Week Four: Critical Approaches

In English education, critical approaches are often referred to as “critical literacies”. It is crucial to introduce these critical viewpoints in a high school setting; educators have the responsibility to create informed, critical consumers in an age driven by media. Five approaches are highlighted below, followed by an example of each analysis in a freshman English course using the text “House on Mango Street”.

Semiotic Analysis: An examination of the cultural and social implications of signs; this includes images, objects, words, or practices found in a variety of texts. In literature, semiotic analysis is often mirrored by the concept of symbolism. In “The House on Mango Street”, the author refers to shoes numerous times in her vignettes High heels, flats, loafers, and “click” shoes become symbols that reflect personality traits. Students would watch “Famous Footwear” and “Payless Shoes” commercials. After viewing these clips, students would dissect the social stereotypes associated with styles of shoes- linking these meanings to “Mango Street” character personalities.

Poststructuralist Analysis: An examination of language used to generate categories; these categories greatly influence human perceptions. Often, these categories revolve around paradoxes; good vs. evil, right vs. wrong, and love vs. hate are all examples of categories examined with poststructuralist analysis. Students reading “Mango Street” would examine “male vs. female” using this analysis. The author has very strong assumptions regarding gender; postructuralist analysis would illustrate the gray area located between these paradoxes. First, students would read a segment of “Mango Street”. After this, a scene from “Will and Grace” would be shown, followed by a discussion about the categories of male and female. Poststructuralist analysis would also highlight perceptions made about breaking through these paradoxes- if a man is feminine, he's gay. Students would finish this lesson with a free write regarding the use of paradoxes in our society, and the advantages/disadvantages of having categories.

Critical Discourse Analysis: An examination of larger ideologies that identify, shape, evaluate, and control a large degree of human interactions. These ideologies, or discourses, include laws, class, race, and religion. Ultimately, these discourses define what is considered “normal”. The issue of class is a reoccurring power structure in “Mango Street”. Students would be assigned a racial group (African American, Asian, African, Mexican, and Caucasian) to profile using sitcom characters. Examining popular sitcoms, students will discover assumed stereotypes, or “normalcies” associated with each group. The findings would be presented to the class for a large group discussion regarding race and the discourse analysis produced by these popular sitcoms.

Feminist Analysis: An examination of the definition, characteristics, roles, and expectations of gender in our changing society. Traditionally, feminist analysis has focused on women. However, examining male perceptions of gender is also a critical perspective in feminist analysis. In “Mango Street”, the character of Sally begs for feminist analysis. After reading her story, students would view Disney's “Little Mermaid”; a comparison would be made between Arielle, the Sea Witch, and Sally. The expectations and assumptions of the “good” and “evil” woman would be highlighted to show stereotypes associated with the female gender. Ultimately, students would be asked to make arguments for which Disney character Sally most represents based upon the feminist analysis.

Psychoanalytic Theories: An examination of the subconscious desires, beliefs, and perceptions of one's identity. In “Mango Street”, this theory can be applied when examining the cousin's theft of the big yellow car. Students would begin by watching the new series of Lexus ads- presenting vehicles as a privilege and concrete desire of human nature. Feelings of fulfillment, success, and pride would be discussed. Following this, students would read the “Cousin” vignette in “Mango Street”. A comparison between the cousin's feelings and innate human desires would be addressed. Finally, students would decide whether they wanted the cousin to be caught with the car, or if they thought he deserved to keep the vehicle. These opinions would be discussed in terms of what is “right” (legally) vs. what “feels right” (internally).