Blog #6 - Deeper Reading Ch. 7, Critical Encounters Ch. 7

 

When I started reading Chapter 7 in the Critical Encounters text I was reminded of this pin I saw on Pinterest a long time ago. As someone who has taken several English classes over the years, I can relate to the frustration and dread the word "deconstruction" is capable of evoking. I recall long, painful English classes where passages within texts have been mutilated and twisted until every last drop of possible meaning has been squeezed out (cough* cough* notice the use of metaphor! cough*). There have also been times (and I'm sure everyone can relate) where I've wanted to blurt out something along the lines of whoever created the above image had in mind: "Maybe the curtains were just fucking blue!"
Jokes aside, I realize that deconstruction is an important aspect of reading. Gallagher's previous chapter on "Second Draft Reading" falls under the same category of deconstruction. When we deconstruct text, we realize things we may not have realized before. Everyone enjoys watching movies a second time and discovering hints that lead to an epic ending, so why is deconstructing text in a classroom sometimes like pulling teeth? Sometimes we are surprised at what we learn, and in the end we are left with richer understandings.
Teachers need to make sure that students understand the importance of deconstruction. Text is never literal, and sometimes books and novels can be interepreted differently depending on what is happening within a global context when the text is read. A text written fifty years ago may have relevance in 2012 if the contect can be compared or related to something that is happening in current society. Deconstruction can be fun, and many times individuals become aware of meanings they never would have considered had they not attempted to deconstruct the text. However, there is a fine line between thoughtful analysis and disrespectful manipulation of the author's intentions. We've all had an English class where that one student tries to analyze a segment of text while everyone is rolling their eyes and the professor must politely reply with "I've never heard that before, but that's an interesting idea." (I'm pretty sure that most of the time these students are just fishing for bonus points - "Look how deep I am!")
On the reverse side, it is extremely important to let students know that text may have several interpretations and that there is never one correct meaning. There were times in my high school career where teachers brushed aside a student's analysis because it wasn't what the teacher had written on his/her paper as being correct. Deconstruction is an important lesson in encouraging students to explore their creative sides, and they should be taught that whatever interpretation came to their mind cannot be wrong, because it is what first came to their minds. (Unless, of course, the analysis is merely an attempt to impress the teacher and his or her peers!)
Deconstruction is a tricky topic, and I think that one of the greatest challenges teachers face is finding a balance between leaving some aspects to the imagination and having students understand that there is always more than one meaning to everything. Lastly, I believe that teaching the metaphor is also one of the most useful, important lessons a student can learn. Metaphors make life richer, and will make deconstruction a whole lot easier. This week's readings go hand in hand.