Enola is back right where she left off!
She has set up shop in January 1889 as London's only Scientific Perditorian. Of course, she is in disguise as Miss Meshle, a secretary. She is shocked when her first client is none other than Dr. John Watson, friend of her famous brother, Sherlock Holmes. It seems that Sherlock is beside himself that he cannot locate his younger sister Enola.
Enola, of course, is quite pleased that she is hiding right underneath her brother's nose, and feels that she can use Miss Meshle's new relationship with Dr. Watson to her advantage.
Enola is not just using her time to hide from her brothers and boarding school. She is continuing the search for her mother, using the magazines and cipher codes that she knows her mother will read and recognize. Soon enough, she is in communication with her mother. While she is partly happy, Enola is still angry with her mother for leaving her on her own, and at the mercy of her older brothers.
She is also on the hunt for the missing daughter of Lady Theodora Alistaire. The disappearance has been hushed up due to it's discrete nature...it seems that she has run away with a love interest. Upon examination of Lady Cecily's room, however, Enola fears that the young lady did not leave of her own volition.
Chock full of Victorian age details, Nancy Springer has a hit series on her hands. From the stench of poverty, to the pervasive flim-flam artists of the day, the setting and characters seem real. Readers will fear for Enola and Cecily, and be caught up turning pages to find out what happens next.
Hi Vivian,
First, congratulations and good luck with your upcoming talks on podcasting. Through listening and talking with you about your shows, these exciting events will be fascinating for you and surely in result will give all of your listeners more to think about. Your inquisitive and informative shows always leave me wanting more!
Also, I am so glad to hear Hilary’s voice and words again. Thank you for bringing her ideas and awareness to the larger world community to get even more people thinking. Those of us who heard her that day have already been trying to reflect further on our personal practices and also apply ideas to our school.
Thanks for everything!
Carol
Thanks Carol! A big part of my work connects with thinking with awesome teachers like you! I always appreciate the support and enjoy the work that we’re doing with your second grade podcasters!
Hilary is such a thoughtful and inspirational colleague and friend. She always leaves us with new wonderings. I can’t wait for her next visit.
hugs
vivian
Hi, Vivian (and Carol!)…
I was so sad to have to miss Hilary’s visit, so it was great to be able to hear her here. If you have any more recordings of her visit, I would love to hear. It is always so inspiring to hear her and talk with her, and with you as well! You are an incredible support to so many of us! I miss working more closely together.
Shannon
Hi Shannon,
Thank you for the kind words. They are most appreciated. Keeps me going! It has been too long. We need a get together!
I’m glad you enjoyed Hilary’s audio!
Hugs
v
Thanks Vivian and Hilary for posting this talk. We met at school to debrief after the conversation at AU and had a laugh looking over our notes–half sentences, phrases, words like bidurian. At one point I wrote “ask Vivian what she said.” You must’ve said something smart.
I’ve been thinking about identity–Hilary talked about how it goes somewhere within this model. I know we have more than one identity. We design and redesign text–how does that impact our identity or identities?
Thanks for the link to the paper because I should reread it. Also Choice Words.
Happy day.
Kath
Vivian,
Listening to Professor Janks talk really helped bring her Interrelated Model to life, especially the interplay between power and access. Her recounting of the interview project she did really displayed “access” as a two-way street. My research for other classes on marginalization in the formal education system also leads me to consider this point. Members of non-dominant or marginalized groups do not only need to have access to the culture of power, but their culture, values, perspectives and experiences must have access to (or have a place in) the learning space. This is the issue I’ve seen with the multicultural models used in different countries, especially in Western Europe. They make a valiant effort to provide mother tongue and cultural instruction for recent immigrant groups and ethnic and linguistic minorities, but they do not bring these cultures, perspective, experiences etc into the mainstream classroom with majority group students. Then of course Thinking about bringing different and minority group experience, etc into the classroom, leads to design consideration….. It really is an interraleted model, and an enlightening and practical way to think about creating critical literacy into education programming, wherever it may be.
[…] Original post by Vivian […]
Thanks for your comments Kathleen and Erin. How interesting that from different perspectives you both are getting at, and raising issue regarding issues of identity and identity construction. And with this of course, as indicated in Janks’ interrelated model ,are issues of access and re-design.
The instance you share is very powerful in demonstrating why and in a sense how Janks’ interrelated model could make a difference for often marginalized individuals and people.
Thanks
vivian
Dr. Vivian,
Thank you for posting Dr. Janks’s talk. It really left me thinking about what we possibly could do here in the states in creating dialogue about the harsh realities of slavery and the renaments that it left. Dr. Janks mentions that when we talk about giving kids access, we talk about giving kids access to priviledge knoweledges. We have to think about how to extend the range of what knoweledge is priviledged in the classroom. The TRC pedagogy did this with having children to find out real facts from both ends of the spectrum. I think that is a wonderful and excellent way to more beyond the stigma of apartheid. It this method was applied to teaching children about slavery/African-American history, their experience and knoweledge would be richer.