Abstract
This essay explores the implications of literacy instruction aimed at “nourishing conversations” about life experience in literacy classrooms (Robinson, 1991, p. 264). Drawing on literacy projects conducted in Saginaw, Michigan and Austin, Texas, I examine these projects from three points of view: learning from inquiry, valuing the agency students can manage, and understanding “a mess called democracy” (Fine, 1991, p. 207). In this way, I suggest the nature of the students' experiences in these projects, emphasizing the sense that students made of their lives when they were allowed to raise their voices through literacy and to project images of urban adolescent life. Finally, I explore the relationships between the opportunity to use literacy for these purposes and participation in democratic society, arguing that curriculum in which adolescents are encouraged to investigate their life experiences engages them in democratic life.
As the video camera comes into focus, Jason introduces himself as the anchor for the WMS News program he and his classmates are producing, “My issue is life,” he says, “which, as you know, is a pretty big topic.” He continues, “Most people live their lives based upon their goals or their religion. They don't know what life means because they haven't experienced that much.” As anchor, he introduces his classmates and provides a tour of his classroom. The camera follows Jason as he points out the room's setup. “This is where we work together,” he says pointing to the carpeted area where class meetings are held. “This is where we help each other,” showing the round tables that serve as desks. He concludes, gesturing to the whole room, “This is where we conversate.”