How EDUCATORS can better serve DIVERSE students: Frameworks, Curriculum, Content-- We can do better!

Pre-Podcast Thoughts: 

"Some teachers go beyond the tested material, pushing students to think critically, exploring social emotional competencies, and designing opportunities for inquiry-based learning, but the standards themselves don’t require those things" (J. Gonzalez).

My question is: 

• What do you think of the standards set in place for all to follow? 
• ex. Common Core
• What do you think the standards should look like?
• Who wrote them?
• Who are they geared towards?
• What purpose do they serve?
• Are you willing to go beyond the standards?
• What might this look like? 
• What might this require you to do?

Something I am observing in the field education, through my career as a student and journey as an upcoming educator, is that there is a fine line between educators that are complacent and stick to their script of teaching students how to pass tests, and others that teach students how to think for themselves and apply knowledge in everyday lives. There is a trend in making the curriculum, something that should be tailored to student success, actually inaccessible to students; not relating it to them and their lives in any way. 

Click here to view the webinar, "Abolitionist Teaching and the Future of our Schools"-- A conversation between Gholdy Muhammad, Bettina Love, and Dena Simmons, facilitated by Brian Jones

** This webinar has given me perspective and is a good source for upcoming teachers to reflect on how to approach abolitionist teaching and what teaching for social justice looks like in the classroom. The panel gave listeners the blatant truth and experiences in regards to ways race and white supremacy are exercised in education, and explained how the institutionalized racist components of the education system have an affect on black students and their well being. They call for society to stop putting band-aids on dehumanizing structures against black people, and instead of band-aids for there actually to be human decency and action, because wanting to be anti-racist and being anti-racist are two different entities. They speak of standards, curriculum, and experience. 

Interview with Gholdy Muhammad:

"What we’ve been trying to do is cut the sleeves off and trying to fit students into this and refine what is already, what never designed for them, right? That’s been the problem. We’ve never had a reckoning in the United States when it comes to our education system. What I mean by this, we have never dismantled the system that was grounded in racism, that was grounded in whiteness, and we haven’t rebuilt. We have just been putting fresh coats of paint on the old structures with new labels and new titles and new initiatives and new mandates, like Common Core to make it sounds new need fresh, and it’s just not. So it’s very clear why some students may have more opportunity, more inclusiveness, and more opportunities to succeed and some students don’t, because the system was never designed for them to succeed" (Muhammad) 

Wow... talk about perspective! Time after time, we hear this call for a of more inclusive curriculum and we discuss how initiatives need to be
launched to battle the racism that persists in educational institutions. There are programs set in place to work with students who are facing the heavy hand of oppression. However, there are no direct threats posed against abolishing institutionalized racism. Instead of demolishing the system and rebuilding it in a more accessible way that acknowledges the lives and presence of marginalized students, especially black students, we are just trying to mold a system that won't budge. Back to the band-aids-- by trying to "make things better" in a deeply rooted system that has survived centuries of time, we are simultaneously agreeing to continue to function within these racist institutions. In other words, instead of acknowledging and taking on the problem straight on, we are dancing around it; we speak of "fixing" not "changing". 

This is eye-opening because we can actively be doing work towards integrating social justice principles into the classroom (exercising an anti-racist pedagogy), while continuing our journeys towards becoming anti-racist educators, however it does not change the fact that the racist system is still set in stone, remaining untouched and undisturbed. An example would be the standards. Lets talk about them-- They were tailored to suit white students, in privileged schools, who perform well on standardized testing. While we may be integrating social justice standpoints and a critical framework into lessons, we are still not changing the wording and motivations of the standards. 

Historically Responsive Literacy Framework: 

"My work is taking a more historic look back and making and putting a practical model to the theory" (Muhammad).

4 Layers or "pursuits of learning" to the framework: 

• Identity
• Skill development 
• Intellectualism
• Critically

Identity: Muhammad points out that students, no matter their race, look for themselves within the classroom setting and material. ELA teachers should attempt to have students find themselves within literature. (If they cannot find themselves, that itself should also be addressed and discussed. I feel as though what we see in literature is just as important as what we do not see. Authors make linguistic, rhetorical, and artistic choices for a reason within their compositions, and that is something that can get attention.) Intertwined in this search for identity in literature, should also be the celebration of other people and their lives. This way, students can have a better understanding of each other, and can build each other up instead of dwelling on their differences. 

Educators should additionally give students writing opportunities where they can explore and reflect on their identity. Literature and writing should be seen as a refuge for students to form thoughts and connections, this way they "come closer to selfhood" (Muhammad). Identity is a complex entity, and in order for students to become familiar with aspects of their individual identities, they should be given the opportunity to evaluate themselves and their t
houghts. Beautifully said by Muhammad, "So the classroom needs to be a space for students to affirm and celebrate and validate who they are, so that they know that they are enough, so that they know that they are brilliant and that they are excellent and beautiful. Because society doesn’t tell us that all the time" (Muhammad). 

Skill Development: According to Muhammad, skills are proficiencies and competencies in the different content areas.  Skills are important to have, but it is vital that skills are not the only thing worked on and glorified within a classroom. These skills in an ELA classroom take many forms, whether it be grammar skills, analytical skills, poetry skills, etc. It is important to develop an assortment of skills in order to "read the word and read the world" (Muhammad)

Intellectualism: This begs the question, "what do we want our students to become smarter about?" As said by Muhammad, First off, Muhammad broke down how intellect differs from skills. She claimed, "intellectualism is when you do something with that knowledge, where you apply it somehow, in your discussion, in your activism, in your actions, in your exercises, in learning. Intellectualism has been so diminished in education" (Muhammad). Therefore, intellectualism is the application. I would want to build that intellectual culture by creating a safe and supportive classroom environment, where students feel confident to take risks as they see fit. They may also feel comfortable to question things around them, and push discussions farther forward. As an educator, I can model for my students what I want from them. This would involve me being vulnerable and humble (professionally, with boundaries set of course), but in a way that invites students to partake in the thought and actions I am engaging in. 

Critically: Defined by Muhammad, "critical theory is really looking at power, liberation, freedom, representation, voice, exploitation, marginalization. Critical theory is going to critique whiteness and white supremacy and that sort of thing" (Muhammad). As an ELA teacher, I can have my student engage in critical thinking, and have them look at literature through a critical lens. Students can look into any piece of literature, and become aware of characteristics other than the setting and conflict, but also qualities such as the power dynamic presented. Thinking critically will help students not be passive, and will promote active learning. There are various projects where students can be asked to critically: analyze a piece of literature, to showcase how racism was woven throughout the story and was a underlying theme, or to explain a power dynamic that was manifested in the dialogue a movie.

James Baldwin and Race in America: Thoughts and Implications

"Not everything that is faced can be changed. But nothing can be changed if it isn't faced" (I Am Not Your Negro, 07:18)

When I think of James Baldwin's film, I Am Not Your Negro, one word comes to mind: POWERFUL.

James Baldwin's film left an impression to say the least...

I was struck with a series of emotions while watching this film, and to be honest, the sheer videos and clips were enough to ignite uneasy feelings. There were points in the film where I was so compelled and bothered by the photos and videos on the screen that I had to rewind the video to hear what was just being said by Samuel L. Jackson a.k.a James Baldwin.

This film sincerely allowed me to reflect on aspects of my own identity. Here I am, a white woman watching videos of crowds of white people celebrating the oppression and brutality against black people. I am watching, as black people are being killed and tortured for the color of their skin. I am also sitting behind the safety of a computer screen, in my house, at the center of a white town. I never had nor have to worry about getting harassed doing day-to-day activities, such as going to school or even driving down the street, as these PEOPLE in the film. 

I understand that I will never understand. However, I stand.

Baldwin attempted to get many notions across, that centered around the principle that black people want to be recognized as human beings. As said by Baldwin, "What is really happening in this country is brother has murdered brother, KNOWING it was his brother" (I Am Not Your Negro, 50:00). In other words, people are killing people. People are hating people. People are brutalizing the lives of other people. This really struck me-- especially this word KNOWING. People are KNOWINGLY inflicting harm and are KNOWINGLY attempting to oppress other people.

"History is not the past. It is the present" (I Am Not Your Negro, 7:18). 

I think that it is significant to acknowledge the fact that racism and racist institutions are not a measure of the past, as it is presumed and made to be; in fact it is so embedded in our culture, that racism is normalized and legalized. I remember being taught about MLK and about the Civil Rights Movement in elementary school, and believing that it happened probably sometime in the 1800's. I never put it into perspective that MLK was shot, while my dad was 4 years old. This was not something ancient. My teachers taught FACTS, not PERSPECTIVE. We see this in government policies, corporate policies, education, etc. To this day, society is KNOWINGLY subjecting black people to racism and are staying by, as the system continues to work its injustices. In addition, society itself is built upon the foundations of biases and stereotypes aimed at oppressing people of color, while on the opposite end, feeding into the almighty image of white people. 

This poses the question: What can I do as an educator?

I couldn't help but feel a pit in my stomach while watching...

...white people, young and old, holding up signs on strike, demanding segregation.

...15 year old Dorthy Counts being spat upon and paraded by a crowd of white people on her way to school.

...black people lynched on trees and murdered for the color of their skin

...brutality

...hate

I believe that it is vital for my students to be able to acknowledge the racism that lives among them, and the ways that structural racism plays against people who stray from the definition of white. These past two weeks I have given a lot (and I mean A LOT) of thought as to how to implement a critical pedagogy in the classroom, and how to present these power structures to students in a way that they can digest, contend with, and become empowered to act on their knowledge. As an ELA teacher, I want to teach students how to think critically. I do not want to outright tell students about ideas such as structural racism, but show them. Additionally, I want to teach students how to question the world around them. With this in mind, I want to give students books and other mediums of literature that discuss race, and are by African American authors. Students should read non-white literature and become immersed in the perspective of someone not white. I want to then engage students into discussion regarding these matters and create a strong, foundational classroom culture that welcomes students to contribute their thoughts, and be as bold as they endeavor. Additionally, I want to scaffold them into asking questions about even canonical literature, that will most likely find their way into the curriculum and on standardized testing. I know for a fact that there will be a time where we will have to teach out-dated literature-- no choice will be given. I want to present this literature in a way that will stretch students to look into the reading with a critical lens. I endeavor to treat every lesson and reading as an opportunity to help mold my students into critically informed members of society. 

Anchoring a Place for Critical Literacy: Johnston, RI

Johnston, RI... where do I begin? 

PICTURE THIS: -You were tasked to watch this video, that dives into the history and community of Johnston, RI-> What would your first impressions be of the town? What would you say about the community? 

First off, for 50 minutes, you are going to primarily watch white men boast about the history and 'close knit' community of Johnston. The women in the video will talk about ideas revolving education and even gardening. You are going to see residents of the town stand in front of landmarks that they are 'oh-so-very proud of'. You are going to see glimpses of flowers blooming and vegetation erupting in fields across the town. It's a lovely mask isn't it!! 

Allow me to throw some numbers at you:

According to the U.S census: 

90.5% of Johnston's population is white, alone. 9% of the population is hispanic. 1.9% is Black or African American, alone. 87.3% of the population have running households with a computer. 82.8% of homes have internet access readily available. 18% of the population are bilingual. 7% persons in poverty.

... 

Reading this...

I wonder why I never learned about Johnston's history in school; We were never told about the history of our town, yet were pushed to take pride in this place we called home. I wonder why all my teachers through school were all white? I cannot recall one teacher of color throughout my Johnston Public Schools career.  I wonder why my high school invested $3 million dollars into a new football field (athletics). I wonder why nobody thought / was taught to question anything around us? 

Where was the critical pedagogy?

Welcome to Johnston...  The Reality: 

I will be the first to admit... It wasn't until I got to college that I began to question things around me that were my previous "normal." I did not think anything much of the town I grew up in-- to me it was just all I ever knew. The community would come together a few times a year for events held at the center of town. The season of fall meant it was time for the Apple Fest at Johnston Memorial Park, and the homecoming parade for JHS. I never questioned a single thing. After reading the case study by Comber, Thomson, and Wells-- I could not help but feel a pit in my stomach, as my mind was in awe of the words on the page.

 It is moments like these that I am able to reflect on the privileges that I have in life. It is also a time to reflect on the fact that I was never taught critical literacy skills in school. Heck, I did not even know what critical literacy meant if we are being honest. There were no efforts made in my school to address social justices issues that consumed the very school I was in, and there was no support to challenge and change the 'normal'. 

It is safe to say that Marg Wells is a 'Rida', who developed a critical literacy curriculum based on, "what was going on in student's lives" (Comber, Thomson, Wells 455), which became the "study of their classroom" (455).  She challenged her students' thoughts, imagination, ability to reflect, problem solving skills, and literacy and social practices, so that way her students could utilize their voices and be active members of the community. According to the study, "In this curriculum students were learning to do much more than voice an opinion; they were learning to go deeper into an urgent local and school issue" (460). 

What inspired me was Wells' investment in her students lives holistically, and relentless spirit to be sure her curriculum adhered to her students' personal feelings, which would in return acknowledge pressing local and global issues. Wells' stressed for her students to gain a sense of who they were and where they were from, so that they could then take part in (speaking up, changing, voicing concerns and opinions, etc.) the community around them. They did not only take part in learning the elements of literacy, but the students were impulsed to delve their attention into the research, drawing, speaking, and idea-creating, when it came to the community they knew and cared deeply for. 

It would be a great idea to adapt Marge Wells' project for middle school and high school students to engage them in their community, and to also show students of Johnston High the privilege that they endure. I would chose the location of Johnston High School to center the project around, that reflects and embodies issues of social power and injustice. JHS is predominantly white, and most of the students come from working and middle class families. 

I would ask students the same questions that Wells asked her students: "What is the best thing in your life? What makes you happy, sad, worried, or angry? What would you wish for if you had three wishes? What would you change about your neighborhood, school, and world? Do young people have the power to change things?" (455). This could be something that students journal and reflect on at the beginning of class each day, and then build upon. It is so vital for teachers to give their students opportunities, like such, to decompress and express themselves privately as they see fit. These opportunities, or 'freedom of the mind' writes or ''stream-of-consciousness' sessions, will amount to the student developing and interrogating their own personal identities-- then equating to matters beyond themselves. I want to teach my students to challenge what is around them, and question what they see and how they feel. Applying this to literacy, would involve students delving deep below the surface of the world around them. I would then have students question their own thoughts... Why does this certain thing make you happy? Why is this the best thing in your life? I want students to be conscious of their thoughts, so that they can be conscious of their actions in the future. I also want to show them how their answers may have differed if they came from a different town, where they may not have been given the same luxuries in life. I want them to see that while most of their answers may be material (wishing for an iPhone 11 or puppy), there are some people that wish for shelter and water...

I know when I was in school, the town voted to invest $3 million dollars into a new and improved football field. At the time, barely any classrooms had an air conditioner, the heat malfunctioned, the same old copies of Julius Cesar lived on in the classroom fifteen years later, and so on... All my teachers would complain and fuss about why the money was not invested in the school itself. I mean, while we were all wearing our puffy winter coats trying to learn-- could you really blame them?

I would first encourage my students to do research regarding the demographics of the town, and scaffold them to question what the school could benefit from having? I would continue to have them propose ideas to making the high school a better place to be. I would then have them write letters to persuade town officials as to why they should have invested the $3 million into the high school, instead of fully into the field. Students will then acknowledge their privilege and advantage... Who is this letter coming from? What benefits to I have because of my privilege, to persuade my intended audience? Most students at the school, being white, will have time to see where their white privilege may take affect.  

Overall: My goal is for students to be able to look critically into their own community, but also to see the privilege they endure. I would like for students to first personally reflect on their lives and how they feel as members of the community. I would encourage them to explore their own identities. I would then want students to engage in literary practices, in order to ignite thought and understand how their voices can be heard within the communities on a larger scale. I would lastly want students to understand the privilege that they have so that they can come up with ways to make a global impact, and think of how to support people that are not as privileged as they are holistically.