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Vivian,
When I think about the everyday texts that can be found at my school, one in particular comes to mind. It is a small sign that says “No Dogs Allowed” in red Crayola. It hangs on an interior door that just happens to be outside of my classroom. It is a remnant of the week when the kindergarteners practiced writing signs: “Gri Bash Rm” is another one of my favorites. I never paid attention to this sign before but after listening to this show I was taking a mental walk around my school and it caught my eye. First of all, no one ever posts a “No Dogs Allowed” sign at a school because it is common knowledge that you cannot bring a dog to school. Second, if you had such a sign it would be outside of the building not on an interior door. With these thoughts in mind, I try to think like I am five years old. This is what I came up with:
The most exciting thing ever has just happened to me: I GOT A PUPPY. She is so cute, small and black and she will play with me for hours and doesn’t get tired or have to stop playing with me to go do work. I love my puppy and right now I cannot think or talk about anything else. I have written at least three stories about her in writing workshop. The terrible thing is, when I have to go to school in the morning and mom has to go to work we have to leave my puppy in a cage. Mom says she likes the cage and that it makes her feel safe but I dunno…I would not like a cage. I am not allowed to bring my puppy to school so when Ms. M asked me to write a sign I angrily scribbled, “No Dogs Allowed” and I put it on the door behind the security guard’s desk because Ms. M wouldn’t let me put it on the outside door. This was the next best thing. I can’t wait to get home to play with my dog again.
Ha! Ha! I had fun trying to imagine where that sign might have come from. More to the point, thinking about the everyday texts at my school really opened my eyes to the fact that the artwork and signs and posters and books that decorate the walls of my school each have a story to tell and can convey meaning without saying a word.
Thanks and see you soon,
Rachel

What an interesting take on reading every day texts! Sometimes I think the more subtle messages are the ones we need to worry most about.

Thanks Rachel

Wow, I was thrilled and amazed to hear about how little Miles drew the doctor into buying a painting from his artist friend… It was really interesting to hear the vocabulary MIles used with you in referencing the roles of the artist, consultor, and business manager. I wonder where he and his friends heard those words and how they figured out how to associate them with the roles they had? I would say that there is a good chance that one of the students parents had exposed them to the idea of being a consultant or business manager.

As a math teacher, this really opened up my eyes (well, ears really) to giving students more meaningful context. Within, this mini business… Miles and his friends investigated interests through surveying, created a pricing structure, and marketed and advertised their product. This really is an applicable way of building a business.

For my Algebra I students, I give them a project where they must choose a product and survey 50 people (5 teachers, 10 other adults, and 35 students) about how much they would pay for their product of interest. After collecting and organizing all that information, the students must analyze the data by calculating the mean, median, and mode to determine the “fairest” price the product should sell for. They have to analyze the data, create graphs, and then write a little brief summary justifying their price.

Next year, perhaps we can take the project a little bit further by having the students come up with a marketing strategy or proposal and to use the data they collected, the visual graphs they produced, and the summary to present for a potential business plan. This way, the students could value the project in a much more meaningful way and understand the importance of surveying, analyzing data, and for creating graphical representations of data.

-Will

Hi Professor Vasquez-

“So common we do not carefully take notice of them.” When referring to everyday texts, we really do not notice what we are looking at. It is very important to really scrutinize what we absorbing from the world around us.

I love this moment that you had with Miles, he sounds like a future businessman, ready for a buyer. Listening to your synthesis of his actions and the curriculum is amazing. I am sure that the teacher your were observing took a great deal of time with the activity for the day, but your statement that Miles breezed right through, enlightens how sophisticated his organizational skills already are. If his age group needs to know how to classify and group, he already has it down.

I know that this student must be a DC-metro student by referencing “consultant” in his roles. Being from Utah originally, I did not know what a consultant was until I moved to DC after college. Picking that up, from his everyday texts speaks volumes about the place that he comes from. One can assume that either an adult in his life, or his other business partners’ lives works as a consultant.

This is a great story, and I love that he was trying to get you to buy the more expensive picture, way to stick to your original choice!

Lara

Hi Vivian,

Interesting podcast, I like the way you analyzed every line of your conversation with Miles. I have a couple of questions. In this podcast, you’re discussing everyday texts. What are the texts in this situation? Is it the role that MIles and his business partners have learned to play, presumedly gleaned from parents or other adults? If it is, I think this says a lot about role play in learning different discourses. In essence the students are bringing in something from their environment outside school, then learning about it and experimenting with it by playing the roles. It would be interesting to think about some different ways to first bring in pieces of discourse that are present in the different outside environments of students, and then let them explore using the language and communication structures needed to accomplish the tasks as appropriate for the role they are playing. Lastly, they can reflect on their interactions, why they made the choices they made. Instead of simply replicating what they see around them, they can step outside of the roles and explore the way language is used.

In fact, role play is used a lot in communicative methodologies to teach English to non-native English speakers. Why not use it for native speakers to explore in depth the way their first language is used?

Erin

After listening to this podcast I am immediately struck by the sophistication of Miles’s language choices and I can’t help but reflect upon how different the make up of the language used by students in one class can be to the language used by students in another class. I believe that it is important to connect the language skills that our children bring to the classroom with the language of the standardized curriculum but first we must make sure that we assess the language skills that our children already possess. In this way, we can then create more relevant learning opportunities that connect to our students personally rather than simply “privileging the traditional texts”. I agree with Luke that, “new literacies refer to new times and places where learners acquire literacy” and this podcast reminds me that, as a teacher, I must be aware of those different forms and contexts where my students come in contact with these everyday texts. I then must engage my students with those “untraditional” texts so as to enrich the standard curriculum and develop critical literacy conversations in the classroom. It is necessary that we as teachers highlight our students’ everyday texts so that we can help our students develop into critical beings, questioning those messages that surround them in the forms of advertisements on buses, trains, television, internet, radio, etc. If we do not bring these texts into the classroom to be analyzed by our students and we only adhere to the strict standards of our District’s curriculum, then we are doing our children a major disservice. Teaching our students how to negotiate meaning from the everyday texts that they encounter and allowing them to understand how to make choices with the language that they use and that they experience can truly create a population that critical examines the world around them. -Katie L.

While listening to this podcast, I couldn’t stop thinking about the artistic entrepreneurship that occurs daily in my own first grade classroom. Each afternoon, three fourths of my students choose to go to the “art center” during their free choice time (this year, Legos, blocks, and puzzles have played second fiddle to crayons, markers, glue, and scissors). The social heirarchy that unfolds at this time is remarkable: the students with the most artistic skill are suddenly heralded as kings and queens as the lesser skilled students scramble to sit next to them, copy every line they create, and beg for an original piece to take home. Thus, it doesn’t surprise me one bit that Miles and his friends would capitalize on this particular skill!

The way you retold your conversation with Miles made me smile; I could picture this precocious student with his mental wheels spinning. I was particularly interested in the way that the classroom instructional techniques and routines — the categorizing, role assignments, etc. — were reflected in Miles’ transaction. It’s always easy to see the obvious connections students make from lesson to life, but I appreciated this deeper analysis. As for the idea of everyday texts, I like that this account comes across as a postive example. I am often struck by how much seemingly inappropriate material my six-year-old students are exposed to. We are a class who worships traditional texts (books); I am now wondering how I can embrace the everyday messages in the world around us to create wholly literate children…

-Kate F.

I think that what stands out the most to me is Miles extensive vocabulary as well as his use of language. His use of language is not how the majority of students in my class speak at the beginning of the school year. Students have a tendency to use a lot of slang language in the classroom at the beginning of the year, however I teach them that the classroom is not the place for that type of language. I encourage the students to use standard English so therefore I model it for them within the classroom. Miles is very impressive.

Hi Vivian,

As an Economics major, I liked and was impressed to hear the aspiring businessman at age 7. I thought two things as I listened to your interesting interactions with Miles. He definitely has some natural tendencies towards business as he so easily put himself in the role of consultant, took surveys to know what people wanted, and basically constructed the essential foundation of a small business with himself as consultant to figure out what the consumer wanted, the artist producing the goods, and the business manager to keep track of expenses / revenue / profits. Secondly, I think that even if this student is a genius he must be mimicking a parent in the business world. It’s amazing that he was able to take such initiative and to be so business savvy at a young age.

I like what you say about “permeable curriculum.” Miles knew to go back to where he was supposed to be when the teacher was looking, but if this business was part of his school curriculum, if he was allowed to cultivate his natural interest how easy would his transition from education to work life be and how much more successful would he be as an adult???

Great stuff,
Natasha

podcast 36 cleanly illustrates the potential power of relevancy in the curriculum, and how it can really bring home ideas that we educators are trying to transmit to the students. the original idea of the class’ exercise was to sort and categorize depictions of insects using student-generated defining characteristics. however, Miles, Kyle, and Antoine took the concept a step further and APPLIED this to a scenario that was pertinent to their lives - making money! without a doubt, this is what we want our students to do; as an educator, it’s pretty evident that learning occurred that when a student can take a brand new concept and apply it immediately in their lives. in this case, miles discussed the ways in which he and his colleagues (at this point, why even say fellow students? they’re running a tight, little enterprise) had categorized interests of people, types of drawings, etc.

last, although the teacher didn’t berate miles and crew for “not” conforming to the original, scripted plan, from the podcast, it seems like they weren’t congratulated on taking the concept a step further. such actions also would have let them know that their ideas, while appearing to be contrary to the lesson, actually meshed seamlessly with it and were very valuable and applicable in the real world.

i expect that, one day, i’ll be working with miles, kyle, and antoine and calling one of them by the moniker “boss”.

Just realized I called Miles the consultant when in fact he was the business manager. I apologize for the error. Sorry about that, Natasha

Hi Professor Vasquez,
This idea of new text is something I try to install in my students. During dear time I try to sit in front of the class and read a news paper to show my students a model of reading current literature. My students often try to bring me new papers so that I can see that their paying attention to what’s happening. I have bunch of kid’s post that I give tem as an option. My students also write about current issues going on in the school.

I think this topic is so very important! I find it extremely important that students understand the relevance of what they are reading. I find that the lin is making the text we read applicable to the lives of our students. Isn’t Myles a clever little boy, I was absolutely amazed by his use of language, while also comparing him to the students I work with. I belive my students should be equipped with the knowledge and skills to use this type of language. The literature that we use in the classroom can serve as a great tool to introducing our students to new and different language. Language development also provides students with the opportunity to critically examine everyday texts. This podcast also directed me to the transactions that take place in my classroom daily and the understanding children have behind the interactions they are making with other students. My job now is to combine the three. Thanks for sharing.

What a great example of an everyday text! I found it interesting to see the ways in which these students were exhibiting such advanced skills, which they appeared to have discovered on their own. Miles and his colleagues had developed a working business, complete with techniquest to try to get the best sale from each customer. It was interesting to see that these were things that students were doing on their own. In school once, I had a project where I was asked to develop a business. My teachers arranged it so it fit iwth what we were learning in class, including some information about finance and managing a business. I still remember doing this and enjoying it. To me, what Miles, Antwan and Kyle have done is more meaningful, because they formed their system, doing research and dividing the jobs based on their skills. These students are mastering the desired skills though something they are invested in. Impressive kids!

Miles is a savvy young guy who seems to have a firm grasp of human resources and public relations skills. I would love to see how this student develops and how he performs in other areas of school.
In beginning a unit on persuasive writing I had my tenth graders examine print advertisements that they see every day. Students eagerly participated in a discussion about what they see advertised the most. Upon further study my students explored the psychology behind advertising, the uses of colors, fonts, and graphics. These are the everyday texts that they studied. I brought in a variety of magazines and asked students to identify ads that made use of each visual technique. Their findings surprised them as well as me. Many magazines that target this demographic sell candy, alcohol, and fragrances. Celebrity (or should I say has-been-celebrity) endorsements were also rampant.
In analyzing these texts I predicted that young people will become so savvy of persuasion that they become numb to it. The story of Miles heartens me because it illustrates a child who capitalizes on this saturation of media. At such a young age he recognizes these techniques and manipulates them for profit. The fact that he completed his class assignment and immediately went back into his pitch made this vignette even more of a pleasure.

Vivian,

I have to admit I hadn’t given a lot of thought to childrens books before I took this course. (Trends and issues in critical literacy) I’m starting realize from the exploration of childrens books we did at the Critical Literacy Conference from listening to Mini Grey talk about her creative process that children’s books really are a unique form of art. Some of the works can be very profound and contain many layers of meaning-just like great works of art. As with visual art, my preference is for pieces that interpret experience in an aesthetic way but don’t contain an explicit message or lesson, I find that a little condescending and frankly not as beautiful… With the children’s books I’ve examined through this course, I find the ones I most appreciate are also this way. They provide different layers of meaning, trips through the imagination and are ripe for exploration and always leave you asking more questions.

Erin

Hi Erin,
I think as in the different layers of meaning, as readers we also can engage in different layers of reading depending on the perspectives from which we read a text. As in your comment regarding the children’s books you most appreciate, I think a sign of a book that ‘works’ for someone is whether it is generative or not ie. does a reading a particular text lead to further inquiries and so forth.

Can’t wait to hear more about your thoughts on children’s books.

Thanks
vivian

Vivian,
What an inventive way to produce a text-based interview! I may have to try that with Desperate Husbands. I could have Diane read the email questions.

And THANK YOU for the nice shoutout. I really do appriecate yours and Andy support!

-Charles

Thanks Charles! Good idea with having Diane read the e-mail questions…I think that would work out nicely. I have a lot of DH and MN to catch up on…this weekend is the time for it!

vivian

[…] On this show An interview with author Mini Grey Podcasts […]

very good

Hi Vivian,
This topic is right up my alley. Since taking your critical literacy class and now that I am a mother-to-be, I am always on the look out for great books to add to my child’s library collection. I am excited to add Ms. Grey’s picture books to my child’s library. I love taking a classic tale and giving it a new twist. I remember reading classic fairy tales and feeling sort of cheated since they all ended with a happy ending. What does “happily ever after” really mean? It’s nice to know that there are books out there that tell stories from a different perspective. It gives parents and teachers a wonderful tool to help children probe deeper and help they become active readers, rather than just passive listeners who accept “the end.” Thanks for the great interview! -Kristina

Vivian,
Listening to this interview, and having read Traction Man in your Children’s Literature class, I feel that I have a clearer sense of how such a text could be created. I love the idea of layering the real life illustrations of a kitchen with the make-believe world that a child and his action figure perceive. The thing that strikes me about this particular method of authoring is that it is quite removed from the way that we suggest that children should go about creating their own pieces. In the school where I work we utilize a workshop approach to writing (and reading for that matter). In the first grade, our authors are instructed to draw what they will write. If there is something in their pictures that is not in their writing, we teachers encourage our students to go back and add words to their text that more fully explain their illustration. Clearly this process does not leave much room for a dual story line that is told through pictures and words. I think that students would love to have the opportunity to work on this level, and even in primary grades they could experience success with this layering because often times they can be so much more expressive with art than they can be with words. I can even envision using some of the mentor texts that they have already grown accustom to as examples of how this would work. In particular, I am imagining Kevin Henkes fabulously funny book, Julius, Baby of the World, wherein there is one page that is told without words, through the use of a series of small drawings of Lilly in her time-out chair. I need only to show the children this page to the class and let their eyes march across the pictures and they are in stitches. They get it, and I think that if the thinking were modeled properly, this would be engaging (read: fun) and exciting work for young authors.

Thanks,
Rachel

I love how her text offers different perspectives on characters. In picture books she can tell two versions of the story. Even young children can pick up on the stories being told through the pictures. She uses pictures to show complex and subtle messages. Ordinary objects are given a second life and analogies are drawn between things which encourage creativity. Reading and writing become exciting through a creative process, they also become more exciting when they are brought together. Making picture books also sounds like an amazing process where so many mediums are combined to form the final product.

Vivian,
I enjoyed listening to your interview with Mini Grey. After hearing it read in your class, I checked it out of the library for my own 2nd grade class. I knew that they would love the idea of an everyday hero that goes on wild adventures. A problem I have faced this year in my teaching is getting children to use their imagination. I think that they feel that because they haven’t had a lot of adventures, like the stories we read in class, that they have no stories of their own to tell. I read this book and we talked about what kind of adventures Traction Man had and that even though they happened in our ordinary settings, that the adventures were anything but ordinary.

For Writer’s Workshop, we talked about what kinds of ordinary things we could exaggerate on to make extraordinary stories. The stories that they wrote about Traction Man (or Traction Lady as some students preferred) were by far the most creative, detailed stories they’ve written this school year. I like that Mini Grey purposely created this story about ordinary things that she gave a “second life” too. Her book and helped my kids realize what an adventure story really is and that it’s more than the adventures portrayed on TV and in movies. It helped them find value in their own everyday experiences.

Thanks,
Anjuli

Hello ,my name is Capri and I teach the first grade. I really enjoyed your interview, and it is also nice hearing the authors point of view on the book that was written.
I specifically enjoyed it because it shows how Ms. Mini Grey used her imagination and maybe became a child while writing this book. I haven’t read the book to my children yet, but it was read to me by my professor, but as I listened to the book I used my imagination, by putting myself in Traction Man shoes and actually becoming the character. I believe that my students will do the same thing especially since they love action heroes. It has been a pleasure listening to your podcast.
Thank you,
Capri C.

After enjoying the “Traction Man”, book in class, I can appreciate the imagery of Mini Grey. I enjoyed hearing about her creative process as she wrestled with the contrast between words and the visual. Much of what she said was indicative of the film process I undergo when I am in the pre-production phase of a film. I found it insightful and interesting to hear that book authors and illustrators are obsessed with this whole notion of the image and its affects and proximity in the story and on the page. Ms Grey indicated that she found wonder in ordinary things and often developed and built her story around this. I think that filmmakers and other creative people are challenged everyday to interpret their surroundings, seeing things from an unconventional filter, digesting life through the eyes of humanity. Interesting interview!

Vivian,

THanks for a great interview! I liked the concept of making the ordinary extraordinary. I haven’t read any of Mini Grey’s books, although now I will have to, but the description of how she takes an everyday scene and brings it one step beyond reality into the imagination could be a great tool in the classroom. Reading a book like this with a class could inspire students to do something similar. As students begin to do that, they are starting the process of constructing their own reality. Doing something like this could help students begin to question something that they may have previously considered to be an absolute truth, one important component of critical literacy.

Vivian,

This interview made the connections between Traction Man and critical literacy much more explicit for me. After reading the book in class, we had discussed the ways in which the book called for a return to the imaginative nature of childhood; the emancipation of the spirit from pre-packaged adventures. While I still think this is an important aspect of the book’s message, I now find myself focusing on the concept of limitation. The fun of Traction Man is his ability to transform a household for a child, but his crowning achievement came only after he was stripped down to nothing more than a doll in a green yarn suit. Only then was Traction Man’s success a direct result of a child’s imagination rather than a mass-produced gadget.
I hate to see children upset, but I would rather set limits than allow too much “freedom” to limit the imagination. It may be easier to get what you want, but ultimately there is more joy to be had from overcoming the challenge.

Thank you for an enlightening semester!

Warmly,
Diana

[…] Click the play button (below) to hear our Just One More Book discussion, pop over to the CLIP Podcast to hear the story unpacked from the critical literacy perspective, and then share your thoughts on the subject by posting comments on either of our sites (or both). […]

[…] Have you checked out the CLIP/JOMB Crossover Shows? […]

Students so need to develop alternate ways of responding to literature. They should ideally be able to find multiple and conflicting versions of every story. The different ways of students interpreting literature is what is interesting. In the book example used in this clip the main character doesn’t know what aspects of life he is missing out on until someone points them out to him.

Interesting show Vivian — as always! Here’s a follow up of my conversation with four second graders at lunch:
Me: Why do you think McD puts a toy in Happy Meals?
Girl 1: Because it makes you happy?
Girl 2: Because toys make children happy and we can buy more of them if we want.
Girl 3: So that we can tell our Moms to take us to McD (Carmen Luke, you are so right).
Me: Do you think McD is smart about putting a toy in there?
Girl 3: Yep, then we can buy more and collect all 17 things if they have them.
Me: So who benefits from that?
Girl 3: McD–so that they can make lots of money and get richer and richer.
Me: What do you all think about that? And do you think Happy Meals are healthy?
Girl 2: If you take the apples.
Girl 3: No wonder my Mom only lets me eat there once a month and sometimes not-even.
Boy 1 (who has been listening the entire time): I don’t care, I don’t care, I just want the toys and I’m still going to buy them no matter what.
There was more discussion about McD making lots of profit. Hardest for me was not trying to bias/sway them. The girls seemed to have felt wiser and informed but based on Boy 1’s adamant comment, there was no way he would chose otherwise. CHOICE–is that the ultimate end result?

Great review of Vivian’s book, NEGOTIATING CRITICAL LITERACIES WITH YOUNG CHILDREN in LANGUAGE ARTS (Jan. 2007 issue)!! Glad this book continues to get lots of press! Hip hip hooray Vivian!

Vivian,

That’s three weeks in a row CLIP has made me feel virtuous that our girls only whine “Can we go to the pub???”. Seriously.

Thanks!
Andrea

Andrea… LOL. A great way to start my morning! Thanks Andrea. As usual your comment is greatly appreciated!

vivian

I love what you did with your students Anna. It’s such a great demonstration of how such issues as those in connection with the Happy Meal cut across time and space.

Thank you so much for taking the time to create the transcript!!!

Much appreciated as usual.

vivian

Thanks for the heads up on the Negotiating review Anna. I didn’t know about it. I’m finally beginning to catch up with e-mails so expect a flurry soon!

vivian

My comment was mentioned on CLIP!!! I’m famous now!!!!!

Nice follow up show. I thought it wrapped up that idea nicely, though after reading these comments it sounds like you could do another show on Mikey D’s.

Andrea, when I ask my kids what they want to eat their responses are McDonald’s, or Subway, and all I wanted to know was whether or not they wanted peas or potatoes. Diane or I cook most evenings so I’m not sure why the kids always respond with a fast-food joint when asked that question. I guess it’s pop culture conditioning.

Vivian, could you mention simple ways parents could encourage literature, especially a love for books, and pre-reading techniques on a future show? Diane has her own ideas but it would be interesting it hear suggestions from teachers and parents in other geographically locations. The parents of her students ask her for suggestions all the time.

-Charles

Vivian,

I enjoyed this podcast. It raises interesting questions: why are dinky plastic toys/collectibles so irrestible for kids (and I would argue for adults too, just with different collectibles) ? I remember begging my mom for the most trendy toy, be it a cabbage patch doll or my little pony, and showing it off to others was of the utmost importance. I think its more than clever marketing on the part of individual companies. It’s the underlying value system that we have to examine. How do we judge “success” , “hapiness” or “self-image”? A lot of the time, we gauge these things by what we own, what we wear, etc. I remember what an Australian friend said once, he had already spent several years in the US and he said,” here I feel like a consumer, not a citizen.” Now I’ve never been to Australia so i don’t know what it’s like or how it compares on the level of consumerism. But I definately understood what he meant. Every second of the day, I feel like I’m being told to buy something. I’m told I’m crazy if I don’t buy this or that, or that I wont be “cool” or fashionable. So, it’s no wonder children model those patterns, as they are also being advertised to, and judged by their peers. Parents and teachers have an uphill battle competing with the surrounding environment, that’s why bringing these value topics out in the open for exploration and discussion is essential. Children have to be literate in regards to consumerism and advertising.

Erin

Hi Vivian,

I am very excited about the podcast’s recognition and then to hear your book has received more recognition. Not surprised about either!!

I also have to say I am really enjoying “getting to know” the people who follow your podcast and hearing/ reading their comments about the topics that come up. I take away ideas to try with my class and also view points that I need to think more deeply about.

Thanks for bringing us all together!!

Carol

“Vivian, could you mention simple ways parents could encourage literature, especially a love for books, and pre-reading techniques on a future show? ”

Thanks for the suggestion Charles. I will definitely work on such an episode

vivian

“I think its more than clever marketing on the part of individual companies. It’s the underlying value system that we have to examine. How do we judge “success” , “hapiness” or “self-image”? A lot of the time, we gauge these things by what we own, what we wear, etc.”

A very important point Erin. I think your comment speaks to the notion of what is bought and sold through commercial advertising and so forth. Specifically that when we purchase something we are purchasing something more than the object itself. What we are consuming are particular lifestyles.

I look forward to hearing more from you.
vivian

I’m glad you are enjoying the show Carol. I’m also excited to see you writing about this space as a site for possible networking!!!

Keep us posted!
vivian

Erin, I appreciated your thoughtful comments and the observation from your Australian friend. Outsiders really notice it.
Speaking of consuming particular lifestyles, I couldn’t believe how high-definition TV sales jumped by 30% just because the Super Bowl was being broadcast in HD. Whether young or old, how easily Americans get sucked in.

Happy Silver Anniversay to CLIP!

I too find the McD Happy Meal toys to be quite problematic for me as a Dad and for my son. Thank goodness he’s to young to really “get it” so for now we’re ok. Heaven help us one he makes the distinction between “boy” and “girl” toys.

I laughed out loud at the McDonald’s Think Tank.

What a riot!

Andy Bilodeau
http://www.andycast.net

I was surprised and yet had fully expected to see McDonald’s casting…it is a riot.
Thanks Andy

vivian

Hey, that’s right, this is your silver!?! Congrats Vivian! I remember when you were in your teens, it seems like only yesterday….
This gender segregation at McDonald has always irked me. There have been many times where we either wanted one toy or the other or both. I find the girls toys in general to be of a more supportive and cooperative nature than the boy toys. Those usually follow themes of war, fighting and competition. Their most recent toy, the Littlest Pet Shop which was the girl toy, is an uni-sex one that either boys or girls would enjoy, our kids certain have.
Sadly this is just another way to hook the next generation of consumers into buying their product.

Great show Vivian, I enjoyed it during our show day today.

Charles

Hi Vivian, Andy mentioned this show to me so I paid attention.

It’s funny, I mentioned this topic on a recent Dry Shave (#95 - Happy Meal)…I asked for the Pet Shop toy for our son, the people working there still got it wrong and gave him Yugi-whatever-the-thing-is. Oh well, at least it creates work for our waste management company.

I LOL at your walk down memory lane Charles! It’s amazing nowadays the amount of war imagery that permeates society.

Ross, thanks for your comment. I went over to listen to your episode and really appreciated what you had to say. It is infuriating how our children are being socially ’schooled’ with such innocent appearing texts like the Happy Meal.

vivian