249 Matching Annotations
  1. Jul 2023
    1. or it felt like that.

      This is an interesting foreshadowing, ie. "or it felt like that" since later you find out there was plenty of food.

      In contemporary life, how often does this perception of lack so often drive decision making?

    2. 1

      Is this numbering of the paragraphs something that author did intentionally? Is it a familiar style that I am not familiar with ... or is it his style? Curious.

  2. Apr 2022
    1. Yet all these modalities involve some element of written language.

      Well, maybe or maybe not. I agree with this article that argues that part of what we need is to figure out how to support and assess multimodal compositions beyond that ways we have always supported and assessed text/language because its no longer adequate.

    2. We no longer live in a print-dominant, text-only world.

      This has been true for awhile yet we continue to focus a lot of attention on text-based communication at the expense of others ways of communicating. What are the implications when we do that?

    3. express themselves using writing, speaking, and visual representation using varied modes, genres, and platforms of communication

      As a writing project person, I wholeheartedly agree that making and creating is key to this work.

    4. through an examination of the texts and literacy practices of everyday life

      Would love to hear more about the ways ELA educators are supporting this kind of engagement with everyday texts and literacy practices.

    5. see themselves as empowered change agents

      I would change this phrasing to "understand themselves as ..." but that aside, this feels like the key point of media literacy/media education.

    6. For people of all ages, media function as a public pedagogy due to their influential role in “organizing, shaping, and disseminating information, ideas, and values”

      This idea of media functioning as public pedagogy is key for us as educators to notice and wonder about it.

  3. May 2021
    1. “tired of reading books about race.”

      In the public layer of this annotated text (login to find the annotatable public layer), colleague Molly Robbins annotates this phrase and writes "I have started wondering if when students say they are tired of reading 'books about race' if they are actually tired of books that do not show joy steeped in a radicalized story?"

      In our author discussion, Ebony responds to this by sharing books about race that are steeped in joy and in radicalizing stories ... see the section of the discussion here:

      https://youtu.be/1ljXV0JlnYM

      To hear more of Ebony's recommendations, follow her on social media https://twitter.com/Ebonyteach

  4. Mar 2021
    1. while the former study centered English curricula, the latter focused on empowering students as producers and creators of knowledge, was grounded in freedom, and aimed to improve the critical thinking and critical literacy skills students already had

      It is helpful to look at these examples next to each other and to unpack what is really different about the approaches and what it looks like to be "grounded in freedom."

      It reminds me of another post written by author Latrise Johnson in the NCTE blog which helps to get underneath why we need diverse books in the first place (ie. not just for the sake of diversity):

      https://ncte.org/blog/2016/04/students-dont-need-diverse-literature-just-diverse/

    2. the full development of a writer depends on understanding oneself in relation to one’s world

      I am struck by the power of this statement in describing what constitutes the full development of a writer. What are the implications then for us as teachers of writing?

      I appreciate the ways that Johnson makes the connections here back to the social and cultural contexts of the students' lives, to Black literacy traditions in particular, as well as the importance of being a writer who is adding their own voice into the mix.

    1. Given the racist algorithmic codes of the internet (Noble, 2018)

      I was thinking about Noble's work too because she begins with the distressing story of searching for "black girls" online and how this started her deeper inquiry.

      Here are a few words from Noble about this book where she surfaces some of the key questions here: https://www.youtube.com/watch?v=6KLTpoTpkXo

      What are the implications for us as educators? For youth women like Malia and Tamika?

    2. Algorithms of Oppression: How Search EnginesReinforce Racism

      I was thinking about Noble's work too because she begins with the distressing story of searching for "black girls" online and how this started her deeper inquiry.

      Here are a few words from Noble about this book where she surfaces some of the key questions here: https://www.youtube.com/watch?v=6KLTpoTpkXo

      What are the implications for us as educators? For youth women like Malia and Tamika?

    3. Tamika and Malia employed their critical Black Girls’ Literacies (Muhammad & Haddix, 2016) to question the power dynamics involved in traveling; rather than attempting to enact linguistic privilege as English-speaking Americans, Tamika and Malia acknowledged that they would be visitors in other countries, and they desired to use the communicative practices of the local people

      I noticed this and thought it was interesting; a powerful connection across language and understandings of literacy that has important implications I think for how we relate and interact with each other in the world. Makes me want to reflect on the how Black Girl Literacies, in particular, might underscore and highlight these connections and the implications for shifting power dynamics in schools.

    4. we (the researchers) shared our own career dream boards with the girls

      I love that Jennifer and Autumn also created their own boards and shared them with Tamika and Malia. The questions that followed are a lovely example of the power of doing this.

      Writing alongside each other, and sharing our writing, is a powerful way to support literacy learning and dialogue and a core writing project practice. It is powerful to see this practice within the research here.

    5. Tamika understood that her future lay not solely in her raw talent, but in her ability to deeply understand the literacies in her field of interest; she knew that dancers have a shared language and understanding of how the body moves, and that in order to exist in that world, she must have that same understanding

      Here is another important statement about literacy learning that stood out to me in the way it reaches beyond text as well as school boundaries; what are the implications for us as literacy educators?

    6. n her ability to deeply understand the literacies in her field of interest; she knew that dancers have a shared language and understanding of how the body moves, and that in order to exist in that world, she must have that same understanding

      Here is another important statement about literacy learning that stood out to me in the way it reaches beyond text as well as school boundaries; what are the implications for us as literacy educators?

    7. shared our own career dream boards with the girls

      I love that Jennifer and Autumn also created their own boards and shared them with Tamika and Malia. The questions that followed are a lovely example of the power of doing this.

      Writing alongside each other, and sharing our writing, is a powerful way to support literacy learning and dialogue and a core writing project practice. It is powerful to see this practice within the research here.

    8. we conducted this inquiry by drawing upon a rich panoply of experiences anchored by our professional and personal lives, a shared commitment to conducting humanizing research

      I really appreciated hearing from the authors about their research and the ways that their own lives interact and intersect with this work. Join us for a broadcast of this discussion on March 2nd via Facebook.

    9. within multimodal space

      This focus on the multimodal spaces where youth, and specifically Black Girls, engage is essential as it again pushes us to think across the spaces where youth create - many of which are outside of school - when considering what we mean by literacy learning and literacy teaching in the first place.

  5. Jul 2020
    1. what, if anything, they know about the term

      I appreciate this moment of stopping to talk about what everyone understands about a word or a term; this is important work whatever the age!

      I was recently with a group of teachers where we did a "Reflection on a Word" process which is a descriptive process developed at the Prospect Center in Vermont. I'll try to find a protocol from that to share.

    1. To act is to be committed and to be committed is to be in danger. In this case the danger in the minds and hearts of most white Americans is the loss of their identity.

      As a white woman, I have appreciated conversations that require looking at whiteness to understand racism and to support being anti-racist: https://educatorinnovator.org/marginal-syllabus-2019-20-november-whiteness-is-a-white-problem-whiteness-in-english-education/ … This article talks about a second wave of whiteness studies which has intrigued me and I note that I still need to learn more about.

      What does it mean to me to be white? How does that inform my identity? And what danger am I willing to put that identity in? How do I hold dearly to that identity? Why?

  6. Jun 2020
    1. 3

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
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      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. CHAPTER

      Our thanks to partner author Richard Koch for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Richard is currently associated with the Western Pennsylvania Writing Project and his bio is available here.

    1. Using

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. Eurydice B. Bauer

      Our thanks to partner author Eurydice Bauer for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Eurydice’s bio appears at the end of this article.

    1. The

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. alexcorbitt

      Our thanks to partner author Alex Corbitt for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Alex is from the New York City Writing Project and his bio is available here.

      This is the second time this article has appeared in Marginal Syllabus. A previously annotated version from 2019-20 LEARN Marginal Syllabus is also available: Revising Resistance.

    1. Sakeena Everett

      Our thanks to partner author Sakeena Everett for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes! Sakeena’s bio also appears at the end of this article.

      This is the third time that Sakeena has joined the Marginal Syllabus as a partner author, having previously done so during the 2017-18 Writing Our Civic Futures syllabus and the 2019-20 LEARN Marginal Syllabus. Please also read her co-authored article pedagogies of healing and critical media literacy and a previous annotated version of this same article ‘Untold Stories’.

    2. Several

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    1. This

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. Allison Skerrett, Amber Warrington, and Thea Williamson

      Our thanks to partner authors Allison Skerrett, Amber Warrington, and Thea Williamson for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Allison and Thea are from the Heart of Texas Writing Project and Amber is from the Boise State Writing Project. A short bio for each scholar is included at the end of this article.

      This is the second time this article has appeared in Marginal Syllabus. A previously annotated version from 2018-19 LEARN is also available: Generative Principles for Professional Learning for Equity Oriented Urban English Teachers.

    1. This

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. Kristen Hawley Turner and Troy Hicks

      Our thanks to partner authors Kristen Turner and Troy Hicks for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Kristen is the director of the Drew Writing Project and Troy is the director of the Chippewa River Writing Project. A short bio for each scholar is included at the end of this article.

    1. Susan L. Lytle

      Our thanks to partner author Susan Lytle for contributing to the 2020 Marginal Syllabus for Summer Institutes. Susan is a founding director of the Philadelphia Writing Project. Her bio is available here.

    2. Recommended

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants.

      We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
  7. May 2020
    1. For example, Nicole, who would end the year writing her se-nior thesis on the discrimination of adolescents, shared how her pastor and other adults at her church spoke about adolescents as though they were all the same

      This strikes me as a powerful example of agency in the way that Nicole seems to take on this charge beyond school and bring these ideas and her thoughts to her larger community context.

    2. what would happen if teachers more systematically shared the history of the concept of adolescence directly with students? How might that understanding affect students’ literacy studies and conceptions of themselves and the world?

      Such provocative questions. I think the connection to literacy studies is particularly interesting vis a vis the use of YA Literature in classrooms; also from a Writing Project perspective I'm interested in this work from a youth writing experience too.

      In the discussion we had with Sophia, she talks about this more, ie. how there is a genre of YA Lit that is really written primarily by adults. And the tensions inherent in that and questions this raises. While still loving much about YA, it seems like a really important thing to raise.

      https://www.youtube.com/watch?v=HqWd5ouAud0&feature=emb_title

    3. advocate for a re-imagining of adolescence in English teaching

      Highlighting this kind of advocacy work related to what we can see the youth thinking and talking about in this article; really interested in the ways youth can take action here too.

  8. Apr 2020
  9. Feb 2020
    1. Shawn Alexander

      After reading this article and coming back to the top here I realize how present Shawn is throughout. It's important to see this centering of his success and also his voice.

    1. Multiliteracies Activities as Varied Notions of Spaces and Places

      There is resonance for me here with a previous #marginalsyllabus reading from 2019 titled "Cultivating Urban Literacies on Chicago’s South Side through a Pedagogy of Spatial Justice," by Andrea Vaughan, Rebecca Woodard, Nathan C. Phillips, and Kara Taylor.

      https://educatorinnovator.org/learn-with-marginal-syllabus-april-cultivating-urban-literacies-on-chicagos-south-side-through-a-pedagogy-of-spatial-justice/

    2. In our focus on praisesongs, we addi-tionally extend meanings of Diaspora literacy, and build pointedly on intentional naming by authors of color of praisesongs in contemporary literature

      Important connection back to previous #marginalsyllabus conversations about reimagining literary canons.

    3. Our inquiry of youth of color constructing meanings of spaces and places by composing tributes to their city illustrates how youth enacting multiliteracies envi-sion strengths in their communities.

      Strikes me as similar to taking an appreciative inquiry stance in teacher inquiry.

    4. engaged and complicated notions of spaces and places, and in what ways youth named spaces and places as significant within and across contexts important to them.

      I love these questions as they really honor youth experience and perspective.

  10. Jan 2020
    1. For the next two weeks we discussed ways to create spaces for students to express their voices and identities in the classroom

      This is such important time. I am struck by the focus here on working together as educators to think through how to support what youth need in the classroom in relation to what is happening in the wider society.

  11. Nov 2019
    1. It seemed like the school district was expressing a commitment to racial diversity, but not really doinganything to disrupt white supremacy.

      This also strikes me as a powerful insight to have and it makes me wondering how to engage in conversations about this more readily in our individual contexts where we might also encounter similar situations.

    2. use theater

      I love this use of theater and the physical nature of it (referring back to my notes about physicality above). In my own experience, I do think physical theater helps with really hard ideas and conversations. Sam talked about this a bit - at 48:13 he talks the way that "race is an embodied thing, it is an emotional thing and the one thing I love about theater ... you don't have to talk about race in these overaly rational ways that almost sometimes take us away from the deeply felt experience of it."

      He then describes more about the ways that he and colleague have recently been engages in an inquiry project using improv theater with elementary students.

      https://www.youtube.com/watch?v=oJT1pZCMddA#action=share

    3. choosing and teaching texts that do celebrate multiculturalism, but leave white supremacy undisturbed

      I have been thinking about this on a personal level as I read children's books to my niece and nephew who are African American. It's not enough to just show black people doing great things - for example Jackie Robinson - without unpacking what it means to be "first" and what was in the way in the first place. I am still trying to figure out the right language to shift the narrative in a way that makes sense at 3 and 6 yo.

  12. Oct 2019
    1. If teachers use a narrow view of place in the curriculum, its use could become provincial, potentially affirming place as a means to reify national-istic views.

      Important note for us to think about more via #writeout

    2. Akin to culturally relevant (Ladson-Billings 478) and cultur-ally sustaining pedagogies (Paris 95), local, critical, and place- based literacies examine the cul-tural and linguistic practices of a place.

      Helpful parallels.

    3. Therefore, to engen-der critical global literacies, we must first seek to critically under-stand our local world

      I am interested in the power of events like #writeout to connecting both locally and globally alongside the tensions that rise between networked digital technologies (resource use, algorithms, AI, access, etc.) and our natural world.

  13. Jun 2019
    1. Black women writ-ers and poets, including Maya Angelou’s I Know Why the Caged Bird Sings and Toni Morrison’s Be-loved,provide Black female students a purview into the narratives of pain, restoration, and Black suffer-ing from the voices of Black women.

      This is reminding me how I had a history of Education class in graduate school that included Song of Solomon as required reading and how powerful that was in my experience in that course. Makes me think more about the ways I might bring in literature by Black women into my current graduate teaching.

    2. As with Huckleberry Finn, Cinderella, and Snow White, English educators often regard liter-ary texts with predominately white characters as “credible” and “classic” examples of “appropriate” English literature.

      My African-American nephew recently worked on a hands-on STEM project at school that asked him to figure out how to get Rapunzel out of her tower. While maybe a great problem-solving project in many ways, these stories with white characters (not to mention the gender dynamics here too) continue to get replicated through the disciplines. This article has me wondering how a counter process could be used.

    1. hey often used other digital tools that they rated as less effective with greater frequency.

      why is this? because that's what they are given? because it's easier/less complicated to implement?

    2. Teachers place a high value on digital creation tools in developing 21st-century skills, but these tools are among the least used in the classroom

      Interesting ... especially in relation to 9

  14. May 2019
    1. This was largely driven in my belief in changing conditions through nonviolence, civil discourse, and—if necessary—civic disobedience to change conditions.

      Struck here by the clarity of non-violent action.

    2. They noted the differences presented in the poem and novel chapter, and they wanted alternate ways of wording that would be less hurtful and punitive.

      Powerful translation work happening here.

    3. Such practices reflected policing in youth lives

      So important to pay attention to this. And it brings me back to the beginning of the article where Everardo speaks about his memories as a youth and the rise of mass incarceration in America that continues today.

  15. Apr 2019
    1. Kara cultivated her students’ urban literacies by encouraging them to draw from their local knowledge of self, culture, and place; to critically situate their local knowledge in broader sociopolitical contexts; and to craft counter narratives

      She does this masterfully too -- listen to her describe the way she supports youth in following shared inquiries and discovering for themselves the interconnected elements -- start around 15:45 with Chris's question and go to 29:45

      https://youtu.be/Gq9AQvjh_PY

    2. A pedagogy of spatial justice, then, supports the development of urban literacies

      I find this really interesting; how inquiring into (spatial) justice itself supports literacy development. A powerful notion that speaks to the ways we develop literacy socially and communally and based on shared purpose.

  16. Mar 2019
    1. the experience of Native peoples across time

      Through the companion interview of Debbie on CLTV, I also noticed I was reflecting more on the experience of Native peoples across space as well. In the interview she discusses the fact that all native/indigenous people do not look alike and you very likely have indigenous students in your class without even knowing it. This definitely got me thinking about the indigenous populations here in the Philadelphia and mid-Atlantic region.

    2. President lincoln

      In the CTLV discussion with Debbie Reese, she talked about the mass hanging/execution of 38 Dakota men in 1862 signed off by President Lincoln was in office. She says she looks for it's mention in any book about Lincoln created for youth and has yet to see it. I had to look it up to understand more myself having no knowledge of it. Here are Wikipedia I found it under Dakota War 1862: https://en.wikipedia.org/wiki/Dakota_War_of_1862

    1. See this Inpoints ​video​ on developing sharedpurpose through art at the National VeteransArt Museum, or see chapter 6 of ​Teaching in theConnected Learning Classroo

      I love this video btw! I use it in my CL course; it's very powerful. Thank you!

    2. current interests

      I keep going back to Ben Kirshner's work reminding us that "interests" are not just pop culture and the like but also include political interests, ie. those things that are of interest to the youth and their community.

      Wonder how to indicate that expanded definition here therefore. I notice that when I work with teachers, helping them think beyond a one-dimensional idea of interest is really helpful.

    3. ’s ​https://designthinkingforeducators.co

      In terms of scan-ability, I wonder if all the links can be embedded instead of raw URLs like this. There is a mix here and I think it would be more readable if it's all the same.

    4. Select Connected Learning Publications

      Beyond publications, I'm wondering about forums that include regularly updated content related to connected learning. https://educatorinnovator.org/ is one (I realize I'm bias). And I wonder about CLA hub too? I'm sure there are others but I think these are more dynamic with newsletters, regular bloggers, webinars, etc.

  17. Jan 2019
    1. Because urban education has long been framed as a historical, social, cultural, and political enterprise (Milner, 2012), we see it fitting to give theoretical emphasis to the sociopolitical nature of professional development and professional learning opportunities for teachers in urban schools whose agendas are advancing social and educational justice with their students.

      An important perspective I think. And in the cases below you see the how the nature of the PD/PL offered and/or develop mirrors the perspectives on what education is actually for; ie. education is for moving kids along or education is for inquiry and agency.

  18. Dec 2018
    1. where they are critical ethnographers of their own writing lives

      This is powerful.

      Similarly, in the recorded discussion about this article from last week, Dr. Haddix says that as teachers/educators we need to start "with the self" instead of putting the lens first on what youth are doing. We need to do the same work, ie. critically reflect on our own positionally as writers/readers. (26:55)

    2. Teachers must honor and respect youth-led and youth-centered writing practices

      I've been recently returning to descriptive processes and "looking" at student work (a la Carini) just to keep abreast of what youth are doing and creating today. It's always changing and I think we can support this honoring and respecting by spending time learning from the work itself. I also think it opens up the ideas that would support educators in creating the opportunities for students to write in multiple ways, for multiple purposes, etc.

      Christina Puntel's piece on Looking with the Heart is one of my favorites that I return to/share time and time again: https://thecurrent.educatorinnovator.org/resource/looking-with-the-heart-celebrating-the-human-in-the-digital

    3. like you kind of hide yourself in school but when you’re outside of school, it’s like you open yourself up. You unfold everything.

      Despite the fact this makes me sad, etc., to hear, it is beautifully said!

    4. was characterized by some of his teachers as a disengaged learner and a “struggling” writer, created and maintained three websites and blogs each day

      So discouraging to hear; and so important to surface these stories!

  19. Nov 2018
  20. Oct 2018
    1. iven different cues

      I've found that when we have an opportunity to reflect on our own learning after participating in something, we can see this much more clearly.

    2. Notably, however, the public does not typicallyor alwaysapply this model when thinking about math learning, which ismore oftengoverned by the one-way thinking of the Instructioncultural model described abov

      Interesting note re: Math specifically.

  21. May 2018
    1. Instead, they were exploring the more complex thinking needed to find deeper connections between equally important issues and to bring everyone on board

      I love this focus on the collective, not just debate or majority opinion.

    2. actionINQUIRY

      Our thanks to partner author and writing project director Steven Zemelman, as well as his publisher Heinemann, for contributing this text from From Inquiry to Action: Civic Engagement with Project-Based Learning in All Content Areas to the 2017-18 Writing Our Civic Futures project.

      Also join Steve and educators Mauricio Pineda, Elizabeth Robbins, and Heather Van Benthuysen and the co-founders of Marginal Syllabus, Remi Kalir and Joe Dillon, for a related discussion of the text and thoughts on annotation. The broadcast will be available at Educator Innovator on May 8.

      We also want to celebrate the fact that Steve has been a regular contributor and participant in the 2017-2018 Writing Our Civic Futures. Thank you Steve!

  22. Mar 2018
    1. We acknowledge that engaging in this kind of work requires courage and confidence, but as educators, we must understand that we will not always have the answers.

      Appreciating this note from the authors.

    2. Morrell argues that awareness of critical consumption without production and distribution is counterproductive

      important note; interested in the this aspect of this work.

    3. By critical media literacy, we mean “the educational process that makes young people aware of the role that media play, both positively and problematically, in shaping social thought” (Morrell, Duenas, Garcia, & Lo-pez, 2012, p. 3).

      Nice definition - the connecting to shaping social thought I find helpful.

    4. don’t know what to do, and are just scared for their lives. That’s supposed to be somebody that’s going to protect us. Not somebody that we need to be scared of, or afraid.

      listen

    5. who was assaulted in her math class

      I'm just noticing now this mention that it was a math class where this happened. I'm not sure what to make if it really, and I don't want to over-make ... but/and I can't help but wonder about the connection.

      My thinking about math education and the relationship to oppression/liberation is prompted by looking recently at the resources of the Youth People's Project (such as the Flagway Game) started by Bob Moses vis a vis the Algebra Project.

      http://www.typp.org/

      Mission YPP uses Math Literacy Work to develop the abilities of elementary through high school students to succeed in school and in life, and in doing so involves them in efforts to eliminate institutional obstacles to their success.

      Vision YPP envisions a day when every young person — regardless of ethnicity, gender, or class — has access to a high quality education and the skills, attributes, and community support s/he needs to successfully meet the challenges of their generation.

    6. As Black women, moth-ers of Black children,2 educators, critical scholars, and spiritual beings,3 we are devastated by the ubiquitous assault against Black people, and we know that Black children are suffering too.

      Notice the authors here naming who they are in relation to this work.

  23. Feb 2018
    1. JOSEPHKAHNEis the Ted and Jo Dutton Presidential Professor of Educational Policyand Politics at the University of California, Riverside, Graduate School ofEducation, 900 University Ave., Sproul Hall 2109, Riverside, CA 92521; USA; e-mail:jkahne@ucr.edu. He studies young people’s political development and the factorsthat shape it.BENJAMINBOWYERis a lecturer in the Political Science Department at Santa ClaraUniversity. His research focuses on the effects of social context on political attitudesand behavior.

      Just noticed yesterday that the authors have a new (and open access!) paper out that is of related interest: The Political Significance of Social Media Activity and Social Networks

    2. These experiences tap into two primary ways by which anaccuracy motivation might be instilled through media literacy education: bycultivating skills for judging accuracy and developing commitment to a normof accuracy

      I like that the focus here is not just on skills but on the development of a commitment to -- which is related to expectations and practice.

    3. In sum, these changes in the media environment appearlikely to increase individuals’ abilities to act in response to directional moti-vation and by fostering more extreme partisan leanings, increase the degreeto which individuals’ judgments are driven by directional motivation

      Again, not inevitable. Designed.

  24. Jan 2018
    1. reading the document

      Do your own social reading of the Declaration here.

      Note: this text does include a period after “pursuit of happiness,” a point Allen examines in depth and argues changes the meaning of the document in a profound way (for a brief explanation, see Allen’s Washington Post op-ed on this subject). You might want to keep this point in mind as you read, sharing your own opinions on what the punctuation lends to Declaration’s overall translation.

    2. Night Teaching

      Chapter 1 from Our Declaration: A reading of the Declaration of Independence in defense of equality by Danielle Allen. Published by WW Norton & Company, 2014. Used with permission.

      We are thrilled to feature this first chapter of Our Declaration in this month's Writing Our Civic Futures annotation. Here we dive into Allen's teaching as well as the very nature of equality as laid forth by the founding fathers and illuminated by her students.

      We also invite you to, like Allen and her students, to engage in a "slow reading," via social annotation, of the Declaration of Independence.

    1. .

      According to Danielle Allen, this period is NOT original. See: https://www.washingtonpost.com/opinions/the-declaration-of-independence-punctuated-with-confusion/2015/06/12/8a05bd14-106b-11e5-a0dc-2b6f404ff5cf_story.html?utm_term=.4d2c4567fe0c

      Here is the original:

      "The manuscripts written out by John Adams and Thomas Jefferson; the version voted on by Congress, as attested to in the official minutes recorded by Charles Thomson; and the official poster printed up by John Dunlap at Congress’s request, on July 4 and 5, 1776, record a very long second sentence, reading as follows:

      “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness; that to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed; that whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness.”

  25. Nov 2017
    1. civic identity development must be analyzed through three overlapping lenses—the social interactions that occur between individuals, the cultural practices that structure these interactions, and the institutions in which these interactions occur (p. 141)

      highlighting to hold onto these 3 lens

    2. so are interactions with government representatives and agencies, and research shows that negative con-tact with public officials can have a dampening effect on willingness to participate in public life

      Important. Schools are included in this.

    3. we argue for a critical vision of citizenship that can counter the dominant perspective that young American of color are civically disengaged and instead acknowledge the innovative ways in which they are participating in civic life

      highlighting this call to action.

    4. interrogating normative civic practices and structures and innovat-ing new forms of civic action

      I like this, not just participating but interrogating. In CLMOOC research we found that just being open isn't enough and have looked at some language from participatory design work around "infrastructuring" that gets more to this focus on being active agents and not just participants.

    5. “Groups with power and influence often equate their own interests with the public interest” (p. 131). A normative vision of citi-zenship does not comport with a society structured by systemic racial inequalities.

      Highlighting.

    6. indeed, relying on these skills as measures of engagement is an ideological choice that inevitably minimizes or ignores the value of other skills and, in turn, contributes to a narrow and exclusionary vision of who does and does not count as a good citizen

      Highlighting the ideological aspect and the impact of that in excluding and narrowing our vision of what it means to be a citizen.

  26. Oct 2017
    1. developed her voice by participating in a community of practice

      This feels critical to me and something that could be further explored here -- how Communities of Practice support leadership development and action (for youth as well as adults). I see this in my own work at the National Writing Project -- we work together as teachers and writers to develop our practice. And in the process become leaders who can act when/as needed.

      Lave and Wenger are important resources in this part of the discussion: http://infed.org/mobi/jean-lave-etienne-wenger-and-communities-of-practice/

  27. Jun 2017
  28. May 2017
    1. Through the narrative curriculum, I hoped that the students and I could together create a restorative class community that would provide academic support and school gravity for Abraham.

      I was happy to see this chapter move into a focus on restorative practices since there are many resources to support this kind of practices in schools and community spaces. Maybe as part of this project we can gather some together to share?

    2. Pedro Noguera, who has written extensively on this topic, argues that “the marginalization of students who are frequently punished occurs because schools rely primarily on two strategies to discipline students who misbehave: humiliation and exclusion” (2008, p. 133)

      Coming from a family where I too can see the devastating results of humiliation and exclusion ... and how totally unhelpful they are in resolving anything at all (they always make it worse, in fact) I so appreciate Bromwyn sharing alternative visions of what is possible.

    3. We wanted to dis-engage Abraham from disruptive behaviors, but we did not want to disengage him as a person. We did want to engage him as a student, which required us to provide learning experiences that would show him how education could bring self-awareness and other tools to ease the pain.

      This strikes me as a key intention in this work and therefore this chapter/description of the work with Abraham as case is a way to demonstrate one example of how a school/classroom can be a place of caring while also remain focused on learning.

    4. Our relationship could become antagonistic, but not in the traditional sense where teachers and students are disconnected or unable to relate to each other’s positions. Abraham struggled to maintain closeness without eruptions of anger or distrust, and I struggled to handle conflict without taking negative emotions personally and stepping away.

      Here we see Bromwyn being very self-aware in the ways that she is interacting with her student Abraham.

    5. His writing conveyed harsh truths that he perceived in his life that colored his sense of self, and he wrote himself as a character imprisoned by them. Over the course of his narrative work, his tone and self-characterization evolved as he realized that he had agency in deciding what truth meant to him.

      A description of what it means to revise narrative truth

  29. Apr 2017
    1. I’m not asking for some all holy savior to come and coddle us into equality I’m asking for you to understand our struggles and our hardships To understand that if we have to learn with each other we should also learn about each other so we can bring each other up

      Powerful

    2. Addressing the issues that plague urban education requires a true vision that begins with seeing students in the same way they see themselves

      In my experience, through writing and making we can often start to see each other and surface the ways we see ourselves.

    3. these students are unseen by teachers, mere reflections of teachers’ perceptions of who they are

      Requires educators to understand our perceptions and work to see what is real.

    4. many more have come to view school as a discrete space, as if what happens outside school has little to no impact on what happens inside school.

      This is one of the most important things to open up in a framework of Connected Learning.

  30. Feb 2017
  31. Jan 2017