narratives in the making final

8/3/2019 Narratives in the Making Final

1/8

Alaina Storck

ENG 497

Dr. Lipszyc

19 October 2011

Narratives in the Making: A factual narrative or a utopian novel of a

mythical school?

The narrative of Corktown is a snapshot in time, a narrative that is continually

evolving and changing, a narrative in the making

-Beattie pg. 8

Mary Beattie's Narratives in the Making describes an alternative high school

in Toronto that incorporates progressive pedagogy and an emphasis on community.

Through narratives collected from her time observing the high school, Beattie is

able to paint a comprehensive picture of the learning environment, students,

teachers and community members of this learning community and how all elements

come together to create an ideal learning environment that teaches students to be

global citizens. I will discuss and analyze the essence of Corktown as a learning

environment and articulate the philosophy of learning that the school embraces. I

will also evaluate the advantages and drawbacks to the Corktown philosophy and

the way it would fit into different environments. Finally, I will discuss the

implications for my own personal practice.

Beatties description of Corktown repeatedly portrays the school as a small,

intimate learning community that prides itself on ties to the community and

meaningful relationships between both students and their peers and students and

teachers. One primary way the school is able to remain tied to the community is

through the mandatory Outreach Program, which "provides opportunities for


2/8

Alaina Storck

ENG 497

Dr. Lipszyc

19 October 2011

students to be involved in their own growth at the same time as they are helping the

community" (45). These projects are composed of in-school and community-based

outreach projects that are chosen by the individual students and guided by a

teacher, upper-level student, or parent mentor. Outreach has the dual purpose of

helping students investigate areas of personal interest, and allowing the community

to become involved in the education of its children and the students to become

involved in the community. For example, some students volunteered in area schools,

libraries, museums, universities or senior citizen centers. The school also invites

community members to participate in education decisions and utilize the school art

gallery. Parental involvement is also encouraged by an open door policy. Not all

parents take advantage of this policy, but others go above and beyond. For example,

one parent funded the schools Breakfast Program for needy children for the entire

1993-94 school year. Parents are also invited to community days, to help as Project

coordinators, and can come to school meetings and be involved in the process of

picking teachers.

The importance of community is also stressed by the schools philosophy

that they are educating students to become global citizens and to engage in a

participatory democracy in school and in their future outside the school. Within the

school, there is a strong sense of community that is enhanced by the small size and

caring philosophy. This sense of community is transferred to the outside community

as well. One example of this is the importance of fieldtrips. Despite their small

budget, all classes in Corktown High School participate in a variety of fieldtrips


3/8

Alaina Storck

ENG 497

Dr. Lipszyc

19 October 2011

throughout the year. One Grade 12 Ancient History class visited the Royal Ontario

Museum. A drama class went to see a play and a physics class went to Canadas

Wonderland. Additionally, an art class went to many different galleries and saw an

artists private studio.These trips serve to reinforce the goals of the learning

community [and] provide a way of connecting with the communities outside of the

school in significant ways (101). Through the Outreach Program and emphasis on

class learning trips outside of the school, Corktown is able to help students connect

with the outlying community. By encouraging the very same community to be

involved in the schooling of its children, Corktown also ensures the community has

a stake in their education. The result is students who are conscious of their role as a

citizen of the community and the world.

The sense of community that is fostered at Corktown also results from the

intimate size of the school. One significant characteristic that causes this small,

tight-knit community is that enrollment in Corktown is voluntary and not defined by

geography, as more mainstream high schools are. The smallness of Corktown

allows for the formation of close relationships and a caring environment. Because of

its size and the emphasis on community, teacher/student relationships are

enhanced. Teachers provide students with intellectual, emotional, and moral

support; Corktown is about teaching students to be good people and civically

responsible (25). The relationships between students and teachers are informal

(most students call teachers by their first names) and non-hierarchical. There are

also no barriers between them; both teachers and students share the same space.


4/8

Alaina Storck

ENG 497

Dr. Lipszyc

19 October 2011

The classes at Corktown share basic principles: respect for the learner,

acknowledgement of the student as a constructor of knowledge, and encouragement

of creativity and the making of connections. Students and teachers also negotiate the

sequencing of the content, due dates, and format of course assignments. One

particular narrative that exemplifies Corktowns philosophy in action is that of

Irmas math class. The structure of her class is unlike most traditional classes. Each

student is able to learn at his or her own pace, and students work collaboratively in

order to help each other with constructing meaning and completing assignments.

Because Irma allows her students complete freedom to learn in their own specific

ways, more students are actively involved in the class and are not afraid of failure.

Also, as the observer notes, male and female students are equally involved in the

class and girls ask as many questions as male students; in a subject like math, where

girls traditionally struggle, this more laid-back, student-centered learning style

enables all students to succeed. The unique characteristics of Corktown as a small,

community-based alternative school epitomize the philosophy that educators are

teachers of people, not subjects.

This unique philosophy has many advantages for students, teachers, and

community members. The commitment to forging connections between the learning

community within the school and the outside community helps students in many

facets of learning and development. Students are engaged in both communities, and

this dual involvement adds a strong motivation for success. The narratives of

students and teachers time and time again mention how the strong ties to the


5/8

Alaina Storck

ENG 497

Dr. Lipszyc

19 October 2011

learning community kept students from dropping out, whereas in other institutions

with little or no sense of community, student retention was lower. The emphasis on

outreach and the multiple fieldtrips stress an involvement in the community and

interactive, hands-on learning that fits with the importance of direct experience

and of aesthetic for generating excitement about learning and the stimulation of the

imagination (105). These exceptional characteristics of Corktowns learning

environment explain the lasting impact the school has made on students, teachers

and those in the outlying community.

However, there are some drawbacks imbedded in Corktowns structure, and

the Corktown philosophy might not be as seamlessly replicated in other

environments. The community involvement in the school, in my mind, would put

added pressure on teachers: making them accountable not only to their students,

the parents, and other school officials, but also to an entire community of

individuals. While this might encourage teachers to give their best, the more voices

involved in the decision-making process the more stress on teachers to meet

everyones expectations.It is evident from Beatties observations that in this school,

these issues were not in the forefront, but in other districts in areas with different

philosophies, this might not be the case. Furthermore, while the ministry officials

from the Board of Education and other outside authority figures were extremely

supportive of Corktown and the other alternative schools, this might not be the case

in different communities or countries.


6/8

Alaina Storck

ENG 497

Dr. Lipszyc

19 October 2011

Additionally, while the small-size of Corktown helps foster a strong sense of

community and close relationships, it also has some limitations. These close ties

keep a majority of students coming back to school and encourage most students to

meet the mandate of attendance; however, not all students can prosper in this

environment. For some students, the balancing of freedom and responsibility, which

is a major component of success at Corktown, is something they struggle with: some

students just arent mature enough. It is clear that in some cases, maturity is all that

is needed, as shown in the accounts of students who left the school and then

returned again later on and thrived. However, in the 1993-94 school year, eight

students received cease to profit letters that required their de-admittance, and

these were mostly caused by a failure to follow the attendance policy. Therefore, the

free and alternative nature of Corktown is not for every student. Additionally, the

small size of the school might shelter students, who will not be able to successfully

go on to more structured studies. Furthermore, the smallness of Corktown

corresponds with limited course offerings. Some students need to leave the school

in order to pursue credits necessary for graduation or take night classes that result

in a heavy and exhausting workload.

Another drawback that comes from the intimate size of Corktown is the

limited number of staff. The scarcity of teachers requires teachers to be all things to

all people. Many teachers, in addition to their courses, also serve as guidance

counselors, on the Committee of Evaluation of Academic Standards and Admissions,

and act as project coordinators for Outreach programs, among other duties.


7/8

Alaina Storck

ENG 497

Dr. Lipszyc

19 October 2011

Consequently, teachers at Corktown, more than others, suffer from a scarcity of

time. During the school day there is no time for planning, preparation or marking.

These responsibilities become part of the teachers personal time. The result is

frayed nerves, frustration and teacher stress and burnout. According to Beattie,

teachers are drained intellectually and emotionally, and their physical resources and

energy diminish. Furthermore, budgetary constraints mean teachers and students

are forced to deal with a scarcity of resources and equipment that are ideal for

learning. Despite these drawbacks, it is clear through the narratives that overall the

Corktown philosophy works: students rave about the emotional, personal, and

academic benefits of Corktown and return as alumni to support the school.

Teachers, despite the dangers of burnout, continue to return year after year. While

these results may be atypical and difficult to replicate, that is the complex nature of

education, and educators must examine whythis philosophy works so well in this

particular environment and with these particular individuals.

Narratives in the Making is a thorough and critical study of the small

alternative high school, Corktown. Beattie is able to capture the essence of

Corktown High School through her integration of narrative excerpts; these excerpts

give the reader an intimate look into the school, allowing them to fully understand

the unique philosophy of education that makes Corktown an exceptional learning

environment. While I might never be able to teach in a high school like Corktown, I

can take the teaching philosophy embraced by Corktown and apply it to my own

practice. I will definitely incorporate the belief that teachers teach people, not


8/8

Alaina Storck

ENG 497

Dr. Lipszyc

19 October 2011

subjects. It is clear from reading Narratives in the Making that the one characteristic

of Corktown that held the school together was the close connections between

teacher and student, and how the teachers allowed students to be themselves. From

reading Beatties study, I am further convinced that the role of a good teacher is not

simply to teach a subject, but to provide emotional and moral guidance. A good

teacher also teaches students to become global citizens; to accomplish this, I will do

my best to encourage my students to make ties to the community in which they live,

and incorporate the outside community in my teaching whenever possible.

Furthermore, I believe that students were so committed to Corktown because

classes were democratic and student-centered, and followed a social-constructivist

theory of education. The example of Irmas math class really influenced me to try my

best to allow students to set the pace of learning and take responsibility of

constructing meaning. Irma describes I find myself almost reinventing teaching

daily. [It] is not separate from the rest of life. It is an integral part (113). This is the

essence of what teaching truly is, and Corktown embraces that essence and allows it

to thrive. It is easy for people to dismiss Corktown as too good to be true. Indeed,

when I was reading it, I often found myself thinking that it read as a utopian novel of

a mythical school where all the elements of a holistic education come together with

few problems. However, this book contains true stories, told in authentic detail and

integrated with the individuals own words. Therefore, instead of doubting the

narrative, we can learn a lesson from the exceptional educators at Corktown.

narratives in the making final

Documents