Rose, M. (1989). Lives on the boundary. NY:Penguin

Lives on the Boundary is a powerful literacy narrative about Rose's
own development as a student, teacher and learner. He builds a theory
and curriculum that challenges the traditional ideas of "mainstreaming"
and charges the educational system to re-examine its definition of
literacy and intelligence. His documented case work add credibility to
the narrative that others of its type lack. It is up close and personal,
yet factual and informational. His own view of education, as an on going
process, come through very clearly as he himself, as the narrator, faces
learning at each new level.

1) Is the educational system letting exceptional students fall through
the cracks without taking the time to search out the roots of behavior
problems and or low academic performance?

2) How does the school system define "literacy" and does this definition
limit or automatically disqualify certain students?

3) Is higher education ready to deal with students at the university
level that have not been taught "the basics" and have developed or been
taught bad habits in the areas of studying and writing?

4) Rose puts forth an outline for a curriculum that he developed from
his own work with students and his experience as an underprepared
student himself. How does this type of a proposal get off the page and
into the classroom?

5) In our ongoing attempts to "norm" the classroom environment, would it
not be more practical to group students by skill level? Isn't this
essentially what the original grouping by "grade" meant?

Submitted by Tami Ohlund.


I chose Mike Roses's Lives on the Boundary because it is about helping kids
with problems in school i.e. "at risk" or "remedial" or voc.ed. kids.
I would like to know how to deal with students with these serious problems
in my classroom in the future.  Rose is able to help adults and kids
with their understanding of difficult texts, how to take exams, and
tutoring for special needs of students. He specifically helps ethnic students
with understanding their subjects in school--He speaks their language and is
able to help them in achieving and successfully accomplishing goals in
education.
 

Questions for the author:

1. How can other students cross the barriers of tracking? (As Rose moved
from voc.ed. to college bound)

2. How can "at risk" kids get help with school work if they do not have
remedial classes or tutoring at their college or univ.?

3. How will kids who do not have a mentor like Rose's teacher, Jack
MacFarland, which was his connection to Loyola Univ. How will they get into
college if they do not have this mentor to help?

4. How can teachers motivate kids who are in voc.ed. to study harder and
inspire them to try?

5. How does one teach the Great Books if they are foreign to kids and causes
 them to be bored or overwhelm and alienate the kids?

Submitted by Andrea Makapugay

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