The Study
Because reading and writing are deeply embedded in culture, the understanding of literature and views on the role of reading and writing can differ remarkably in America between a predominantly white, female teaching force and the diverse student body it serves. Susan Florio-Ruane, professor in the Department of Teacher Education at Michigan State University, and Taffy E. Raphael, professor at Oakland University, addressed this issue by forming "literary circles" with a group of teachers who read and discussed ethnic autobiographies.

The Findings
Florio-Ruane and Raphael, along with Michigan State University graduates students Jocelyn Glazier, Mary McVee, Bette Shellhorn and Susan Wallace, used the literacy circles to help teachers better understand and cope with the difficulties in teaching literacy and culture in responsive ways to a diverse population of pupils. For the teachers who participated in the literacy circles, the ethnic literature and autobiographies became the means for conducting autobiographical studies of their own lives. This led to changes in beliefs about literacy, schooling and cultural identity. The literacy circles offered occasions for reflection and discussion on literature from other cultures and made teachers more aware and sensitive to the different ways other cultures use literacy in and out of school. The combined activities of reading, writing and discussion fostered both personal and professional development among participants. For example, an expanded definition of "culture" resulted in the understanding of this as a dynamic process that is lived by people, rather than a static set of characteristics. Some of the texts read were Jung Chang¹s Wild Swans and The Road From Coorain, an autobiography by Jill Ker Conway. As the literacy circles continued, teachers increased their leadership roles in the group and took an active role in continuing on as a club after the study concluded.

What It Means to You
Teachers can sometimes find themselves feeling culturally isolated in their own classroom. One solution could be to give them opportunities to meet with their peers in literary circles. Some potential outcomes include increased confidence in and expression of their ideas, increased desire to pursue leaning, and a renewed passion for literature and its ideas.

More Information
If you would like to start a literacy circle at your school or want to learn more about this study, see Florio-Ruane, S. & Raphael, T. E. (1999). Culture, Autobiography, and the Education of Literacy Teachers. CIERA Report #3-003. You may request a copy of the report from CIERA¹s Web site at www.ciera.org.

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