Alyssa Pascocello

Alyssa Pascocello is an honors student, Assistant Copy Chief for The Statesman, and a student teacher preparing to graduate in May. Months after finishing the thesis writing process, she is just as passionate about uplifting feminist literature as well as her students.

What were the most challenging and most fulfilling aspects of writing an undergraduate thesis? 

If I had to choose two words that best reflected what the thesis writing process was like, I would say both laborious and rewarding. I constantly found myself struggling with time management as well as re-organizing the ideas that were frequently popping up in my head. Nonetheless, I would say that it was equally, if not more gratifying because I was able to bridge my research interests in feminist and literary theories with my career aspirations. The crux of my thesis concerns the intersections between critical consciousness pedagogy and new historicism, which is a literary theory that examines how the cultural forces at work during a text’s literary production influences its overall content. In addressing how new criticism, which is the de facto norm for literary approaches and interpretation in the secondary classroom, has contrasting attributes compared to new historicism, I championed a critical pedagogy in the 11th grade English classroom that allows students to develop and practice critical consciousness skills while consuming early modern literature.

How did your thesis topic change over time, and why? 

I would say that the largest change I made was in regards to the texts that I chose to work with. Originally, I was planning on comparatively analyzing two proto-feminist tracks written by early modern writers Moderata Fonte and Lucrezia Marinella of the Italian Renaissance. However, midway through the thesis writing process, I ultimately chose to swap Marinella’s tract with William Shakespeare’s Twelfth Night. I felt compelled to make the change because of how cemented and dominant Shakespeare continues to be in 21st century curricula. Critical consciousness can allow students to develop the necessary cognitive skills to “read the world” and more importantly, see themselves reflected back in the literature they consume. In considering how students, especially today, will encounter assimilationist paradigms and fail to connect with the literature that they are exposed to, especially some works of classical literature, I was concerned with how reading early modern literature through a critical new historicist lens can positively benefit students who struggle to see the benefits of reading Shakespeare and other foundational authors.

What drew you to become an English teacher? 

Originally, I never wanted to be an English teacher. It was not something I felt a genuine passion for until much later in life. However, I have always loved being a student and I have always really connected with and felt like I benefited from being a lifelong learner, both in and outside of the classroom.  I could say that my interest in pursuing a career as an English teacher can be traced back to my first time watching the 1989 film Dead Poets Society. Even though I already knew I loved English as a subject and reading diverse perspectives, I knew then and there it was important for me to establish a classroom that was both academically rigorous and rewarding. Watching how the brilliant Robin Williams connected with each of his students academically and personally, I felt compelled to do the same, but in my own fashion. I immediately felt driven to pursue this as a career and make a positive difference in the lives of kids who need a presence like his to encourage and challenge them on the day-to-day.

How has student teaching been so far? 

I honestly feel very fortunate to have had a wonderful experience thus far and I’m not even a full two months into the student teaching practicum. My cooperating teacher is accommodating, resourceful, and beyond understanding and the kids are an absolute delight to work with. I’ve known student teachers in the past that had cooperating teachers who ran a tight ship and allowed for very little input or modifications on their lesson plans, so I feel incredibly lucky to have an amazing mentor. It’s infinitely better than I could’ve ever imagined and it is so liberating to be doing meaningful work while forming personalized connections with my students. I will miss them so much when graduation rolls around in May.

Lastly, what are you reading at the moment? 

On a classroom level, we recently completed a mini-unit on J. K. Rowling’s Harry Potter and the Sorcerer’s Stone. They also did a comparative analysis assignment which put the book and the film into conversation with each other. On a leisurely note, I recently started reading Joseph Campbell’s Goddesses: Mysteries of the Feminine Divine. I was already familiar with Campbell’s past works, namely The Hero with a Thousand Faces and The Power of Myth, so I’m excited to see the journey he takes me on.