My Literacy Journey

Naked Mole Rat Gets Dressed by Mo Willems is a clever and powerful story about one particular mole rat who dares to be different.  Wilbur is different from all of the other mole rats in his colony in that he likes to wear clothing and is brave enough to show it. The other naked mole rats shun him and ridicule him for doing this.  Wilbur simply asks “why not” when the others challenge him as to why he is not naked.  The other mole rats are so bothered by Wilbur’s differences that they look to Grand-pah, the oldest, wisest, and most naked mole rat for some answers.  The other naked mole rats are surprised when Grand-pah’s reaction is far from what they expected.  Grand-pah supports Wilbur’s clothing-wearing and ponders the question of “why not” himself.  Grand-pah issues a new proclamation that it is acceptable to wear clothing if the naked mole rats wish to do so. Once the proclamation is issued, some of the other mole rats become brazen enough to show that they also enjoy wearing clothing.

The nature of the characters in this book lends itself to a rather neutral portrayal of society.  Both the pictures and the text portray only mole rats as the characters. The fact that there are no human beings in the story makes it relatable to all readers, regardless of race or background.  Children from a broad spectrum of socio-economic and educational backgrounds may feel comfortable with the story because the characters are represented as mole rats and there is no hint of class delineations among the rats.

Males would relate most to this text because of the gender of the main character in the story.  Wilbur is male, as is Grand-pah, who is seen as the respected leader of the mole rat community.  There is no mention of female characters in the text and there is only one or two illustrations of a female among the many male depictions.  Females are underrepresented in the story. Whether or not this is intentional or is simply representative of the real mole rat population remains unclear.

The underlying message in this story is to stand up for what you believe in and to dare to be different. The courage and independence that the main character, Wilbur demonstrates are valuable personality traits that a reader can learn from and identify with.   Subsequently, the reader understands that it is okay to be different and one may even be respected for their individuality.  To this end, children may be encouraged to become leaders as opposed to following the crowd.

The cues that led me to this interpretation were both present in the text and illustrations.  “’Why not, indeed?  Do clothes hurt anyone? No.  Are they fun?  Well, they may not be fun for everyone, but this old naked mole rat wishes he had tried getting dressed earlier’” (Willems, 2009, p. 27)!  The issue of posing questions is discussed in Using Controversial Books to Support Engagement, Diversity, and Democracy.”…students can make connections between the lives of people they read about in realistic fiction books and their own lives” (Lewison, Leland, Flint, & Moller, 2002 p.217).  Children’s questioning is a starting place for curriculum. It is clear that the opinion of Grand-pah is highly valued by the community of mole rats. Grand-pah is wise enough to re-evaluate the standards of society and shows that there is always room for reinterpretation and change.  Change can be beneficial.  On pages thirty-six and thirty-seven of the story, the illustrations show some of the mole rats naked and some of the mole rats clothed.  This is an example of an illustrative cue substantiating this interpretation.

One point to consider is the idea of social class represented in this story.  Wilbur demonstrates different walks of life by wearing different outfits and articles of clothing including uniforms and costumes.  “’I like clothes,’ replied Wilbur.  ‘When I get dressed I can be…’…fancy, or funny, or cool, or I can just be an astronaut’” (Willems, 2009, p.6-7).  The varied clothing types encourage the reader to use their imagination and fantasize.

Stephanie  Jones, in girls, social class & literacy brings up the point of privilege and accessibility to resources.  Wilbur can be seen as a privileged mole rat because of his accessibility to many different types of clothing and how easily he reaches these materials.  Moreover, privilege can be related to opportunity.  Wilbur is able to “try on” different roles in society. Opportunity is more available to those who have access to monetary goods.

Jones serves as a teacher, researcher, and mentor to eight young girls.  Similarly, Grand-pah shows the mole rats that with his leadership and support, dreams become possible.

The concept of bullying also comes to mind when reading Willems’ story.  Wilbur experiences both verbal and physical bullying from the other mole rats.  Wilbur learns to be a fighter and an advocate for what he believes in.  In Jones’ text, “Cadence hinted at her wondering of why fighting was such a way of life, but this didn’t interfere with her determination to be a fighter when she grows up” (Jones, 2006, p.39).  Although some may consider Cadence’s desire to be a fighter similar to that of a bully, Jones explains it as just someone who is determined to stand up for what they believe in and deserve.

One must also consider why there are few or no female characters in the story.  Female audiences may find it difficult to relate to the story or question why the Wilbur and Grand-pah are both male.

Further, it is important to pay attention to the idea that all of the naked mole rats are the same light, pink color.  It seems as though this story is speaking only to mole rats of this color.  It is questionable as to whether there are naked mole rats of other colors and why they are not represented in the story.  The reader may have difficulty relating to the story because he/she may be a different color than classmates or have never been in a situation where everybody was the same color or looked the same in his/her own community.

Fortunately, I have always been supported of my differences and my individuality has been celebrated.  Although Wilbur is male, I am easily able to identify with him as a character that possesses courage and a strong voice.  The reading connects to culture in the sense that the mole rats are a community.  They are all part of the same group.  The reading connects to power in that Grand-pah represents an omniscient character that the other mole rats look to for leadership.  The reading connects to literacy in that this is a story that children can both read and discuss.  There are opportunities of further discussion and ways to incorporate individual reflection. Overall, Willems’ work is a story that is fun, engaging, and easy to relate to for a wide variety of audiences.

References

Jones, S (2006). girls, social class, & literacy. Portsmouth, NH: Heinesman.

Lewison, M., Leland, C., Flint, A. S., & Moller, K. J. (2002). Dangerous discourses: Using                 controversial books to support engagement, diversity, and democracy. The New Advocate, 15(3), 215-226.

Willems, M (2009). Naked Mole Rat Gets Dressed. New York, NY: Hyperion Books for Children.

Reflection:

I decided to include this critical reading of Naked Mole Rat Gets Dressed by Mo Willems because I think it shows how much I have changed my thinking about critical literacy. This was a critical reading that I did during my first course at TC this past summer, with Ellen Ellis as my instructor.

Throughout the analysis, I show some instances of deep thought and interpretation about the text yet there is so much that I did not uncover.  I partially believe that some of this is because I simply did not have as much access to the materials and information about engaging in critical literacy, while I also think that I just was merely as astute about what I was reading, and my wonderings.

One aspect that really grabbed my attention was my discussion around how the use of rats as characters avoids marginalizations and allows everyone to relate to the text.  As I have explored this semester, I know that this is not the case at all, and as a teacher of critical literacy I need to be cognizant of this.  There is so much more to pay attention to when critically reading a text, which can give the reader insight into who the text is really designed for, relatable for, and positioned for.

I think this critical paper demonstrates just how far I have come in my own literacy journey.  I am proud to say that I have come a very long way from how I thought when I wrote this, and I look forward to continuing my journey as a literacy leader.

I came across this comic in Newsday, which is a Long Island newspaper.  I thought this comic was extremely relevant, interesting, and had a lot to say about  literacy…

The man reads: Fred and Larry wandered down the path, through Braille.  While the dog “reads”, Hey, Fred and Larry were here!, through sniffing the ground.  This is a clever way to demonstrate the many different discourses (Gee), metaphors of literacy (Scribner), and how we go about making meaning in our every day lives. This could pertain to many different readings that we have focused on throughout the course of the semester.

Had I not been so in-tune to constantly challenging my beliefs about literacy, I do not think I would be as cognizant of the many instances around me that demonstrate literacy in a variety of ways.  This cartoon was especially funny, in that it clearly signifies literacy in two very different ways.

Dear Ms. Wotman,

I would miss you very much because you teached me much and I want to see you when you visit our school again. and I want to see you again.

Sincerely,

Mindrew

Reflection:

When I first read this letter from Mindrew, I floated out of my body, my heart in the clouds.  I smiled as I read it again and again.  What does this say about this student? Who is he as a writer and as someone who is literate? What does this say about our relationship? His expectations of me as his teacher? The power?

As I thought about how others “read” this student, I couldn’t help but be even more proud. Mindrew has autism yet from the “reading” of his writing to me, one would never suspect that.  I feel that this is one of the dangers of labels in the first place.  Clearly this student displayed emotions in his letter and his desire to see me once again, which implies that he has formed some sort of bond with me.  How happy did this make me? Words cannot describe this.

McDermott & Varenne (1995) and Wheeler & Swords (2004) both discuss this idea of disability and its relation to literacy.  As I read this letter from a student who is labeled as having a disability, I further am supported that literacy is a means of communication. If literacy is a means of communication, then one cannot deem something as right or wrong; further, literacy is a means of adaptation (Scribner) and we must broaden our perceptions and conceptions of literacy as we know it today. I also got to thinking about Kliewer and his ideas around local understanding and truly acknowledging all forms and attempts of meaning making as literacy. I feel that Mindrew was able to be supported in all of his forms of meaning making, which is why I believe he is so successful.

As I was perusing through the new literature in the children’s section of Barnes and Noble, I came across a book that immediately caught by eye. Cupcake by Charise Mercile Harper is the story of Vanilla Cupcake, a “white, perfectly plain, and most certainly delicious” cupcake who feels left out because he is the last cupcake left on the plate.  All of his brothers and sisters who are “fancier” have been chosen.  Candle hears Cupcake crying and asks him why he is upset.  Cupcake explains to Candle that he is not fancy and he is plain and ordinary.  Candle tells him he feels the same way and they become fast friends.  Candle comes up with an idea that Cupcake just needs something special.  They search and try out all different things to try and make Cupcake feel more special but nothing works.  At the end, both Cupcake and Candle are disappointed because they could not find anything that worked.  That is until Candle discovered that the squirrel had left a nut on top of Cupcake.  Cupcake screamed for Candle to take it off and when the nut is tossed out, it is Candle who is sitting on top of Cupcake.  Cupcake is elated and all seems to be well.  Candle has another idea, that they should try something else the next day…

I hoped to myself that this book would be one that I could add to my collection about accepting and celebrating diversity.  Aside from my personal beliefs about diversity being the spice of life, I felt instantly connected to this book because of my love for cupcakes. As I read the book from cover to cover for the first time, I was a bit confused.  I wondered why the author chose to end the story in such a way.  I also thought about where I was reading from.  I am a lover of cupcakes, I once was a white child, who I believe was the intended audience, and I had parents and experiences that have made me appreciate humor.  I was able to understand the clever tidbits like, “Charmed, I’m sure” (Harper, p. 6, 2010), said by Pink Princess Cupcake.  After reading the book several more times, I became increasingly frustrated and disappointed that this did not celebrate diversity at all. In fact, the message was quite unclear to me.  It did not convey “finding that special friend is priceless”, either.

Embedded in the text, are perspectives that are privileged.  First, the text assumes that the reader knows what a cupcake is and has seen one before.  Males are also privileged in this text because both characters are “hes”.    The text also privileges those that are fancy and not just plain, white.  “Nobody picked me. I’m too cream white and plain!” (Harper, p.10, 2010), says the cupcake.  This demonstrates the privilege that being fancy has over being plain.  The text also assumes that the reader has had experience with a variety of foods. For example, the two characters try pickles, spaghetti, pancakes, as well as animals to sit atop the cupcake.

The illustrations, really take on a white, middle class perspective.  On pages four and five of the book, the pictures of the kitchen seem to represent a large kitchen, with a window that can be easily found in many suburban middle class homes.  Throughout the illustrations, white people also seemed to be privileged.  The cupcakes are arguably all white, except for “Chocolaty Chocolate Cupcake” (Harper, p. 5, 2010).  Scribner (1984) discusses literacy as power.  The “fancy” cupcakes are seen as “powerful” in this story.  Further, the reader who can relate to this story about cupcakes has power over one who may not have been exposed to cupcakes before and therefore does not understand the story in the same complexity.    The illustrations of the cupcakes, similar to the text, privilege the perspective of those who are fancy or extravagant in some way.

Perhaps the author intended for all children to be able to relate to this story because context.  One might think that every child has had a birthday party or has experienced the enjoyment of eating a cupcake.  I wonder about those children who have never had a cupcake because they have never celebrated their birthday or a friend’s birthday.  How about the child who is suffers from allergies that prevent him from eating cupcakes? I would also argue that this book was written for white, middle class children: the majority.  Throughout the story, there is little depiction of any “minority” figures.  The cupcakes all have white faces and the kitchen seems to represent a middle class stature.  The irony behind the story is the fact that Cupcake is disappointed being plain and white.  He does not feel special enough. I would further argue that this is an issue of class and power.  The text and illustrations position “fancy” cupcakes and candles to be more valued than ones that are plain or ordinary.

I was disappointed at the end of the story.  I so much wanted it to end that the Cupcake realized that all he needed was Candle and that they fit perfectly together. Yet instead, it ends with, “Tomorrow, let’s try a potato!” (Harper, p. 30, 2010). This seemed to spoil the ending; and instead of conveying a message of “all you need is a friend”, Candle does not recognize that Cupcake is content having him be there with him. It seems as though Candle is the adventurous one who does not know when to give up.  Candle is a loyal friend, yet seems to miss the big picture by getting too carried away with finding new things to try out on Cupcake instead of realizing that Cupcake is happy with Candle being there.

McIntosh (1988) states that “white privilege is like an invisible weightless knapsack of special provisions, maps, passports, codebooks, visas, clothes, tools, and blank checks” (McIntosh, p.10, 1988).  Embedded throughout Cupcake is white privilege.  Harper (2010) writes, “After a special coat of icing, Vanilla Cupcake was creamy, white perfectly plain, and most certainly delicious” (Harper, p. 4, 2010).  Although not explicit, it is evident that being “white” and “perfectly plain” is powerful.  I question how relatable this text would be for children who were not “white”.  McDermott & Varenne (1995) discuss the notion of culture in a “deprivation approach” (McDermott & Varenne, p.333, 1995).  “I’m just Vanilla. I’m NOT fancy! I’m just plain and white and ORDINARY” (Harper, p. 12, 2010) demonstrates this view of “deprivation”.  This idea of the other cupcakes being better because they are “fancier” or that they have “culture” says an enormous amount to its reader. That some people just have “it” and therefore are better, while others do not because they are “plain and ordinary” or without “culture”.  Carrington (2003) states, “at the end of the day, literacy and texts, whatever form they take, are about identity and possible life-worlds” (Carrington, p. 95, 2003).  If we are to take this idea of literacy and relate it to the events in Cupcake (2010), then we must relate it to a real-life situation.  Every child has felt left out or the last one chosen for the team at one point or another.  Yet, I still find the ending of the story troublesome. Instead of finding a friend and finding happiness there, the Candle does not realize his place in the world and continues the search for the “perfect” thing to make Cupcake special.  By peeling the layers of the text, the reader is able to see that although the genre is fantasy, in many ways it still relates to “possible life-worlds” (Carrington, 2003).  Gee (1989) discusses literacy and its different discourses.  According to Gee, discourses empower certain people and values specific viewpoints and concepts at the expense of others.  It is clear that throughout Cupcake (2010), one who is fancy is valued and at the expense of being plain, which is devalued.  Similarly, as the reader of the story, one who knows about cupcakes or has exposure to them is empowered over one who does not.  The humor and references made throughout the story assumes that the reader knows a good deal about cupcakes.  If we are to consider cupcakes as a form of discourse, then those who are not familiar with them are therefore robbed of this experience.

Through the use of Jones’(2006) framework for critical literacy, I was able to begin “peeling layers away from the text” (Jones, p.75, 2006) to better understand the perspectives positioned and empowered in the story.  Although all three tenets of critical literacy are important and interrelated, in a democratic world, I believe that taking social action is the most essential.  Comber et al (2001) discuss the need to rewrite the world by using critical literacy to take action.  By becoming cognizant that no text is neutral, I can better prepare my students to engage in critical literacy activities. In addition, this awareness will allow me to choose more appropriate and relatable material for all students.  Most importantly, it is our responsibility to engage our students in critical literacy activities so that they are “doing” instead of just being “done to”.  “…critical literacy involves local action and imagination, interrogation of the way things are and design of how things might be otherwise” (Comber et al, p.463, 2003).

References

Carrington, V. (2003). ‘I’m in a bad mood. Let’s go shopping’: Interactive dolls, consumer culture and a ‘glocalized’ model of literacy. Journal of Early Childhood Literacy, 3(1), 83-98.

Comber, B., Thomson, P., & Wells, M. (2001). Critical literacy finds a “place”: Writing and social action in a low-income Australian grade 2/3 classroom. The Elementary School Journal, 101(4), 451-464.

Gee, J. (1989). What is literacy? Journal of Education, 17(1), 18-25

Jones, S. (2006). Girls, social class, and literacy: What teachers can do to make a

difference. Portsmouth, NH: Heinemann.

McIntosh, P. (1988). White privilege: Unpacking the invisible knapsack. Peace & Freedom, 49, 10–12.

McDermott, R. & Varenne, H. (1995).  Culture as disability. Anthropology and Education Quarterly, 26 (3), 324-348.

Scribner, S. (1984). Literacy in three metaphors. American Journal of Education, 93(1), 6-21.

Reflection:

If I had picked this book up about a year ago, I definitely would not have “read” what I did as I was analyzing this text for this assignment.  Once again, I picked up Cupcake and read it from cover to cover while considering what readings I wanted to choose to showcase in this portfolio.

What is seemingly more disturbing to me as I continue to notice things about the text, is the mere fact that it truly tries to be a neutral, heart-warming, cute story that kids should love.  After all, who doesn’t love cupcakes?

After reading through my analysis again as well as the text, I really thought just how marginalizing this text was. Cupcake is clearly supporting that only fancy, or privileged individuals are worthy of happiness.  What does that say to all of our young readers? This is quite alarming, to say the least. In addition, the portrayal of race, or lack thereof was another quite disturbing aspect of this text.  As I mentioned in my paper, I was frustrated and disappointed that the message was so unclear.  I would have deemed it a much more worthy story if somehow the cupcake and candle found happiness in each other as opposed to trying on things to fit the norms of being “fancy”.

As a teacher who is dedicated to critical literacy and social justice, I think this piece demonstrates one instance of my thinking.  I feel that I unpacked and explored many aspects of the text while demonstrating my ability to synthesize relevant literature and push my thinking even further.  As with anything, I feel there is always more work to be done and more to be uncovered so this is absolutely a text I would like to revisit and think about further.  I feel that this is an important part of engaging in critical literacy and I intend to practice this.

This reading is one example of how far I have come in my thinking about texts and all that is implied.