Blog Post 7

 I initially assumed that Patrick J. Finn's Literacy with an Attitude would be another scholarly in-depth analysis on the value of reading or ways to improve educational institutions. However, it went beyond that; Finn contends that literacy encompasses social power in addition to reading and writing. He explains how literacy is a crucial instrument in the way that educational institutions are set up to maintain some groups in positions of power while others remain in lower status. This changed everything for me as a 19-year-old college student who was only beginning to experience the world outside of high school.

Finn's main argument is that different social classes receive distinct and unequal instruction in literacy. Working-class children are frequently taught "functional literacy"—the ability to read and write well enough to follow instructions and get by in daily life. Middle- and upper-class pupils, on the other hand, receive instruction in what Finn refers to as "empowering literacy," which goes beyond the fundamentals and fosters self-advocacy, creativity, and critical thinking. Finn contends that this isn't accidental but rather intentional since strengthening literacy produces people who are capable of challenging the status quo, which may jeopardize the existing social order.

I can really see what Finn is referring to based on my experience. The "track" I was on in high school made my classes feel very different. In a typical classroom, the focus was primarily on following directions or learning facts by heart. However, we were encouraged to think critically and ask "why" rather than simply accepting the facts in honors or AP subjects. According to Finn, this is because only specific groups are expected to take charge or make decisions, therefore they are the ones who are equipped with critical thinking skills.

The idea that literacy may be a form of resistance when taught properly struck a deep chord. Finn refers to it as "literacy with an attitude," which is the use of writing and reading to resist injustice. He gives examples of educators in working-class schools that encourage kids to think about social concerns, ask questions, and express themselves rather than merely teaching fundamental skills. They educate students to see inequalities, such as the fact that some communities are underserved in terms of opportunity and resources. Students who receive instruction like this are not only prepared for careers, but also to have a positive impact on society.

This book has changed the way I think about schooling. It goes beyond simply knowing how to write essays or gaining a degree. Literacy is a tool, and depending on how and to whom it is imparted, it can be used to upend or preserve the status quo. Finn's message is unmistakable: literacy can empower individuals to take charge of their life and have an impact on society. Literacy, however, is only about fitting into a system that frequently doesn't benefit everyone equally without "attitude."

Though not everyone has the same access, we are allowed greater latitude to explore ideas in college. My perspective on my duty as a student and, maybe, as a future advocate or teacher has changed as a result of reading Finn's book. It has motivated me to make the most of my literacy skills in order to achieve and to consider how I may help create a more equitable world.