“A lot of [my students] think people are obese because people can’t put down a fork . . .
That is what "they" want you to think... Until you educate yourself enough to know that there are more complex dynamics surrounding the issue. That is when change happens.
particularly of the spaces they call home.
Whenever you focus on "home" you are able to advocate for change. It needs to be directly related to our students' lives in order for them to recognize how they are the ones who are the experts.
knowledge that often differs from outside perspectives
This is why it is so important to apply critical literacy skills and realize who is telling the story. Outside perspectives are just that, outside perspectives. It is only fair to listen to stories told by the true experts, the ones who live it, not the ones who learn about it.
positioning them as experts about the places they inhabit.
They are the experts and should be named as such! What a powerful way to invite students to contribute.
Each year the market is flooded with prob-lematic books that publishers market to classroom teachers, but there are also gems worth reading.
After reading this article I wonder about how I can change the narrative in the school I work in. It would be beneficial for teachers to attend a PD about unlearning these stereotypes and reminding them that it lives all year around, not just during November.
Jenna’s house is in an everyday neighborhood and she is wearing clothes similar to kids in the classroom. She is a person of the present day.
Sadly, this is an eye opener for many students. The idea of being a "person of the present day".
keeping Native peoples visible throughout the school year.
Just by implementing this in itself demonstrates the importance of Native people. I know far too many teachers who take out their "Native books" during November and then put them right back in their "Thanksgiving Activities" box.
They are ubiquitous and mostly written by people who are not, themselves, Native.
Another big issue in many aspects. This is why it is so important to pay attention to who is telling the story.
Critical literacy encourages children to read between the lines and ask questions when engaging with literature: Whose story is this? Who benefits from this story? Whose voices are not being heard?
unlearning
Such a powerful word in any given context, but especially in this one. The idea of learning how to unlearn something that has already been taught.
English language arts provides a space for Black women and girls to express themselves or to find solace in the shared lived experiences of Black women and girls. However, this is impossible if the texts used to ed-ucate Black women and girls are void of their lived experiences, beliefs, and cultural norms.
Culturally relevant texts is a must in all classrooms. Selecting texts that relate to our students lives are critical in creating a space where they feel welcome and vulnerable to share their voice.
“We won’t be able to do anything!” “Who will listen to us?” “They [staff] won’t listen to us. We’re just students.” “What is there to do about it, anyway?”
It is unfortunate that the students have already lost hope, which can carry on throughout their lives if they are never given a platform where they feel their voices are heard enough to produce change.
Despite these feelings, the students sat down and continued sharing in class by taking turns in the dialogue.
Being vulnerable in the classroom is essential.
My awareness of students’ love of literature and writing, ranging from poetry and short stories to young adult literature, guided me to select texts that could extend the conversation to texts about humane treatment.
Demonstrates the importance of knowing your students in order to select texts that fit what you're teaching and what they are interested in.
During one of our conversations, the students identi-fied problems that included their dissatisfaction with the school meals, course scheduling, and dress code.
A great example of something that students can take action on that affects them personally. A few years back my students were upset that our school took away a certain item from their lunch menu. I told them we could write a letter to them and we did, and we got the item back on the menu!!
I began to learn about how systems worked against working communities.
The power of learning! Once you learn enough about how systems work, you are able to take action.
It is striking that the greatest unmet needs in classrooms are not reflected in policy documents such as the Common Core State Standards.
This explains why addressing trauma in the classroom is not done as often as it should be. It is expected that we do it, but not mandated like Common Core is.
teach-ers are generally not prepared to address the intersections of healing, politics, and emotion in classrooms.
Most teachers come into the profession with the intention of helping students emotionally (and academically). The harsh reality is that we are not always given the tools, time, materials, or resources to address these concerns in the classroom. Especially with all of the other demands put on us. To say that we are not prepared is a bit disappointing.
When the victim or criminal is White, the media tend to use photos that paint a positive picture of the victim’s life. In the case of Black victims, however, media outlets tend to use compromising and damaging photos.
I have noticed that on the news they usually always use pictures off of social media for black victims in comparison to a family or professional photo (school picture) for white victims.
typical American Boy[s].”
What is a typical American boy?
If you aren’t careful, the newspapers will have you hating the people who are being oppressed and loving the people who are doing the oppressing.
Which is why it is so important to teach our youth to use their critical thinking skills and do their own research. That way, they can come up with their own opinions by taking other perspectives into consideration.
A critical literacy means that students probe who benefits and who suffers, how did it come to be this way, what are the alternatives, and how can we make things more just?
This reminds me of Dutro's idea of Witness and Critical Witness. We are witnesses to our students testimonies, but a critical witness is one who takes action and advocates.
“I didn’t realize that other people went through the same things we [African Americans] did.”
This is the power of literature!! We all share similar experiences with people who we think are different. We just need to dedicate the time to find those similarities.
I knew what didn’t work, but I still didn’t know what did work.
This demonstrates one of the biggest challenges (in my opinion) as teachers. Every class is different, every year is different, and every student is different. Teaching is not "one size fits all". What works now, may not work in the future. What did not work before, may not work in the future. We are always growing and evolving, as are the students we teach.
as if what we are doing in the Writing Our Lives program is somehow “radical.”
I appreciate this so much. It is viewed as "radical" when really it is something that we should have doing all along. It is "radical" because now people are showing the importance of free write, when these students have been doing it behind closed doors all along. It is not "radical" for the people doing it, it is "radical" because we never paid attention to it.
Through Writing Our Lives, we aim to offer opportunities for students to write about their experiences, to tell their stories, and to participate in the global conversation.
Please check out the book "The Vulnerable Heart of Literacy: Centering Trauma as Powerful Pedagogy" by Elizabeth Dutro. This book gives insight on how to incorporate trauma through our everyday literacy practices.
nor do I want to,
So powerful! I think this sums up exactly what this whole initiative is about. It does not always have to be for a grade or for data, it is simply for students to be seen as writers.
We talked about the need for mentors and the importance of nurturing parent involvement in schools.
How can we as educators advocate for more mentors in our schools? How can we implement more opportunities for parent involvement through a systematic approach?
validate the writing practices that young people already engage in, and to then provide a space to support those practices.
I think this is so important! As teachers we have a habit of saying there is not enough time. The students are already practicing writing in different ways, it is up to us to support what is already being done.
while there are others that remain invisible and are deemed less important
My mind immediately goes to poetry and lyrics! SO many students are blessed with this talent and it never goes noticed in school!
“underground writers. . . .
Love this! Reminds me of the Freedom Writers. It is important for us as educators to take in consideration that all writing is writing!! Just because it isn't "academic" does not mean it is not important. It is important for us to highlight and honor all types of writing in the classroom.
who was characterized by some of his teachers as a disengaged learner and a “struggling” writer,
This shows the importance in how our opinions as teachers are just that, opinions. Opinions are subjective and can truly harm a students overall academic success. We may view a student a certain way, but we only see part of the student. We do not see them outside of school and if we come up with our own conclusions, we may never even get the chance to allow them to open up. If this student felt comfortable enough to open up, his teachers would have known what he did instead of labeling him according to their opinions.
school you kinda contradict yourself and you kinda like, you know, cover up some stuff, 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.”
What a strong way to hook the audience. Such a thought provoking sentence. It is almost upsetting to think that even the students are aware of how they feel that they need to cover up who they truly are. As educators we know that school should be a place of authenticity, yet students are admitting that they can't be themselves.