very vital role in her life. A tangible one, at that.
I remember she asked me if there was something left inside of her from the rape, and what she would do if the child looks like him. To borrow a cliché, my mother’s nightmares had become real.
It would be an utterly nonsensical if it were anyone else who came up with this idea. But since it was my mother, it was completely normal.
Her entire life was defined with this man who attacked her. She was so conscious of the man that she was thinking about him everyday. Soon her awareness of him as a threat grew from a hyperawareness to maniacal obsession. Finally, when she was pregnant, her baby eventually materialized the threat himself. The menace was literally growing inside of my mother, clawing away at her, and making her go insane. The more I thought about it, the more I realized that this evil manifestation was the ultimate burden for my mother to bear.
 My mother weighed her options, and she chose to abort her child by stabbing herself in her bathroom. This obviously wasn’t the sanest of choices because she inadvertently killed herself in the process. She was not suicidal, but merely looking for solace from her stressful life.
With all of this in mind, I somehow managed to fall asleep that night.
In the morning following the funeral service, I made breakfast for everyone in the kitchen that I haven’t used for a number of years. I cooked a pot full of oatmeal with fruit. Marc woke up first, followed by Grandme Ife and Tante Atie.
The four of us were quiet during breakfast. It would have been completely silent if it were not for the continuous clink of silverware against the ceramic bowls. The mood was undoubtedly drained raw. The death of my mother was the elephant in the room. Although no one acknowledged it, we were all thinking about it. None of us could have helped. Although I still feel guilty (and may feel this way permanently) for the episode, it happened on my mother’s own accord.
Marc told me that he had to get back to New York to attend to business.
We headed back to Dame Marie the following day for our flight back to the United States. It was not easy saying goodbye to Grandme Ife and Tante Atie. I felt as though I were abandoning them. It was a strange feeling, to think that I was compelled to take care of those who once did the same for me.
When we hugged goodbye, Grandme Ife’s skeletal arms were strangling my neck. I could tell she didn’t want to let go.
We took a cab to Dame Marie. The airport was predictably chaotic. We took our flight to New York and took a cab from the airport to Brooklyn, back to Marc’s house.
It was there we said goodbye. I always thought Marc was slightly patronizing to me, and always treated me like a child. When I was leaving him alone in the house where my mother once lived, I saw in his solemn eyes that he has changed. The death of my mother certainly concerned many people, but I believe that it may have been the two of us whom it was the most taxing.
I returned to Joseph and Brigitte. I held Brigitte in my arms and greeted Joseph. He cooked dinner for the two of us. It was over dinner I realized that I couldn’t stop thinking about Grandme Ife and Tante Atie. I left them behind with no one but one another. Tante Atie certainly could not experience any more neglect in her life since Louise left her.
I suddenly had an idea while I was spoon-feeding Brigitte her dinner.
“Joseph,” I asked, “how do you feel about moving to Haiti?”
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Kayla Keith
October 12, 2011
English 103
Mon. & Wed. 1 pm
Breath, Eyes, Memory Extension
And then Sophie woke up. Dripping with sweat and tears pouring out of her eyes, she frantically looked around the room to examine where she was. A wave of relief crashed down on her when she looked to her right to find Joseph sleeping peacefully next to her. She sleepily got turned her body to sit up and set her feet on the cold wood floor. Sophie grabbed the phone from her nightstand and quickly dialed her mother’s number.

“Hello?” A deep, half-asleep voice mumbled into the phone. “Where is my mother?” Sophie was quick with her words. Sounding confused, Marc told her that her mother was sleeping still for the first time he'd seen. Sophie demanded to speak to her anyway. “Sophie! I got rid of the baby!” Martine excitedly sang into the phone. “What? How?” “I had him aborted, Sophie,” she was the happiest sounding that Sophie had ever heard. “And now, the voices, Sophie, they’re gone. I can sleep peacefully now, for the first time in almost thirty years.”
                                                          FIVE
Sophie hurried down the sidewalk, dodging through the business of New York City. She looked down at her watch and picked up her speed, attempting to run in her new wedges. She had sat in the store the day before for an hour contemplating buying these foreign objects, but had finally decided to get them for this occasion. Relieved that she had finally reached her destination as her feet began to ache, she pushed the glass door and rushed inside.

“Mom! You’re finally here! What do you think about this one? I think this is the one!” Brigitte glowed in the elegant white dress. Sophie was speechless as her eyes began to fill with tears and she couldn’t help but smile. “Oh, Brigitte. It’s beautiful. Where is you’re grandma? Has she arrived yet? She would love this.” “I’m over here, Sophie. We’ve been waiting on you, as usual,” Martine laughed as she sat on the big love seat behind Brigitte. “Isn’t she lovely?” Sophie smiled and sat down next to her mother. They gazed up at Brigitte as she twirled and giggled, watching herself in the three-way mirror.

They left the bridal store and walked through the big crowds of New York City. Sophie struggled to walk in her wedges. She watched her feet as she walked. Martine pulled her arm as they abruptly came to a stop. She looked up to see Tante Atie. She froze. Unsure if this was real, no one said a word, but just looked. Finally, Brigitte looked at them and said, “I had to. My wedding will be a big day for me, and for all of us. I only thought it was necessary to bring her here.” Still not sure if what she was looking at was true, Sophie ran forward to hug a much older looking Tante Atie.

Martine had the family over for dinner that night. Sophie was still so surprised. When they walked in, she screamed, “everyone, look who’s come to visit for the wedding!” “Yes we all know,” Joseph chuckled as he got up to hug them. “Why was I the only one who was not aware of this?” Sophie asked. “We wanted to surprise you,” he said back. They all sat at the table. “Where is my fiancé?” Brigitte asked as Marc brought out a big bowl of pasta. “Oh yes, he said he was going to be running late and that he sends his apologies. He said to go ahead and start eating without him,” he sat and grabbed a piece of bread.

After dinner, everyone sat around the fireplace as Tante Atie confessed that she was finally moving to America. “Ever since my mother died, I have no purpose to not be here,” she told them all. The front door opened and they all looked over to see Brigitte’s fiancé. “Jason! Where have you been? You are two hours late!” Brigitte angrily looked at her soon-to-be-husband. “I know, I know. I’m so sorry,” he said with his hands behind his back. Brigitte looked at him curiously. He grinned and pulled his hands forward, holding a bouquet of yellow daisies. She jumped up to kiss him, forgetting at all that she was angry.

After hours of talking and discussing the details of the wedding, everyone went to head home. Brigitte was sitting in the passenger seat, staring in adoration at Jason. Feeling her eyes burn into him, he glanced over at her. He laughed and told her he loved her. When he looked back at the road, it was too late. The headlights of an SUV were coming directly at them, going 80 miles per hour. It crashed into them and the car flipped and landed on its side. Jason woke up in the hospital. “Where’s Brigitte?” he screamed at the nurse. “I am so very sorry,” she looked at him with pitiful eyes.

Sophie held Jason’s hand as he looked down at his shiny, black shoes during the funeral. When it was time to lower her casket into the ground, Sophie and Tante Atie threw handfuls of dirt onto it. With tears in his eyes, Jason places the little, yellow daisies onto the top of the casket. “Goodbye, my beautiful Brigitte. I’m sorry. I will love you forever.”
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Arlene Reynoso
Eng 103/ 8:00 am
Chapter 36

“Ou libéreré?” “Ou libéreré?”…  I felt deep sadness, yet at the same time I felt graceful because I realized that the entire terrible event was one of my horrible nightmares.   I gave Merci to God for giving me the opportunity of awaking me to the sinister life I was living.
I remembered, the last few words my grandmother told me in her appearance in my nightmare.  “Now, You will know how to answer,” referring if I was feeling like a free person.  The answer is affirmative, “now I really know,” I told to myself.  I decided to leave all my problems behind.  I decided to help my mother to overcome her trauma, and heal herself as well as me.
I went to Brooklyn without saying a word to my mother.  She was surprised to see me there, “Ohh, Sophie!” “It’s a pleasure having you around here” “It makes me feel good knowing that we are now friends,” she said, while she was holding my face and looking me into the eyes.   “Manman I’m here because of the decision you made,” I said.  “ I’m afraid something will go wrong.” “I know darling, so am I.”  “Manman, you still have the opportunity to become a butterfly like in the story of the woman after her consultation with Erzulie.”  “Let me help you, please!”  “ I love you so much, and I don’t want to lose you.” “We are like the Marassas, remember?”
I made a confrontational therapy with my mother.  Rena was so glad because we were giving a huge step in our healing and acceptance process.   Also, my mother said that it was easier that she had thought, and she was hoping to continue going to therapy. 
Several months passed, and my mother gave birth to a beautiful girl.  She was wrong with the idea that her baby was going to be a boy.  She received the name of Daffodil; she received that name for two reasons.  First because that is my mother’s favorite flower, and second because of the Greek mythology of Narcissus.   Narcissus was a young man who fell in love of his own image reflected on a lake.  For the reason he was always looking into the lake, he fell and drowned.  Mysteriously, a flower grows up on the same spot he died.  This flower receives the name of narcissus or daffodil.   My mother and I have our own interpretation of the story.  We believe that it has to be a metamorphosis, a new life after another or a transformation of something prettier or a new renaissance.  “A new renaissance,” “that’s what it is,” I said to my mother looking her radiant face while holding her baby girl.  We kept the lights on the whole night.  We wanted to change the story my grandmother told me about when girls were born, and only the mother stay with the girl with the lights off.  Marc and Joseph brought some “It’s a girl” balloons and flowers.  Brigitte looked so happy that now she finally would have someone to play with.
Although, several things have change in the past few months, we still taking therapy with Rena.  Also Marc and Joseph have come with us for a while, and we have improved our relation as couples.  I am starting to have sexual connection with Joseph, but sometimes I have some flashbacks of the tests and it is impossible for me to enjoy him.

Ti Bo Lanmou
Soley Kouchan
Ti bouch ou
K’ap pentire
Syel grenn je-m
Fe dan-m siret siret
Nan dan-w
Fe dan-w siret siret
Nan dan-m
Fe mwen domi
Nan bra-w
Fe ou domi
Anba-m

Little Love Kiss
Sunlight recline
Your little mouth
Paint my eyes with
Flecks of sky
My sweet mango tender
Between your teeth
Your sweet mango tender
Between mine
I fall asleep
In your arms
You fall asleep
Down below me

After my grandmother died, Tante Atie came to New York to live near us.  She is still writing her poems, but this time love ones.  She looked for Louise, and now they are living together.  They have been in love for a long time, but they were afraid to confess their feelings to each other.
I decided to write my biography book to encourage the voiceless and powerless people, especially women to overcome whatever challenge is in their lives.  There is always hope, and someone who loves you.  Don’t be afraid of doing whatever passion is in your heart.   Always listen to your heart.  I did it, and I could save my mother of the terrible nightmare she was living.  Finally, my mother and I stopped, at least in our family, the horrible tradition of testing our daughters.  We want them to enjoy a healthy lives that we hadn’t had until now.  As my mothers said once, “ Us,  Caco women, when we’re happy, we’re very happy.”  And seriously, we are really happy. 
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Lupita Garcia
English 103
Breath, Eyes Memory – Novel Extension
            After Martine’s death, I continue my life alongside of my husband and my baby Bridgette in Providence. Aunt Atie and Grandma Ife stayed in Haiti. I tried to convince Atie to come live with me but she refused.
            I continue to meet with my therapist as well as attend my sexual phobia group. “I’m sorry about your mother”, said the therapist while putting out her cigarette. “I really don’t want to take about the issue at the time”, I replied dolefully. I did not want to talk about my mother although in strange way I was happy for her. I was happy she was relieved from the nightmares and pain my father caused her.
“That is perfectly fine Sophie, although I encouraged you to alleviate your anger, but any who, how is your relationship with your husband.”
“After Martine’s death, it has seemed things are more difficult for Joseph and I, even though he is very patient with me, I loose patients to myself. He is helping me with baby Bridgette yet I feel so overwhelm. My sex phobia group is going okay but Martine’s death has impacted me more than I thought.”
“That is great that Joseph is considerate about your feelings and he is being patient, he understands your pain. So tell me what happen to your mother lover’ Marc”
“I have not heard of Marc after the accident. And I don’t really want to know about him.”
“You are still in denial and blame him”
“Sure.” I replied.
The relationship between Joseph and I was not going very well. He loved me greatly but I couldn’t be with him anymore. We decided to separate. Bridgette and I have moved into my mother’s house in New York. While we are distanced I hope to be able to recover from the phobia and be able to be with my husband.
It has been a year after Martine’s death. Grandma Ife was very ill. Bridgette and I made another trip to Haiti. We had not gone since Martine’s death. Ou libere, I’m free, at least is what I have been able to live with the thought that I am. Returning to Haiti has brought back many painful memories for Martine and well as for me. My grandmother was an old woman who always felt displaced and her stories consoled her. Aunt Atie and I would rub black pepper on her upper lip so she would sneeze. It was believe if an ill person sneezes they would live. As I rocked baby Bridget to sleep in the porch I watched for a falling star. When a star falls out of the sky it was meant some will die. The next morning Grandma Ife had passed away. She believed that no one really dies unless they are remembered. Now two great women in my life, Martine and Grandma Ife, both rest peacefully in the hill of Guinea, where someday we will all reunite.
“Sophie will you stay longer time with me, do not leave me alone.” Aunt Atie insisted for me to stay but Haiti was fill of mixed memories one much stronger than others.
“Aunt Atie, why don’t you come live with Bridget and I to New York”
“No my child, Haiti is where I belong and where I will die.”
I agreed to spend a few days with Aunt Atie. I approached the time I had to go visit my mother. In the way I made a quick stop in the field to place a crucified, that way I would finish burring memories that yet remain. After doing so, I felt relieved.
The next morning I packed my belonging and started to head off to New York for the third time. As Aunt Atie, Baby Bridget, and I rode the taxi to the station, the hill of Guinea faded in the distance, saying a prayer for the strong women who survive a long fight and now live calming in Guinea away from any harm.
On my returned back to New York, I arrived home to find Joseph in the porch. He really does love me. I invited him to come inside and spend time with baby Bridget, who was growing very fast. We talked.
“Sophie, please come live with me, I need you and our Baby. I know things are difficult for you. But we can both keep trying and live through it together”
After burying all those horrifying memories in Haiti. I felt the white elephant in the room was gone. I did no longer felt agonized by the situation. Therefore I agree to Joseph proposition. But I wanted to live in my mother’s home as a memory of her.
Fifteen years have passed. Bridget is growing into a beautiful young lady. And for Joseph and me, our relationship has been going great. We have come to manage and repair all the damage that was cause. As to mention, I was expecting another child, another blessing. We have stumbled, but we have not fallen. Ou libere, I’m free!
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Siobhan Crevecoeur
ENG 103
Extension to Breath, Eyes and Memory
It seemed the entire village was watching me tear through the cane. My grandmother’s words echoed in my head as we walked back to the house. Was I free? Will I ever be? I struggled with the idea. My mother was never free, she suffered every single day. Was that my fate? Tante Atie was solemn as she walked behind Ife and me. I wondered what she was thinking as the tears flowed never ending from her eyes. “Strong as mountains.” I said to her “My child, there are no mountains like Martine. She was the strongest of them all.”  I wondered if that was true.
When we got back to Grandme Ife’s house, people from the village had left pots of ginger tea and baskets of dried flowers. The air was thick and warm, and the moon shone bright over us. This bothered me for some reason. I was afraid to sleep in my mother’s room. Would the nightmares now become mine? Would I now fully know what tormented her for so many years and made her take her life? There was only one way to find out. I walked out on the porch and had a cup of tea. In the distance I could hear people singing songs to honor the dead. Their voices carried on the breeze and were strangely comforting. As I wiped the tears from my eyes Tante Atie came and sat down next to me. We sat in silence, listening to the wind through the trees and the chirping of the crickets. “Rest my child.” she said and handed me one of my mother’s old sweaters “Do not cry for her, she rests now with no more dreams of this place. She is at peace now.”
I walked down the dirt road, daffodils blossomed all around as the sun shined warm on my skin. Through the tall grass I heard the trickle of the stream. I sat on the bank of the stream and put my feet into the cool water. In the shade of the trees I laid down, a crown of daffodils around me. I was somewhere I’d never been, but somehow knew. A lark perched in the tree above me and his song was beautiful. I wondered where I was and why I was there, but in my state of calm I did nothing to find out. Brigitte cooed softly and pulled a daffodil close to her mouth. Moments like these make life more beautiful. My mother came and sat in between Brigitte and me. Her skin was a soft brown, her eyes seemed brighter and her hair was down and longer than I’d seen it before. I made a chain of daffodils and put them in her hair. “Mother…” I began “I am alright Sophie.” she interrupted. Her words seemed final and certain and I looked over at Brigitte who was sleeping sweetly in the grass.
I opened my eyes and found myself wrapped in my mother’s sweater. I did not have the nightmares my mother did. But was I safe forever? I wished I could have stayed by that stream. I felt more energized, I knew my mother was alright and I couldn’t wait to see Brigitte. There were no kids in our yard this morning and the leaves had begun to pile up. Tante Atie was in her room and Grandme Ife was in the wash room. I gathered my things and put them in my suitcase and instead of packing the sweater, I put it on. I knocked on Tante Atie’s door but there was no answer. I wanted to tell her about my dream. How real it felt, and that my mother was at peace.  I walked out the front door and put my suitcase on the porch. The cab driver should be arriving soon to take me to Port Au Prince for my flight back to New York.
Ife came out to sit with me. “Is Atie going to be alright? I knocked on her door and she said nothing.” Ife’s face seemed desperate to answer my question. “Atie is a strong Haitian woman, but your mother’s death is too much for her just now. Give her time and she will be the same Atie again.” My heart suddenly felt heavy and I held back the tears that tried to leap from my eyes. Outside I could hear the neighbors talking and I knew the cab driver was coming up the street. I felt as though I was paralyzed and did not want to leave the porch. The cab driver honked twice and Grandme Ife stood up and waved to him. I put my suitcase in the backseat of the car and hugged Grandme Ife tightly.
I knew I would be back in Haiti soon; I needed to stay close to the strong women I had left. I gave the driver money and got in the car. We started to pull away from the house I could see Grandme Ife watching me drive away. I saw Tante Atie fly out of the house and run after the cab. “Stop! Please!” I said to the driver and he pulled over. Atie was running towards me, tears streaming down her face, and I began to run to her. When we met, she threw her arms around me and held me so tight I thought I’d burst. “I could never let you leave without saying goodbye.” she said “It’s bad luck.” She looked into my eyes waiting for me to say something. “She is alright. She told me in my dreams and I believe she is right.” Atie looked at me with such relief, as if she was waiting for me to tell her. I hugged her again, smelled the orange oil on her skin and kissed her cheek. I got back in the car as Grandme Ife walked up and stood with Atie. They both became smaller figures in the distance as I left Dame Marie. This time, I was not sad; I was not scarred or worried of what life will be like without my mother. She was in a beautiful happy place full of daffodils and quiet streams. She was happier than she had ever been in life, and knowing that gave me the strength to smile even when I thought it impossible.
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Nico Cabildo
English 103

            I was watching the news on TV as the phone started to ring.  I quickly hoped off of the couch to pick up the phone in the kitchen. 
“Hello, mom?”
“Yes how are you, Sophie?”
“I’m fine.  How did the operation go?”
“I did not get it.  I can’t do it.  I woke up this morning and thought to myself, how could I ever kill this child?  What if I would’ve gotten an abortion with you?  I could’ve missed out on raising another wonderful daughter. “
“That is very true.  I am glad you decided to keep this child.  You will not be alone during this time.  Joseph and I are always just a phone call away.”
“I know, thank you Sophie.  It’s getting late, I’m going to go get ready for bed.  Goodnight.”
“Goodnight Mom.”
            It was nice talking to my mom.  Hearing her voice put me at ease.  I was worried about her I thought something had gone wrong.  I’m glad she didn’t get the abortion.  She’s right, what if she had gotten an abortion with me.  I wouldn’t be here right now.  No one would know or love Sophie.  That idea gave me the chills.  She could have easily decided to abort me and that would be the end of me.  Any possibility of me being able to experience life would be taken away from me.  And I would have no say in what happens. The thought was stuck in my head all throughout the night.
            I woke up to Brigitte crying early that morning.  I fed her breakfast and started with my day.  Joseph was making coffee while waiting on our toast.  We sped through our breakfast and split to our daily routines.  I wanted to see my mom so I took Brigitte and we went for a drive over to her house.  We arrived to a nicely baked apple pie she had prepared for us. 
“How’s Joseph?” Martine asked
“He’s good.  He couldn’t be here with us right now because of his rehearsals.”
“I understand.  This pregnancy is going to be very tough for me.  No matter how hard I try I can never forget his face.  His voice is always speaking to me in my sleep.  I stay awake most of the nights now.  But I will keep trying.  I know you are all here to support me.”
“Of course were here for you.  Have you told Grandma Ife?”
“No I can’t yet.  I don’t know how.  But I know I must, she will know soon enough. “
We had some tea along with some small talk for the rest of the afternoon.  As I arrived home Joseph was on the couch watching TV. 
“Your mom just called.  She asked that you call her back right away.”
“How long ago did she call?”
“About 20 minutes ago.”
I gave him Brigitte and picked up the phone to call my mom.  After only a few rings she answered.
“Sophie?”
“What is it? Is something wrong?”
“Your Grandma Ife is dead.”
“What? How?  When did this happen?”
“Your Tante Atie called me right after you left.  Apparently she died in her sleep.  She was old, and she knew that her time was coming soon.”
“I loved her very much.  Now she is in a better place.”
“Yes, she is with my father again.  She will be happy to be reunited.”
            After the phone call with my mom I just sat there in silence.  No one close to me has ever died before. I didn’t think I would have to return back to Haiti so fast. At least I was able to spend time with her before she passed.  Seeing her face and hearing her voice for the last time is something I will cherish along with her memory.  She raised two wonderful women who would have the biggest impact on my life.  She paved the road for the women of my family and is an inspiration to all of us.  She must be so happy now to have her soul finally set free.
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