Culture, Difference and the Mythical Norm

Culture, difference and the mythical norm.

Audre Lorde highlights the existence of powerful images about what constitutes normal and desirable behaviours and characteristics, and the impact these images have on people who understand that they do not ‘fit’ this mythical norm.

Learning to identify how norms are constructed and circulated requires deliberate effort. In most cases, the patterns of communication associated with these norms have been rendered almost invisible by years of repetition. In addition, many of the more unpleasant consequences of these norms are also obscured by popular-cultural myths about the ‘nature’ of Australia. Leonie Rowan (2001.15)

ACHIEVEMENT STANDARDS

English Year 5

• Students analyse and explain literal and implied information from a variety of texts.
• Students listen and ask questions to clarify content.
• Students develop and explain a point of view about a text, selecting information, ideas and images from a range of resources.
• Students create imaginative, informative and persuasive texts for different purposes and audiences.

English Year 6

• Students compare and analyse information in different and complex texts, explaining literal and implied meaning.

• Students explain how their choices of language features and images are used.
• They listen to discussions, clarifying content and challenging others’ ideas.
• Students show how specific details can be used to support a point of view.
• They make presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

CONTENT DESCRIPTORS

English Year 5

• Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources (ACELY1703)
• Clarify understanding of content as it unfolds in formal and informal situations, connecting ideas to students’ own experiences and present and justify a point of view (ACELY1699)
• Use interaction skills, for example paraphrasing, questioning and interpreting non-verbal cues and choose vocabulary and vocal effects appropriate for different audiences and purposes (ACELY1796)

English Year 6

• Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions (ACELY1709)
• Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts (ACELY1713)

GENERAL CAPABILITIES

Literacy, creative and critical thinking, intercultural understanding

CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander Histories and Cultures

Learning Intentions:

Students will:

• Know how to be a discerning reader of texts
• Be able to analyse texts for fair representation

Key Questions for Students:

Analyse the text by working through the following questions:

• Who/what is included?
• Who/what is excluded?
• What are various individuals associated with? Who gets to do what?
• What is represented as natural and normal?
• Who/what is valued? How is this communicated?
• How does the text reproduce or challenge the mythical norm?

Learning Sequence:

Tuning in:

• Students examine a variety of texts and analyse them for fair representation.

Finding Out:

Steps in transformative analysis. Working in a group:

1. Select a text. (Newspaper/magazine article, a fiction or nonfiction text)
2. Identify the status/genre of the text.
3. Reflect on how the genre traditionally deals with difference.
4. Analyse the text by working through the following questions:

• Who/what is included?
• Who/what is excluded?
• What are various individuals associated with? Who gets to do what?
• What is represented as natural and normal?
• Who/what is valued? How is this communicated?
• How does the text reproduce or challenge the mythical norm?

Concluding:

• Take notes of the groups ideas to report back to the class.

Ongoing Assessment:

Not every learning experience needs to be assessed. However, a range of assessment types should be planned, including formal and informal, peer and self-assessment. The purpose of ongoing assessment is to help the teacher to modify planning and to support students through ongoing feedback.

As an appropriate group member:

• Use comprehension strategies to analyse information.
• Clarify understanding of content, connecting to their own experience.
• Presenting and justifying their point of view.

Resources:Magazine, newspaper articles or short stories.

Becoming a Discerning Reader of Texts

Years 5-6 Rubric – English