My sponsors in my life can vary
in only two direct areas of my life. At home, my sponsors would have been my
family members. Brandt will state that sponsors, or agents, are people who
stand in your life to benefit or gain from some sort of economic advantage through
means of support or other mechanisms of opportunity. Brandt will go on to
explain the benefits that are gained through learning to read and write through
sponsors or agents in our lives.
Learning to read and write can
vary depending on the resources that are available to you, or the society in
which you live, and the resources that are available to you. Some benefit more
than others. I have seen this most in the inner city, for example MPS, as opposed
to living in the suburbs. Not all
students are given the same access and materials to successfully learn to read
and write. In my own personal life, my family was my sponsors in that they
pushed me to succeed and then through that I was able to go to school and get
an education. I learned by watching my own family live, struggle, and survive
in their own lives and their actions were a form of literacy for me. These very actions pushed me into college
where I would go on to continue my education, and get 2 degrees so far.
The family name that I was given,
the name that was printed on my birth certificate and the signature that I
learned to sign was my first agent. The second were my instructors in society
who taught me the knowledge that I have today.
Mary Goodwin
It's always amazing to me that there are such differences in education and access, especially since inner city schools, unfortunately, have the most need.
ReplyDeleteI wonder, though, if you could complicate your ideas about sponsorship just a little bit. You're right that Brandt identifies sponsors as agents who stand to benefit from your literacy, and thus support you, but how did your parents, for instance, gain an economic advantage? How did your teachers do so? How do all of these things link us into the economic realities of literacy?
Grade: 4/5