Fifth Suggestionteach Chizalum To Read Teach Her To Lovebooks The Be ✓ Solved

FIFTH SUGGESTION Teach Chizalum to read. Teach her to love books. The best way is by casual example. If she sees you reading, she will understand that reading is valuable. If she were not to go to school, and merely just read books, she would arguably become more knowledgeable than a conventionally educated child.

Books will help her understand and question the world, help her express herself, and help her in whatever she wants to become-a chef, a scientist, a singer, all benefit from the skills that reading brings. I do not mean schoolbooks. I mean books that have nothing to do with school, autobiographies and novels and histories. If all else fails, pay her to read. Reward her.

I know this remarkable Nige- rian woman, Angela, a sin gle mother who was raisin g h er child in the United States; her child did not take to readi n g so she decided to pay 25 her five cents per page. An expensive endeavor, she later joked, but a worthy investment. SIXTH SUGGESTION Teach her to question language. Language is the repository of our prejudices, our beliefs, our assumptions. But to teach her that, you will have to question your own language.

A friend of mine says she will never call her daughter "princess." People mean well when they say this, but "princess" is loaded with assumptions, of a girl's delicacy, of the prince who will come to save her, etc. This friend prefers "angel" and "star." So decide for yourself the things you will not say to your child. Because what you say to your child matters. It teaches her what she should value. You know that Igbo J'oke d . , use to tease girl s wh o are bein g· chilclish-"WI . . .

1at <1 1c yo u 1. 6 doing~ Don't you know you are old enough to find a husband?" I used to say that often. But now I choose not to. I say "You are old enough to find a job." Because I do not believe that marriage is something we should teach young girls to aspire to. Try not to use words like "misogyny" and "patriarchy" too often with Chizalum.

We fem- inists can sometimes be too jargony, and jargon can sometimes feel too abstract. Don't just label something misogynistic; tell her why it is, and tell her what would make it not be. Teach her that if you criticize X in women but do not criticize X in men, then you do not have a problem with X, you have a problem with women. For X please insert words like "anger," " " Id "ambition," "loudness," "stubbornness, co - ness" "ruthlessness." ;each her to ask questions like What are the things that women cannot do because they a~e h . . have cu ltu ral pres-women? Do these t mgs ' 27 tige?

If so, why are only men allowed to do the things that have cultural prestige? It is helpful, I think, to use everyday examples. Remember that television commercial we watched in Lagos, where a man cooks and his wife claps for him? True progress is when she doesn't clap for him but just reacts to the food itself-she can either praise the food or not praise the food, just as he can praise hers or not praise hers, but what is sexist is that she is prais- ing the fact that he has undertaken the act of cooking, praise that implies that cooking is an inherently female act. Remember the mechanic in Lagos who was described as a "lady mechanic" in a newspaper profile?

Teach Chizalum that the woman is a mechanic, not a "lady mechanic." Point out to her how wrong it is that a man who hits your car in Lagos traffic gets out and tells you to go and bring your husband because he "can't deal with a woman." 28 Instead of merely telling her, show her with examples that misogyny can be overt and misog- yny can be subtle and that both are abhorrent. Teach her to question men who can have em- pathy for women only if they see them as rela- tional rather than as individual equal humans. Men who, when discussing rape, will always say something like "if it were my daughter or wife or sister." Yet such men do not need to imagine a male victim of crime as a brother or son in order to feel empathy.

Teach her, too, toques- tion the idea of women as a special species. I once heard an American politician, in his bid to show his support for women, speak of how women should be "revered" and "championed"-a sen- timent that is all too common. Tell Chizalum that women actually don't d b hampl. oned and revered; they just nee to e c . al human beings. need to be treated as equ . d of . . undertone to the 1 ea There is a patromzmg . d" and "re - . to b e "champ1one women needmg vered" because they are women. It makes me think of chivalry, and the premise of chivalry is female weakness. SEVENTH SUGGESTION Never speak of marriage as an achievement.

Find ways to make clear to her that marriage is not an achievement, nor is it what she should aspire to. A marriage can be happy or unhappy, but it is not an achievement. We condition girls to aspire to marriage and we do not condition boys to aspire to marriage, and so there is already a terrible imbalance at the start. The girls will grow up to be women preoccupied with marriage. The boys will grow up to be men who are not preoccupied with marriage.

The women marry those men. The relation ship is automatically uneven because th e in stitu tion m atters 1nore to one than the JO

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Teaching Chizalum: Fostering Literacy, Critical Thinking, and Empowerment
Education manifests itself in diverse forms, and one of the most vital avenues for personal development is through reading. This essay will explore the significance of teaching Chizalum to read and love books. Additionally, we will discuss the importance of fostering critical thinking skills and promoting a sense of empowerment in her life, particularly in challenging societal norms regarding gender roles.

The Importance of Reading

Instilling a love for reading can profoundly influence Chizalum's future. Research posits that reading for pleasure can vastly improve vocabulary, comprehension, and critical thinking skills (Cunningham & Stanovich, 1998). When children are exposed to a variety of texts—from novels to autobiographies—they go beyond rote memorization and gain insights that inform their understanding of the world. As suggested, seeing adults read conveys a powerful message about the value of literacy.
Angela's story serves as a testament to unconventional methods of encouraging reading. The idea of rewarding children to cultivate habits can prove effective. According to Laurence Steinberg (2014), intrinsic motivation is enhanced when external motivators (like money or prizes) are thoughtfully employed. By viewing reading as a rewarding activity, Chizalum may view it as an engaging pursuit rather than an obligation.
Moreover, the journey of exploring new worlds through literature can facilitate emotional development. Engaging with diverse characters and narratives enables children to familiarize themselves with various perspectives, nurturing empathy (Goleman, 2011). Chizalum's love for reading can help her express herself articulately, regardless of her future aspirations—whether as a chef, scientist, or singer.

Reading Beyond School Curricula

While school books serve fundamental educational purposes, they often fail to ignite genuine interest. Autobiographies, fiction, and histories allow readers to understand the complexities of human existence beyond the classroom (Montgomery, 2015). Exposure to such literature can demystify societal issues, motivating her to question established norms.
Research indicates that children's engagement with literature can foster analytical skills (Fisher & Frey, 2014). Encouraging Chizalum to explore themes that resonate with her experiences and question societal structures can equip her with the tools necessary to navigate the world critically.

Questioning Language and Societal Norms

Teaching Chizalum to scrutinize language is crucial, as words frame our perceptions of the world. Language perpetuates stereotypes and nativities that enforce outdated gender roles. The deliberate choice of words can shape how Chizalum views her identity and her worth (Lakoff, 1975). For instance, framing marriage as an accomplishment damages the ideals of individuality and self-worth.
Encouraging her to challenge the context of everyday language will enable her to recognize systemic biases. Celebrating strong female figures while questioning the traditional norms surrounding femininity can foster an understanding of equality (Sommers, 2013).
As the narrative suggests, it is essential to move beyond labels. Acknowledging a woman as a mechanic without the prefix ("lady") challenges the gender biases that limit women's identities, fostering an understanding that professions don't carry gender distinctions (Morrison, 2015).

Challenging Gender Roles

A crucial aspect of Chizalum's upbringing will be facilitating discussions about the roles society ascribes to men and women. Stereotypes that women must fulfil specific roles should be dismantled. Encouraging her to pursue her ambitions irrespective of societal norms empowers her to own her narrative (Buchanan, 2004).
Analyzing media messages, such as advertisements that reinforce traditional roles, trains Chizalum to critically assess how images and words shape societal attitudes (Kilbourne, 2010). The realization that men, too, face stereotypes can foster a collaborative approach to gender equality.

Marriage and Aspirations

Lastly, the discourse surrounding marriage warrants an unflinching examination. Conditioning young girls to see it as a goal skews their understanding of relationships. Finding empowerment in personal achievements instead creates a more balanced societal structure, where marriage becomes one of many options rather than a primary aspiration (Beaujot, 2017).
Shifting the emphasis from marital status to individual growth creates an environment where Chizalum can explore her passions without being subservient to societal expectations. With a strong foundation in literacy and a healthy skepticism of societal norms, she can enter adulthood with confidence and clarity.

Conclusion

In conclusion, teaching Chizalum to read and nurturing her love for books will serve as a cornerstone for her development. She will not merely be absorbing texts—she will be building the analytical frameworks necessary to navigate and challenge societal norms. By promoting critical thinking about language, gender roles, and marriage, we empower her to forge her own path in life. An investment in her education, both through informal reading and critical dialogue, will bear fruits that extend beyond her own life, influencing future generations.
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References

1. Beaujot, R. (2017). Changing Families: A Time for Change. University of Ottawa Press.
2. Buchanan, F. (2004). The Woman's Movement: Definitions and Debates. Routledge.
3. Cunningham, A. E., & Stanovich, K. E. (1998). Early Reading Acquisition and Its Relation to Reading Performance. Reading Research Quarterly, 33(2), 208-226.
4. Fisher, D., & Frey, N. (2014). Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD.
5. Goleman, D. (2011). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam.
6. Kilbourne, J. (2010). Can’t Buy My Love: How Advertising Changes the Way We Think and Feel. Free Press.
7. Lakoff, R. (1975). Language and Woman’s Place. Harper and Row.
8. Montgomery, J. (2015). Reading and Children’s Literature: The Importance of Exposure. Journal of Children's Literature Research, 10(4), 43-56.
9. Morrison, T. (2015). Black Women Writers at Work. Plume.
10. Steinberg, L. (2014). Age of Opportunity: Lessons from the New Science of Adolescence. Houghton Mifflin Harcourt.