Blog #7 Literacy with an Attitude- Finn

 In "Literacy with an Attitude," Patrick Finn explores how students from working-class backgrounds face educational inequalities due to societal structures. He argues that the way literacy is taught varies greatly by social class, which keeps class divisions intact. On the other hand, Amani Shalaby’s "Troublemakers" focuses on how students, especially African American kids, are often labeled as "troublemakers," leading to harsh punishments that hold them back instead of helping them grow. Shalaby points out that these negative labels can seriously affect students' self-esteem and development. She believes that many behaviors seen as problematic are actually responses to a lack of support and understanding. Instead of punishing these students, Shalaby calls for teaching methods that recognize their challenges and nurture their potential. Finn takes a different approach, highlighting how working-class students often learn basic literacy that prepares them for low-paying jobs. In contrast, middle-class students are taught skills that encourage critical thinking and independence. This difference in education keeps social hierarchies in place, and Finn advocates for what he calls "literacy with an attitude" to help working-class students challenge these systems. Both authors criticize how schools often maintain social divides instead of helping all students succeed. Shalaby focuses on the personal impact of being labeled as trouble, while Finn looks at the broader institutional issues in education. Together, they show how both behavior and learning expectations limit the potential of underprivileged students.Finn’s ideas are illustrated through Jean Anyon’s research, which shows that teaching styles vary dramatically based on socioeconomic status. In working-class schools, students are often told to follow orders and conform, while upper-class schools promote creativity and complex thinking. This inequality shows how education is designed to uphold existing social structures rather than empower all students.Personal experiences also highlight these differences. Transitioning from a middle-class school that emphasized knowledge to a working-class school reveals a focus on obedience that can lead to disengagement among students.Ultimately, both Finn and Shalaby advocate for educational approaches that foster inclusivity and recognize students’ diverse backgrounds. They call for changes that empower all students and view education as a tool for liberation rather than control. Their works highlight the need for systemic change to ensure equitable education for everyone.