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Critical Theory Into Action 1
Gathering Blue: An Examination of Disability & Dystopia
Jamie Forde
Colorado State University
Critical Theory Into Action 2
Context, goals, and theoretical framework
Context
This theory into action plan will be addressing a unit for seventh grade Language Arts
students. As part of the seventh grade curriculum in some school districts, educational facilitators
teach Gathering Blue by Lois Lowry. The novel portrays a dystopian society in which a Council
of Elders controls the town through various oppressive strategies. In the town, the weak and
disfigured are left out in a field which surrounds the town - - they are left as meals for vicious
creatures. The protagonist of Gathering Blue has a twisted leg and must learn to survive. When
she reaches maturity, she must convince the Council of Elders that she is a valuable member of
society. She does this through embroidery - - the Council decides that her usefulness will be in
updating the town’s robe which records the society’s history via pictures. The robe depicts
pictures because only higher authorities, or selected men, are allowed the luxury to learn to read
and write. Gathering Blue will be the basis of a critical examination of ableism/disability
oppression, as well as an examination of modern dystopia.
Goals
Currently, Gathering Blue is taught as a dystopian novel, but little is done to
contextualize the content to the lives of learners. Dystopian novels are intriguing to adolescent
readers because they portray conditions like environmental disaster, political apocalypse,
technological obsession, and social tyranny in ways that young readers are able to recognize and
process (Blasingame & Serafini, 2012). Gathering Blue could be better contextualized and serve
as a unit that integrates transformative multiculturalism since personal engagement with the
novel is far more effective and meaningful than an initiate, respond, evaluate model (Blasingame
& Serafini, 2012).
Critical Theory Into Action 3
My first goal is to create lessons that engage learners in exploring and deconstructing
ability/disability in Gathering Blue, as well as our current communities. There are different
models of ableism and disability oppression. For the purposes of this theory into action plan,
learners will use the model offered in Readings for Diversity and Social Justice in which
oppression is an “all-encompassing system of discrimination and exclusion of people who live
with developmental, medical, neurological, physical, and psychological disabilities” (Castaneda,
Hopkins, & Peters, 2010, p. 455). When deconstructing ability/disability, learners will engage in
placing themselves within the model of developing intercultural sensitivity (Bennet, 1998).
Gaining an understanding of their personal biases and feelings about systems that oppress people
who are disabled will enable learners to place themselves within the discussion, thereby
personalizing the experience.
My second goal for learners is to understand dystopian society in Gathering Blue and
apply the concepts to our local, national, and global communities. It is important to connect the
content to society at large because application allows learners to process and generate meaning
of their own world (Blasingame & Serafini, 2012). In order to accomplish my goals, the
curriculum will need to further explore the following: (1) the treatment of the weak and disabled
in Gathering Blue; (2) a connection between the treatment of the disabled in Gathering Blue and
the treatment of the disabled in today’s society; (3) historical exploration of dystopian society;
and (4) analysis of dystopia in local, national, and global communities. The application of
dystopia to modern society is relatable to learners because they, many times, view society as a
system in which information is confused with knowledge - - resulting in institutions that oppress,
terrify, and coerce in order to destroy curiosity (Bussey, 2009). Gathering Blue is a good
starting point for examining this particular type of dystopia since the novel centers around an
Critical Theory Into Action 4
institution disseminating fear in order to coerce submission and acceptance of the government’s
laws. As learners understand dystopian society, they will make connections to oppressive
systems in order to realize that oppression is meant to appear stable in order actually limit
individuals and their imagination in order to prevent them from seeing beyond their limitations
(Johnson, 2006). In other words, learners will realize that oppressive systems are in place in
order to keep individuals from thinking outside of their restrictions/limitations, which allows a
few people in society to hold all of the power.
My third, and final, goal is to create systemic change as a result of deconstructive
engagement. In order to generate systemic change, the learners will apply concepts learned
around power, privilege, and oppression to their own lives and communities through critical
inquiry projects. In order to generate a more social justice element, learners will produce projects
revolved around either the treatment of the disabled in today’s society or their analysis of
dystopia in local, national, and global communities. The types of projects created will be at the
discretion of learners (but they will have to get approval from the facilitator). The deconstruction
of society, as well as the incorporation of the local community, is important because oppression
restricts self-development and self-determination in order to bind the imagination and the ability
to support individual rights and aspirations (Bell, 2010). Together, learners and community
members can begin to break-down oppressive systems and work towards creating a more just
society.
Theoretical foundation
The theory into action plan draws upon dimensions from two multicultural models. The
first model is Dr. James Banks’ five dimensions to multicultural education (Banks, 1998). I will
be drawing upon level three (transformation) and level four (social action). Since Banks focuses
Critical Theory Into Action 5
on creating curriculum changes in order to promote multiculturalism and social justice, his model
is important to reference to provide the tools for making my plan successful. The second model I
will be drawing upon is Christine Sleeter and Carl Grant’s multicultural model (Sleeter & Grant,
1988). The dimensions I will incorporate from the model are that education is multicultural and
Social Reconstructionist. These aspects will be incorporated through the presentation of learner
projects.
My reasoning behind implementing the critical, transformative aspects of
multiculturalism represented by Banks, as well as Sleeter and Grant, is that I believe an
integration of social justice into education is crucial - - especially at the secondary level. I feel
that most social justice takes place at a collegiate level, but it could have a greater impact on
younger learners who are still developing their societal attitudes. Adolescent learners feel
controlled by adults and empowered to alter society but are usually given little societal context to
make changes (Lea, 2006). The theory into action plan implements Banks’ model and Sleeter
and Grant’s model because “social difference, social identity, social location, and social inequity
calls for appreciation of the multiple, complex, fluid, and cross-cutting aspects of social
identities, and awareness that the inequities experienced by any and all disadvantaged groups
warrant attention and remedy” (Adams, Blumenfeld, Castaneda, Hackman, Peters, & Zuniga,
2010, p. xxvi). By making personal connections and examining how ableism and disability
oppression operates in their own lives and communities, learners will engage in social critique.
Plan of action
Learners will respond to critical questions as they read the novel - - the entire novel will
be read as a class with learners and the facilitator taking turns reading. Even though learners
could read parts of the novel at home rather than in class, I feel Gathering Blue should be read
Critical Theory Into Action 6
together. One reason is that many learners will not complete the reading, which will result in less
meaningful and critical discussions on the part of all learners. I also believe synthesizing
information as a class while the novel is being read can lead to critical discoveries and eye-
opening moments. Learners will then participate in class discussions and class activities on
ableism and dystopia as it is reflected in personal lives and communities. Afterwards, learners
will complete a research project that examines issues of ableism in relationship to the novel.
Then learners will engage in social action via a class blog and through efforts to develop a
critical inquiry project which engages community members by deconstructing disability
oppression in order to imagine a more just society.
Implementation preparation
In order to implement the theory into action plan, I will need to prepare certain elements.
First, the lesson plans I have prepared will need to be completed in more detail in order to be
practical and effective. Also, in order to implement each of my planned discussions, I should
have a prepared list of questions and talking points to assist in the facilitation. In order for
learners to successfully develop a blog, I must have the blog set-up and accessible prior to the
beginning of the unit. Since learners will be performing research upon completion of Gathering
Blue, I, as the facilitator, should have preplanned websites to guide learners in their research.
Outside of more in-depth lesson planning, I will need to plan the discussions to revolve around
specific topics - - topics like dystopia and ability/disability deconstruction. After learners
complete their final projects, I would like to involve the surrounding community in the
presentations. To do this, I will need to plan an event and practical space to host learners and
community members.
Duration
Critical Theory Into Action 7
The Gathering Blue unit will take 25-26 days - - 90-minute classes, five days a week (see
Appendix B lesson plans).
Steps/Activities
The Gathering Blue unit consists of three major sections - - anticipatory sets, discussions
and activities, and a final unit project. The anticipatory sets are intended to set-up support for
learners in seeing social justice issues in relationship to the novel. The discussions and activities
(such as ‘Stop, Jot, Reflect, & Discuss’ and blog development) are aimed to engage learners and
assist in meaning making and critical readings/critique by guiding learners’ attention to specific
passages in the novel, namely those addressing disability in the village. The final unit project is
designed to create societal change, especially in regard to ability/disability, in order to imagine a
more just society.
Anticipatory sets. An anticipatory set includes activities that serve as a warm-up before
reading the novel to engage learners. The following are examples of anticipatory sets the
Gathering Blue unit will incorporate:
Four corners. This anticipatory set is a position-taking activity that consists of each
corner in the room representing a position and students moving around according to their opinion
for each statement. The statements will be related to topics associated with the reading of
Gathering Blue.
Tea party. A tea party involves learners being given slips of paper with quotations from
Gathering Blue which they will share with other learners as they walk around the room. As they
share, learners will begin to predict and make meaning of the quotations.
Critical Theory Into Action 8
A free write. A free write allows learners to write for a few minutes in order to create
thoughts. Some examples of free write topics include the following: coping/survival, freedom,
loss/closure, power of words, treatment of disability, and change.
A startling or unexpected statement. This particular anticipatory set can be selected from
the day’s reading in order to put learners into a certain mindset.
Stop, Jot, Reflect, and Discuss (see Appendix A for hand-out). The learners will keep a
journal to write down thoughts as they read aloud. Each ‘stop’ will be pre-recorded for the
learners - - they can choose to write directly on the hand-out or in their notebooks (in order to
allow for more writing space). At each stop, learners will ‘jot’ down their initial thoughts for a
couple of minutes. After learners jot down their thoughts, the class will discuss important plot
events in order to ensure student comprehension. At the end of each class, learners will
participate in a discussion about their initial thoughts and begin the reflection process together.
As homework each night, learners will complete the ‘reflect’ portion of the process. The
reflection is meant for learners to make connections and explore the larger implications. These
reflections will be discussed in activities after Gathering Blue has been read in its entirety.
Discussions. The discussions will be based on the reflections completed throughout the
readings. Discussions are a crucial activity because learners benefit from exploring their opinions
with other learners through conversations, writings, and response logs (Blasingame & Serafini,
2012). The discussions are broken into two parts - - general meaning making activities and
critical meaning making activities. The critical transformative aspects of Banks’ model, as well
as Sleeter and Grant’s model are realized through the Gathering Blue activities and discussions -
- especially the discussions geared towards critical meaning making. Through the reading
discussions, the hope is that learners will gain a new understanding of the systems which create
Critical Theory Into Action 9
power and privilege, especially in regard to ability/disability. By the completion of the
discussions, learners will hopefully comprehend the integrative nature of oppression and wonder
about the ways in which individuals can help create positive transformative change.
Meaning making discussions. The first type of discussion is meant to generate general
meaning making.
Round table discussions. A round table discussion allows participants sit in a circle and
complete a traditional discussion.
Found poems. These poems are created through careful selection and organization of
words and phrases from existing text writing. Found poems provide a structured way for students
to review material and synthesize learning.
A Socratic seminar. A Socratic seminar helps learners understand ideas, issues, and
values reflected in the text. Students facilitate a discussion around the ideas in the text rather than
asserting opinions.
Pair-and-share. A pair-and-share consists of pairing up and sharing thoughts and then
joining another pair to discuss. Finally, everyone comes together as a large group in order to
share the information gathered as pairs and small groups. .
A gallery walk. This activity explores multiple texts/images that are placed around the
room.
Graffiti boards. Graffiti boards are written discussions in which a large sheet of paper is
placed on the wall for students to record thoughts. This form of discussion provides an
opportunity to express written and visual language. It is important for learners to be able to
communicate their ideas in different ways because language shapes thinking and self-expression
in order to comprehend the content of a culture (Smith, 1994).
Critical Theory Into Action 10
Critical meaning making discussions. The second type of discussion is meant to assist
learners examine the political and social structures, meanings, and discourses. The discussions
are intended to create critical dialogue in order to help learners dig deeper into the
sociocultural/sociopolitical contexts.
A fish bowl. A fish bowl has four to five chairs arranged in the inner circle while the
remaining chairs are circles around the outside. A few participants engage in the fish bowl and
the rest of the class sits in the outside circle. Any member of the audience can take the spot of a
participating member by tapping on their shoulder - - the participating member will wrap-up
their comment and then move to the outside. The fish bowl discussion will be geared towards
ableism and disability oppression. As part of the discussion, learners will reflect on the five faces
of oppression in regard to disabled people (Young, 2010). The five faces of oppression are
exploitation, marginalization, powerlessness, cultural imperialism, and violence (Young, 2010).
A debate forum. A debate consists of speeches for and against certain aspects/topics.
Iceberg diagrams. Icebergs are visual images that help learners remember the importance
of looking deeper.
Blog. Upon completion of Gathering Blue, learners will develop a blog which they will
pose questions, thoughts, and comments that relate to class discussions and research. The blog
will serve as an opportunity for individual learners to explore ability/disability, as well as
dystopia, while connecting these concepts to their communities.
Blog development will also involve applying the cycle of socialization to the personal
lives of learners, as well as the cycle of liberation (Harro, 2010a; Harro, 2010b). The cycle of
socialization is based on the premise that individuals are born into certain sets of social identities
(Harro, 2010a). Bobbie Harro identifies the socialization process as consisting of the following
Critical Theory Into Action 11
elements: the first socialization (socialized by those we love and trust), institutional/cultural
socialization (unconsciously sent messages from institutions), enforcements (system of rewards
and punishments to enforce the rules), results (internalization of patterns of power), and the
continuation (do nothing and the cycle continues) (Harro, 2010a). The cycle of liberation, on the
other hand, is based on critical transformation and characterized by shifting perspectives (Harro,
2010b). The liberation process consists of the following elements: waking up (incident which
creates dissonance), getting ready (self-empowerment), reaching out (seek experience and
exposure), building community (building coalitions), coalescing (organizing and educating),
creating change (critical transformation), and maintaining (integration) (Harro, 2010b). The
process of analyzing the two cycles will assist learners in deconstructing their experiences while
searching for solutions.
Besides analyzing the cycles of socialization and liberation, learners will engage in
connecting white racial identity development (Helms, 1995) to disability identity development.
The white racial identity development model is comprised of six separate stages: contact,
disintegration, reintegration, pseudo-independent, immersion/emersion, and autonomy (Helms,
1995). The contact stage is exemplified by the myth of meritocracy. In the disintegration stage,
individuals begin to see the role of race in society, and in the integration stage, individuals notice
white entitlement. The pseudo-independent stage is about unlearning racism, which often results
in white guilt. In the immersion/emersion stage, individuals feel an alleviation of their guilt.
Finally, the autonomy stage is exemplified by self-actualization and taking action to combat
prejudice (Helms, 1995).
Final unit project. The final projects can be completed individually or in groups of two
to three. Learners can choose from the following projects: creation of an alternate society to
Critical Theory Into Action 12
Kira’s village (taking into consideration jobs, homes, families, social roles, etc.); redesign the
Council of Guardians (taking into consideration laws, spirituality, authority, etc.); write a sequel
to Gathering Blue (taking into consideration Kira’s impact on the future and the inner workings
of a new society); or creation of a project of your own choice (must be approved by the
facilitator). Projects can take on the form of a three-dimensional representation, in-depth poster,
paper/essay, journal, mini-novel, and etcetera. The learner must get their project idea and design
preapproved by the facilitator. (Refer to Appendix B for more in-depth lesson plans.)
Accomplishment of goals and objectives
The theory into action plan accomplishes the first goal of exploring and deconstructing
ability/disability in Gathering Blue, as well as our current communities, through the class
discussions and activities such as ‘Stop, Jot, and Reflect,’ research, blog development, fish bowl,
and the final unit project.
The second goal of understanding dystopian society in Gathering Blue and applying the
concepts to our local, national, and global communities is accomplished through three main
avenues. One avenue is through class discussions and activities - - particularly the iceberg
activity on day nine, the Socratic seminar on day ten, and the discussion on day twelve (see
Appendix B). Another avenue is the research done in class by the learners on day thirteen (see
Appendix B). The third and final avenue is the blog development completed throughout the
entire unit.
The third goal of creating systemic change as a result of deconstructive engagement is
accomplished near the end of the unit. Day fourteen particularly focuses on systemic change
through the gallery walk that allows learners to visualize examples of societal change, as well as
the research the learners complete (see Appendix B). The presentation of the final unit project
Critical Theory Into Action 13
focuses the most on systemic change since the learners will be presenting their work to
community members.
Limitations
The first major limitation is time. Since Gathering Blue will be read entirely in class, the
time allotted for discussions will be limited. I wanted to keep the unit limited to a month in order
to be practical and implementable - - realistically, the novel would only be given a month for
exploration within a school district.
The next major limitation to the theory into action plan is the variety of activities I have
planned for learners. I feel that I do not have enough of a variety to engage all of my learners.
For the most past, the activities are auditory-based with some visual elements. The final project
and a few other activities allow for hands-on learning to take place.
Another major limitation is the risk of simplifying issues and creating stereotypes,
especially in regard to ability/disability. Learners dissociate from the disability experience by
focusing on one aspect of the disability experience - - the struggle for disabled individuals to
overcome society’s view of the disabled as inferior (Kreston, 2003). In order to avoid
simplifying issues, guest speakers can be brought in to assist in clarifying the complexities and
social model perspective.
The final major limitation to the theory into action plan is the community involvement. I
will need to engage community members in meaningful yet effective ways.
Implementation preparation
Obstacles
One obstacle I will have to overcome is learner engagement. In order to engage learners
in the reading of Gathering Blue, I have planned to read the entire book aloud in class. I will also
Critical Theory Into Action 14
need to find ways to engage learners in class discussions, as well as the blog development. In
order to address the obstacle of engagement, I have tried to incorporate activities that are new
and interesting to learners. In order to achieve engagement with the blog the learners will be
developing, the learners should work cooperatively with another school/district.
Another obstacle I will have to overcome is community engagement. In the theory into
action plan, learners will be presenting their final unit projects to community members. The
engagement of community members is key to the social justice element of my theory into action
plan. My hope is for learners to shed light on the issues surrounding ability/disability, as well as
dystopia, through their plans. If community members are going to learn and participate alongside
learners, I will need to ensure engagement. To begin overcoming the obstacle of community
engagement, learners will present their projects on a parent night, which they can turn into a
community open house.
A third obstacle will be maintaining relevancy for learners. I foresee learners becoming
involved in the unit but soon forgetting the importance of the issues discussed as time passes. In
order to overcome this obstacle, curriculum changes would have to be made among all grades - -
this would ensure that learners continually engage in societal deconstruction.
Sustainability
In order to sustain the theory into action plan, the Gathering Blue unit will be taught
every year to learners. My hope is that, over time, the unit will develop and grow into a larger
platform for creating social change.
Assessment
The Gathering Blue unit will be assessed as it is being implemented, as well as at the
conclusion of the unit. Each activity will be assessed, not by the final outcome, but by the
Critical Theory Into Action 15
learners’ willingness to participate in meaningful ways. The final unit project will be assessed
through a series of benchmarks that ensure that learners complete the tasks necessary to reach
their desired outcome. In order to assess my own effectiveness, I will have learners complete
anonymous evaluation forms.
Critical Theory Into Action 16
References
Adams, M., Blumenfeld, W., Castaneda, C., Hackman, H., Peters, M., & Zuniga, X. (Eds.).
(2010). Introduction. Readings for Diversity and Social Justice (pp. xxvi-xxxi). New
York, NY: Routledge.
Banks, J.A. (1998). Multiculturalism’s five dimensions. Educating Citizens in a Multicultural
Society. Teacher College Press.
Bell, L. A. (2010). Theoretical foundations. Readings for Diversity and Social Justice (pp. 21-
26). New York, NY: Routledge.
Bennet, M. J. (1993). Towards ethnorelativism: a developmental model of intercultural
sensitivity. In Paire, R.M (Ed.). Education for the Intercultural Experience. Yarmouth,
ME: Intercultural Press.
Blasingame, J. & Serafini, F. (2012). The changing face of the novel. The Reading Teacher
(vol. 66, issue 2). (pp. 145-148). Retrieved from
http://ezproxy2.library.colostate.edu:2093/doi/10.1002/TRTR.01113/references. Doi:
10.1002/TRTR.01113
Bussey, M. (2009). A utopic reflection. Social Alternatives. (Vol. 28, Issue 3). (pp. 57-59).
Retrieved from Academic Search Premier.
Castaneda, C., Hopkins, L. E., & Peters, M. L. (2010). Ableism: introduction. Readings for
Diversity and Social Justice (pp. 457-463). New York, NY: Routledge.
Hardiman, R., Jackson, B. W., & Griffin, P. (2010). Conceptual foundations. Readings for
Diversity and Social Justice (pp. 26-35). New York, NY: Routledge.
Harro, B. (2010a). The cycle of liberation. Readings for Diversity and Social Justice (pp. 52-58).
New York, NY: Routledge.
Critical Theory Into Action 17
Harro, B. (2010b). The cycle of socialization. Readings for Diversity and Social Justice (pp. 45-
51). New York, NY: Routledge.
Helms, J. (1995). Six stages of white racial identity development. A Race is a Nice Thing to
Have. Content Communications.
Johnson, A.G. (2006). Privilege, Power, and Difference. New York, NY: McGraw-Hill.
Kreston, R. (2003) Disability as part of the diversity curriculum. Teaching Diversity: Challenges
and Complexities, Identities and Integrity. (pp. 169-187).
Lea, S. G. (2006). Seeing beyond sameness: using The Giver to challenge colorblind ideology.
Children’s Literature in Education. (Vol. 37, Issue 1). (pp. 51-67). Retrieved from
Academic Search Premier. Doi: 10.1007/s10583-005-9454-2
Lowry, L. (2000). Gathering Blue. New York, NY: Delacorte Press.
Sleeter, C. & Grant, C. (1988). Critical multicultural education. (pp. 9-33). Sunypress.
Smith, P. (1994). Multicultural Issues: Dilemmas and Hopes. Art Education. (Vol. 47, Issue 4).
(pp. 13-17). National Art Education Association. Retrieved from
http://www.jstor.org/stable/3193484
Young, I. M. (2010). Five faces of oppression. Readings for Diversity and Social Justice (pp. 35-
45). New York, NY: Routledge.
Critical Theory Into Action 18
Appendix A
Stop, Jot, Reflect Hand-out
Stop Jot Reflect
(Page # & Quotation) (Initial Thoughts) (Connect & Explore Larger
Implications)
Chapter 1
p.3 "Fear was always a part
of life for the people."
p.6 "Your strong hands and
wise head make up for the
crippled leg."
p.9 "People from the Fen
were oddly different."
p.11 "They aim to build a
pen there, to keep tykes and
the fowls enclosed so they
don't be having to chase
them all the time."
Chapter 2
p.16 "You don't belong in
the village anymore. You're
worthless, with that leg.
Your mother always
protected you but she's
gone now. You should go
too. Why didn't you just
stay in the Field?"
p.20 "If only she was
allowed to stay."
Chapter 3
p.21 "The story of the past
was filled with warfare and
disasters. Most especially it
was frightening when it
recalled the Ruin, the end
of the civilization of the
ancestors."
Critical Theory Into Action 19
p.26 "She was imperfect.
And fatherless as well. She
should not have been kept."
Chapter 4
p.34 "Kira was accustomed
to stares. She had been
taunted throughout her
childhood."
p.36 "They all knew about
her twisted leg. Why did
she have to do this in front
of them, to submit to their
humiliating stares?"
p.41 "The community cloth
was drab, all no-color; the
formless shifts and trousers
worn by the people were
woven and stitched for
protection against the
sudden occasional rain,
thorn scratch, or poison
berry."
p.43 "No one wants a
cripple. She takes up space,
and food, and causes
problems."
Chapter 5
p.50 "People and dogs
together would shove and
grab."
p.54 "She broke her arm
real bad. Can't be fixed.
Can't be made straight. No
more good for weaving.
Her hubby tried read hard
to straighten up the arm
'cause he needs her. For the
tykes and such. But she'll
probably go to the Field."
Chapter 6
Critical Theory Into Action 20
p.58 "She had always
known she would not marry
- - her twisted leg made it
an impossibility; she could
never be a good wife, could
never perform the many
duties required - - but
certainly she could manage
alone."
p.62 "You don't be captive
here, do you?" "No, she's
not a captive," Jamison
reassured Matt. "Why
would you think that?"
Chapter 7
p.68 "It was interesting,
Kira decided, that they
found a way for water to
enter the building, but
impractical and unsanitary,
and there was no place to
bury waste."
p.70 "Somehow the
guardians heard about my
work. They came to our
cott and admired it." So
similar, Kira thought.
"Then," Thomas continued,
"Not long after, my parents
were both killed during a
storm. Struck by lightning,
both at once."
Chapter 8
p.81 "But you must learn
the dyes. There are other
things they'll want of you."
p.86 "I have nought. Other
do, but they be far away."
Who be others?"
Chapter 9
Critical Theory Into Action 21
p.89 "She turned her eyes
away quickly so that she
would not learn it, would
not be guilty of something
clearly forbidden to her."
Chapter 10
p.100 "Kira had not been
much in the world of men.
They led very separate lives
from those of women."
Chapter 11
pp. 109-110 "I can't run at
all. My leg's a useless
thing." She looked down at
it, ashamed. The old
woman shrugged. "It
brought you here," she said
… "There be no beasts."
Chapter 12
p.117 "Ruin. Rebuilding.
Ruin again. Regrowth. Kira
followed the scenes with
her hand as larger and
greater cities appeared and
larger, greater destruction
took place. The cycle was
so regular that its pattern
took on a clear from: an up-
and-down movement,
wavelike."
Chapter 13
p.123 "It occurred to Kira
that Jamison had been her
defender, had been the one
responsible for her being
here at all in this new life.
So there was really no
reason to huddle here in the
dim hallway, hiding from
him. Yet she was oddly
fearful."
Critical Theory Into Action 22
p.124 "Both of them? At
the same time?" Kira and
Thomas looked at each
other. They both knew loss.
But it had happened again?
To another tyke?"
p.128 "It's dangerous for
her to speak that way. Her
mind is beginning to
wander."
Chapter 14
p.132 "She be only a small
tyke, you know? But when
she singed, she had
knowledges of things that
wasn't even happened yet."
p.137 "Now tykes were
penned there, enclosed by
thorn bushes. It seemed
cruel. But at least they were
not isolated."
Chapter 15
p.142 "It was to keep me
safe, I think. And to make
me pay attention. I was
young and I didn't want to
work all the time."
p.145 "Well, it doesn't
matter much, does it? We
each have a good life now.
Better tools than we did
before. Good food. Work to
do."
Chapter 16
p.150 "I be climbing trees
sometimes in the Fen. But
me mum, she hits me when
I do because she say I be
breaking me legs and them
they take me to the Field."
Critical Theory Into Action 23
p.153 "Suddenly Kira knew
that although her door was
unlocked, she was not
really free. Her life was
limited to these things and
this work."
Chapter 17
p.156 "The Fen," Kira told
him. He looked at her
quizzically. "That filthy
place? Why would you
want to go there?" "I've
never been there. I want to
see where Jo lived,
Thomas."
p.159 "On the other side of
the stream, beyond the
thick poisonous oleander
bushes that were such a
danger to tykes, lay the area
known as the Fen … But it
was darker here, with the
trees thick overhead, and
festering with dampness
and an odor of ill health."
p.159 "Why must there be
such a horrible place?" Kira
whispered to Thomas.
"Why do people live like
this?"
p.159 "We're the ones who
will fill the blank places.
Maybe we can make it
different."
Chapter 18
p.173 "She wanted to
please him. He had been
her protector. But she didn't
want to keep doing this
forever."
Chapter 19
Critical Theory Into Action 24
p.175 "The people seemed
solemn and expectant."
p.177 "It's not true. I need
all of you. We need each
other."
p.180 "Kira could see the
broad blank expanse across
the Singer's back and
shoulders, the blank that
she had been picked to fill.
The future that she had
been chosen to create."
Chapter 20
p.187 "A square of filthy,
wrinkled cloth. Nothing
more. And yet it was
everything."
p.188 "Them be all broken,
them people. But there be
plenty of food. And it's
quiet-like, and nice." What
do you mean, broken?" He
gestured towards her
twisted leg. "Like you.
Some don't walk good.
Some be broken in other
ways. Not all. But lots. Do
you think it maken them
quiet and nice, to be
broken?"
p.189 "Pain makes you
strong."
Chapter 21
p.191 "Kira, watching,
remained motionless and
silent, overwhelmed with
her new knowledge and a
heavy feeling that
combined dread and terrible
sorrow."
Critical Theory Into Action 25
p.193 "She had never seen
anyone with destroyed
vision before, though she
had heard of such things
happening through accident
or disease. But damaged
people were useless; they
were always taken to the
Field."
Chapter 22
p.201 "How could it
change? It's the way it is.
It's what tykes are taught, to
grab and shove. It's the only
way people can get what
they want. I would have
been taught that way too,
but for my leg."
p.203 "Kira was astonished.
In her lifetime in the
village, she had never done
such a thing. She knew no
one who would be willing
to soothe or comfort or aid
a grievously wounded
being. Or who would know
how."
p.204 "The village of the
healing has existed for a
long time," he explained.
"Wounded people still
come. But now it is
beginning to change,
because children have been
born there and are growing
up. So we have strong,
healthy young people
among us. And we have
others who have found us
and stayed because they
wanted to share our way of
life."
Chapter 23
Critical Theory Into Action 26
p.212 "The guardians with
their stern faces had no
creative power. But they
had strength and cunning,
and they found a way to
steal and harness other
people's powers for their
own needs. They were
forcing the children to
describe the future they
wanted, not the one that
could be."
p.213 "I know you can't be
getting a hubby because of
your horrid gimp … I been
wanting to tell you that
them other people - - them
broken ones? They gets
married."
p.215 "The blue was
gathered in her hand, and
she could feel it quiver, as
if it had been given breath
and was beginning to live."
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