Black girl” that manifests itself in intricate ways. Literature has the power to oppose or uphold stereotypical depictions of Black girls and women.
We need to be able to show the individual as a "whole" not only as deficits. Successes should be celebrated and written about just as anything else.
We are aware that schools cannot do it alone—that is, schools cannot by themselves eliminate all forms of educational inequities and social inequalities, given that these are large-scale systemic issues rooted in structural oppression. H
As teachers we acknowledge that we can only have so much of an impact on students. It is up to society as a whole to be able to eliminate these systemic structures in place.
and by extension, Native people. In addition, a critical literacies perspective gives voice to how sto-ries are presented and told about people and their history.
First hand accounts allow for accurate depiction of real life events. Some stories are told in different lights and from various perspectives.
hoose books by Native writers.
This made me think of the HRL model and how important it is to choose authors that students can assimilate with. Not only will they connect with the writer but they will also allow for deeper discussions.
Many of the headlines in the media described the killers as “quiet,” “smart,” “nice,” and “typical American Boy[s].
Yes! It is so messed up to see the difference in how the media labels different ethnic groups. Despite the fact that a similar crime was made, the labels will always target the marginalized groups and place them in a negative light.
“the American people are being force-fed a diet of stereotypes and misperceptions, overcriminalization and marginaliz-ing of Black Americans through language, images and omissions.”
And not just Black Americans but any and all members of the marginalized community. It is devastating to accept that the media portrays people a certain way yet it is even more devastating to see people believing the false information being spread.
motion and trauma in classrooms, witnessing serves as both action and metaphor for the kind of presence necessary
Trauma is the first thing that we should be focusing on in the classroom but in order to do that we must first be able to recognize the trauma that we carry and that others carry.
. This is also not that distant from the experiences of the youth writers who make clear distinctions between writing done for school and writing done for self.
What can we as teachers do to persuade our students to write for "themselves" and break that skill measuring narrative?
Her statement is significant because it acknowledges that there are some writing practices that are expected, valued, and legitimized in school contexts, while there are others that remain invisible and are deemed less important.
There are many different takes into what writing can look like. The multimodal opportunities that writing allows for is much more than paper and pencil.
We can choose to push back against the disadvantaged narratives and mandates that continue to lurk in our schools and society and instead build a curriculum that puts students’ lives at the center and encourages them to resist a story line that distorts or maligns their right to blossom into the intellectuals and change-makers they are so ready to become
Yessss! I love the way this educator organized her unit. It definitely allows for student centered discussion. Students need to feel seen, heard and valued first before they focus on their learning.
sustained argument against inequality and injustice.
I stirve to be a teacher like this but I know it takes time and plenty of trial and error. I hope to be able to achieve the HRL model into my teaching one day.
But the worst part came later when my photo appeared in the local paper stating that I taught “disadvantaged” students.
This has to be the worst label to give to students. It leaves me feeling outraged at how the media can portray students who need support.