Hi, Nancy. I enjoyed reading your article in progress, which sets the contexts. I liked your strong, feisty voice, fighting back, "talking back (bell hooks)" to the middle class.

But as one respondent said (paraphrase): "What are you doing in your classroom to change the 'Kit'?" From my experience, it's very hard to work against the paradigm of Standard English, acculturation--even the students want a program, which they call "English." I'm struggling with these issues as I teach working-class students in the former Confederacy--I'm northern, working-class roots/routes--but I just can't come to terms with feeling or identifying as "working-class," just as, perhaps, I can't identify as "Jewish" in the ways that others seem to name that identity--yet I feel that identity in my own way. Like you, my education has been 'working class, however. I worked at a job while getting my undergraduate --then M.A. in my 30s--but I'm working on a doctorate at age 60--redifining "English" for all comers to the community college. So we have connections here, and I'd like to share more conversations. Best, when I get six chapter synopses prepared. I see that your paper is reminiscent of chapter synopses--preparation for a book, as you say.

I won't be attending the 4C's, but some of my graduate school colleagues will be presenting a Workshop on working-class issues, Caroline Parry, Ira Shor, Eileen Ferretti et al. Do stop by.
Beverly-Lynne Aronowitz at J.Sargeant Reynolds Community College in Richmond, VA.