I discovered like them as educators that “consider-able liberty exists in determining how [standards] may be enacted” with professional judgment
I admire the teacher's stance as a "hacker". Teachers have to admit the standards exist in classrooms, but at the same time, teachers need to select appropriate text wisely to meet standards.
Based on in-equities reproduced by institutions and experienced by students, the notion of creating change seemed far removed from their schema and experience to enact change.
Students are surrounded by the institutions where their family members are imprisoned. It's easy for them to feel hopeless. They are forced to believe that they may follow the same route as their family members. However, the institutions are fundamentally unequal. How could they resist this kind of psychological implication and make changes?
Many young adolescents already possess these abilities; however, as with other urban literacies, this knowledge is not typically cultivated in schools.
Adolescents go to school with their funds of knowledge, and they are willing to talk about their neighborhood. Teachers should create a chance to adolescents to discuss the local community. They will have a better understanding of what happened around them and why that happened?
Spatial justice can be understood as being premised on the idea that “justice, however it might be defined, has a consequential geography, a spatial expression that is more than just a background reflection or set of physical attributes to be descriptively mapped”
Spacial justice offers me a new way to understand social justice. It talks about social resources are disproportionally distributed. It includes more than the physical space but all of the relations in this space, environment, quality food, and so on.
I thought I was suppose to learn all this in school, but who knew that I’d have to step away from school to learn this information
Black students are disappointed by the schooling, in which black culture is not valued. So they want to get out of school to find the truth. Finally, they may find more misinformation against black people. The worst thing is that they make the stereotype come true.
overrepresentation of Black males in special education classes (Kearns, Ford, & Linney, 2005) get blamed on Black youth rather than on the structural inequalities endemic to US society.
"overrepresentation of Black males in special education classes" should be problematic. I read an article, which stated that black students are put in special education disproportionally. Since schools are incapable of providing language classes. Some black students are regarded as retard because they only have language problems. Black youth should not bear on criticism.
Why is education not a great equalizer for the lives and literacies of many students of color who rely on public education to prepare them for opportunities that may have been denied to their parents or grandparents, and that are now being denied to them?
Education is their chance to change a life. But, ironically, they are still trapped in the same social status as their parents and grandparents, who have not received an education. It is because their schools are underfunded and lack enough educational service.
Education is the great equalizer in a democratic society, and if people are not given access to a quality education, then what we are doing is creating an underclass of people who will challenge our very way of life”
This can explain why the crime rate is high in some areas, because education related to identity development and future careers. Deprive people's right of education equals to take away their opportunity for better life. Thus, there would be more social problems.
To go even further, use the provocative but accurate word “invaded” instead of “arrived.”
Teachers need to tell the truth which is important, also students have to recognize that native nation's existence.
Whose story is this? Who benefits from this story? Whose voices are not being heard?
Paolo Freire's banking model also pointed that schooling contributes to dehumanization and oppression, because teachers can decide which knowledge is valuable, and students are treated as passive learners.
CL encourages students read beyond the text, and begin to consider who are privileged and underrepresented?
Hartman and Sexton remind us that an enslaved status (whether physically, intel-lectually, creatively, or culturally) not only restrains individuals from being engaged in acts of resis-tance but also seeks to dismantle the development of “freedom dreams” that can cause an individual to critically challenge bondage.
Psychological slavery is more harmful. In the white-dominant culture, the role of black people are marginalized and their contributions are neglected. So the black people will devalue themselves which constraint their gifts in every perspective.
girls who sit at the intersections of racism and sexism
Racism happens between different racial groups, but sexism can happen in the same racial group. Black women bear the tag"black" and "women", so they may encounter more discrimination than other groups.
Black girls are encountering state- sanctioned violence and criminalization in schooling systems that have long supported the educational genocide of the Black body.
Schools have employed many form of exclusionary practices, for example, office referrals, suspensions, and expulsions. However, the zero tolerance theory escalated the situation of drop-out rate. Poor Children of color are more likely to be punished strictly for minor noncriminal violations of school rules. This also called "The School to Prison Pipeline".
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”
Critical media literacy plays an important role in shaping youth's world view. Youth learns to break up the stereotypes manipulated by mainstream media. Youth has to build rightness and justice by themselves.
“Critical media literacies can serve as protection against alienation, depression, eating disorders, violence, and a host of other ills that can be linked, at least in part, to the uncritical consumption mainstream media texts”
Mainstream media often mislead people and ignore minorities. Critical media literacies is a good platform for people of color and other minorities to have a voice.
Personal traumas, in turn, are felt individually, but students and teachers carry those losses and disruptions into classrooms in ways that must then be viewed as a collective imperative, not only for the particular classroom community but also for the ways individual challenges are often connected to political systems and shared oppressions such as local, state, and governments’ responses.
It regards the classroom as a supportive community. Traumas are not individually after being brought into the classroom, but a "collective imperative" that matters to many people.
English educators must address trauma in classrooms, while also recognizing how individuals and groups are positioned differently in the material and emotional stakes of this election.
Different people share different opinions of trauma, during this pandemic, some people gain more support from their communities, but others suffer more from pandemic. However, addressing these issues in classroom will help students build an understanding of the underprivileged and empathy with others.
Healing is not a singular journey of moving from hurt to being fully healed, but an ongoing path in which attention to healing and critical youth development have to be made part and parcel of teaching and learning in classrooms.
It's true. Healing cannot be ended since we live in a society with so much uncertainties. We don't know when the pandemic will come to an end, we don't know when the racial equality will realize, but we can make sure that if we create a safety context for our students to share their fears and pains, that will help them to have a promising future, instead of falling into a precarious situation.
how can schools create and sustain teaching and learning opportunities that recognize youth as writers and leverage their writing competence?
This question is more reasonable. The way we encourage our students to become writers cannot only be evaluated by students' writing achievement, instead school should reconsider how to value our students as writers and help them with their writing potential.
Youth writers in the workshops are encouraged to post their ideas and thoughts as comments on websites featuring essays and news stories about current events. They create blog sites where they contribute articles raising awareness about social injustices and inequities and offering solutions to the problems.
Writing is not limited to classroom settings. It can happen at any circumstances with functions of healing people and demanding social justice. Aa educators, we should encouraged our students perform their roles as writers which will make our society become better.
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. By extension, many youth writers feel excluded or undermined by the writing expectations of schools today.
Schools set boundaries for students' writing. Some works that meet the requirement are regarded as excellent, while the others are dismissed. What is the essence of writing? Is it functional? Schools plan to help students develop their writing skills but limit their potential. It is not the way to create good writers but good students.
I still hadn’t created classrooms that matched the classroom in my imagination, where students read, argued, and wrote passionately. I moved in the right direction when I stopped believing that I was the one who knew and they were the ones who needed to know. I became curious about what I didn’t know
This part reminds me of the book "pose, wobble, flow"by Antero Garcia and Cindy O'Donnell-Allen, which suggests the "pose" or role of teachers as culturally proactive teacher, who will "wobble" over uncertainties despite the frustration, the "flow" to the right direction.
But as teachers, we have more academic space than we inhabit. 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.
There is no "disadvantaged" students, but the "disadvantaged narratives and mandates". It's unfair to define our students just based on test scores which should not be the only evaluation criterion of teaching skills. This article centered on students as independent and equal individuals with great potential to success.