Dave Sargent
Autor(a) de An Uphill Climb
About the Author
Dave Sargent was born in northwest Arkansas in May of 1941. His childhood was spent in the hills of Arkansas where he learned the way of animals but did not learn to read or write. Sargent has inverted-mirrored vision, a severe form of dyslexia, and didn't learn to read until age 20. Sargent spent mostrar mais most of his life as a dairy farmer and didn't start his wrting career till he had retired from the dairy business. Sargent began writing books for children in 1990, after his wife, Pat, encouraged him to write down the stories he often told his children. Once he overcame the obstacle of being unable to read or write, he successfully began a writing career with his wife. Sargent has published 328 books. (Bowker Author Biography) mostrar menos
Obras de Dave Sargent
Edge city on two different plans : a collection of lesbian and gay writing from Australia (1983) — Editor — 11 cópias
Young Amy/la Joven Amy: Pay Attention!/pon Atencion! (Young Animal Pride/Jovenes Animales Distinguidos) (Spanish… (2005) 10 cópias
Young Dike/ El Joven Dike: Teamwork!/ Trabajo En Equipo! (Young Animal Pride/ Jovenes Animales Distinguidos) (Spanish… (2004) 6 cópias
Young Roy/ El Joven Roy: I Love Adventure!/ Me Encanta La Aventura! (Young Animal Pride/ Jovenes Animales Distinguidos) (2004) 6 cópias
Introduction to Program Design (The Mcgraw-Hill International Series in Software Engineering) (1991) 3 cópias
Young Molly/ La Joven Molly: I'm Getting Older!/ Me Hago Mayor! (Young Animal Pride/ Jovenes Animales Distinguidos)… (2006) 2 cópias
Young Dawn/ El Joven Dawn: Friends Care!/ Los Amigos Se Cuidan! (Young Animal Pride/ Jovenes Animales Distinguidos)… (2006) 2 cópias
Fuzzy Bunny/ El Conejito Velloso (Learn to Read 1st Grade/ Aprenda Leer) (Spanish Edition) (2004) 1 exemplar(es)
The Big Rooster (Young Texas Cowboys) 1 exemplar(es)
I Can Read, Too / puedo Leer, Tambien Book 7 (Learn to Read Level K / Aprenda Leer K) (Spanish Edition) (2003) 1 exemplar(es)
I Can Read, Too/ Puedo Leer, Tambien Book 6 (Learn to Read Level K/ Aprenda Leer K) (Spanish Edition) (2003) 1 exemplar(es)
The Bronc (Young Texas Cowboys) 1 exemplar(es)
Barn Raising (Young Texas Cowboys) 1 exemplar(es)
Young Billy Goat / El Joven Cabrito Billy: Don't Brag / No Seas Fanfarron! (Young Animal Pride / Jovenes Animales… (2008) 1 exemplar(es)
The Adventures of Tornado and Sweep (Tornado y Escoba): The Meeting (El Encuentro) (1993) 1 exemplar(es)
Young Greta/ La Joven Greta: I'm Special!/ Soy Especial! (Young Animal Pride/ Jovenes Animales Distinguidos) (Spanish… (2006) 1 exemplar(es)
Coding in Turbo Pascal (The Mcgraw-Hill International Series in Software Engineering) (1994) 1 exemplar(es)
Young Jack / El Joven Jack: Be Grateful! / Se Agradecido! (Young Animal Pride / Jovenes Animales Distinguidos) (2008) 1 exemplar(es)
Young Kitty / La Joven Kitty: Overcome Trouble! / Supera Los Problemas! (Young Animal Pride / Jovenes Animales… (2008) 1 exemplar(es)
The Chuckwagon (Young Texas Cowboys) 1 exemplar(es)
Young Buddy/ El Joven Buddy: Don't Bully!/ No Abuses! (Young Animal Pride/ Jovenes Animales Distinguidos) (Spanish… (2006) 1 exemplar(es)
The Barrel Racer (Young Texas Cowboys) 1 exemplar(es)
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Estatísticas
- Obras
- 275
- Also by
- 1
- Membros
- 1,393
- Popularidade
- #18,451
- Avaliação
- 3.7
- Resenhas
- 8
- ISBNs
- 722
- Idiomas
- 2
Personal Reflection: I am a fan of subversive children’s literature—when it is done right. The message in “The Cat Who Barked” is one rooted in the theory of performativity and gender identity. The cat is a signifier of the feminine, whereas the dog is a signifier of the masculine. By identifying as a dog, the cat becomes a queered signifier. Judith Butler would be proud of the simple way that gender performativity is represented in “The Cat Who Barked”. The conclusion of the book presents gender as fluid, and teaches that internalized ideas of expression are greater than outward identifiers. When the cat proclaims “am I a dog? I think I am…I bark like a dog…so I am a dog!” it represents the acceptance of the self despite traditional binary systems of representation.
Extension 1: To explore this idea further within a classroom setting, the students could compare the cat’s proclamation of “I bark like a dog, so I am a dog” to Descartes famous “I think, therefore I am”. A short writing exercise could be held in which students expound on the two statements and decide for themselves if the cat and Descartes are making the same declaration.
Extension 2: As a further extension, students could hold a class discussion about the way animals have been gendered. In this case a cat (traditionally feminine) believes it is a dog (traditionally masculine). Students should debate whether the story would work in the reverse.… (mais)