All Types of Learning
Galarza, Ernesto (2011). Barrio Boy. Notre Dame, IN: University of Notre Dame Press.
Pages 10-11, 20-23, 33-34, 147-160
Ernesto Galarza did not go to a formal school until after he left his childhood village of Jalco, but that does not mean that he did not begin his education there. Most people that he encountered at a young age did not have much, if any, formal education, and instead worked primarily as campesinos (men who worked in the fields). He learned in his environment, and his learning was particular to that environment. At a very young age, Ernesto fed chickens, delivered messages, did chores for his family, and explored the monte and arroyo. He also learned the directions, but instead of the cardinal directions, he learned relative directions such as cuesta arriba, cuesta abajo, bajar al agua, and subir al monte. These directions relate to landmarks in Jalco, and they would have been more useful for the villagers than the cardinal directions when describing something in or around the village. This type of spatial and relational knowledge is important for children to learn at a young age, but it may not be as valued as other types of knowledge. Ernesto’s earliest memories of reading involved the family’s only book, a recipe book. This knowledge, too, related directly to his experiences, as he learned to pick out words of the things that his family ate.
Pages 10-11, 20-23, 33-34, 147-160
Ernesto Galarza did not go to a formal school until after he left his childhood village of Jalco, but that does not mean that he did not begin his education there. Most people that he encountered at a young age did not have much, if any, formal education, and instead worked primarily as campesinos (men who worked in the fields). He learned in his environment, and his learning was particular to that environment. At a very young age, Ernesto fed chickens, delivered messages, did chores for his family, and explored the monte and arroyo. He also learned the directions, but instead of the cardinal directions, he learned relative directions such as cuesta arriba, cuesta abajo, bajar al agua, and subir al monte. These directions relate to landmarks in Jalco, and they would have been more useful for the villagers than the cardinal directions when describing something in or around the village. This type of spatial and relational knowledge is important for children to learn at a young age, but it may not be as valued as other types of knowledge. Ernesto’s earliest memories of reading involved the family’s only book, a recipe book. This knowledge, too, related directly to his experiences, as he learned to pick out words of the things that his family ate.
When
the family moved to Mazatlan, Ernesto went to a formal school and began to gain
more form educational experiences, but he still learned to read at his uncle’s
side, memorizing words and then by picking out signs around the barrio. His mother had specific ideas
about education, believing that one who is well-instructed knows how to read,
write, and count, but one who is well-educated shows deference to older
persons. These ideas and types of knowledge are valuable even though they may
not meet specific ideas about education or what children should learn. Ernesto
brought a wealth of knowledge with him to Sacramento, and luckily, he had
teachers that did not force him to reject his Mexican heritage and the learning
that he had gained as a child in Mexico. They were even able to employ him as a
translator at a very young age. It is important that we recognize students’
knowledge base and assets that they bring with them rather than force them to
learn exactly how and what we might think they should learn.
Hi Stacey-
ReplyDeleteLearning about the unconventional ways that Ernesto was educated informally in Mexico is pretty fascinating. I particularly appreciate the way he was able to spatially conceptualize directions, though his directional thinking was likely far different from what you or I were taught when we learned the cardinal directions early on in our more formal education. With that said, I what I found particularly remarkable having read this post is that Ernesto's teachers were understanding of his lack of formal education in Mexico. The fact that they embraced the way he had initially been educated is remarkable. I memoir I read highlights the fact that because the author was Mexican, he was automatically at a disadvantage with the teachers, who looked down on him because of his racial and cultural background. With that said, I'm so glad for Ernesto that he had teachers who supported and encouraged his cultural makeup and who understood his more informal education to that point and worked with him to adjust to receiving a formal education. That is really fascinating stuff!