852 Matching Annotations
  1. Mar 2018
    1. A pedagogy of healing

      I highlighted this callout text three time before I tried to comment here. pause I don't want to be a pedagogue. I am not a healer. I don't even know how to heal others. Most healers will tell you that mostly they just facilitate self-healing. Is this a possible healing? pause I haven't read all of this yet, but I am not sure I want the responsibility of 'transformative tools' that get applied to others. Maybe we can open up a space for all students to choose tools of transformation that are apt for them.

    2. https://twitter.com/marclamonthill/status/658766053204324352

      Here's a link tot the tweet referenced in case folks want to retweet it or follow Mark Lamont Hill. https://twitter.com/marclamonthill/status/658766053204324352

    3. Adichie, C. N. (2009, October 7). TED Talks. The danger in a single story. Retrieved from https://www.youtube.com/watch?v=D9Ihs241zeg

      This is one of the first texts my students and I read in English class. I see its placement here as powerful in this list of references. I know the authors developed this list intentionally to send a message about what texts count in Critical Media Literacy. https://www.youtube.com/watch?v=D9Ihs241zeg

    4. A game to play as you begin this annotation or one to end with after you have done with it: an empathy map.

      Here is another set of directions.

    5. we call on English educa-tors, regardless of racial and ethnic backgrounds, to examine, critique, and interrupt the grave injustices that are routinely committed against Black youth.

      Their call to action ...

    6. (1) tools to heal: acknowledging that the wound exists and identifying its culprit, and (2) tools to transform: responding to the wound using a tool that works to transform the conditions that led to the wound

      Heal and Transform. Important and powerful.

    7. Black Twitter is a counterspace created by Black Twitter users within the Twitter social network that represents Black perspectives and provides a platform where Black users can control their images, produce counternarratives, express their opinions, voice their concerns, and locate more reliable news and information about the Black community.
    8. These distorted patterns of portrayals not only influence the public’s understandings and attitudes toward Black youth, but also on how these youth view themselves and their communities.

      I'm thinking of how Mueller's team accuses Russian operatives of using social media to stoke divisions in our country right along these lines -- the race divisions were already there but the operatives knew how magnifying these divisions on Facebook and Twitter through groups and fake protests and false news stories would further divide us. This does not let us off the hook. It does show the power of social media on many people's lives, however.

    9. 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.

    10. It was rare to find media outlets that used photos of Brown with his family members or wearing a cap and gown from his high school graduation.

      Totally agree. The gangster narrative was an easy fit for the news media, and became a shallow tale of the victim, not the bigger story of the boy.

    11. Many of the headlines in the media described the killers as “quiet,” “smart,” “nice,” and “typical American Boy[s].” By contrast, Black people—suspects or not—are often not given these same considerations.

      Thinking of Parkland. Not sure if these general descriptions here hold true for that high school killer, who has regularly been described in media accounts as troubled, deranged, psychotic, sick, etc. Is the narrative changing?

    12. mainstream media

      Interesting that Trump and others on the Far Right are also attacking the Mainstream Media. Here, we have the attack from the Left. I'm not here to defend Media itself, as it can be biased and it can make mistakes, but as a former journalist, I wonder about the attacks on the center from the sides. And CNN fired Harry Houck for some of the very reasons this article addresses. https://www.mediamatters.org/blog/2018/02/23/harry-houck-who-used-cnn-position-push-racist-tropes-and-defend-police-brutality-out-network/219491 I guess my concern is that the broad brush of Mainstream Media is not all that helpful to me in my understanding. Reading on ...

    13. The Fire This Time
    14. April Baker-Bell, Raven Jones Stanbrough, and Sakeena Everett

      Our thanks to partner authors Drs. April Baker-Bell, Raven Jones Stanbrough, and Sakeena Everett for contributing this important text to the 2017-18 Marginal Syllabus. A conversation with our partner authors will air "live" on Tuesday, March 6th at 4 pm PT/7p ET - watch it here, it's a really amazing conversation.

    15. If you are joining the Marginal Syllabus for the first time, or if you're using Hypothesis to publicly annotate an online text for the first time, here are a few useful resources:

    16. Welcome to the 2017-18 Marginal Syllabus and the March conversation! This is the sixth text we will read and publicly annotate as part of "Writing Our Civic Futures." The Marginal Syllabus convenes and sustains conversation with educators about issues of equity in teaching, learning, and education. The project's name, Marginal Syllabus, embraces a political and technical double entendre; we partner with authors whose writing may be considered marginal - or contrary - to dominant education norms, and online conversations with authors occur in the margins of their texts using web annotation. The Marginal Syllabus is a partnership with the National Writing Project, who is hosting the 2017-18 syllabus, and Hypothesis, an organization building an open platform for web annotation.

  2. Feb 2018
    1. Accuracy Motivation and Judgments of Truth Claims

      Here's a question that stems from my own work with students and research: How might playful approaches to the teaching of argument foster this type of motivation? Or, how might a Credible Hulk badge and playlist to support the development of this type of motivation?

    2. Instead, the deliberate distribu-tion of misinformation by some politicians, political organizations, and inter-est groups is common (Hochschild & Einstein, 2015; Lewandowsky, Ecker,Seifert, Schwarz, & Cook, 2012)

      This issue has become branded by the most recent presidential election but I think it is important to see that "fake news" is not a recent, or Russian invention.

    3. When assessing exposure to media literacy, we asked youth if educators haddiscussed how important it was to evaluate evidence that backs up opinions(emphasizing the norm of accuracy motivation) and if they had providedskills (or capacities) that would help them judge the accuracy of informationthey find online (emphasizing the need for skills). It would be wise to testadditional ways to promote the norm of accuracy motivation as well asthe skills or capacities to act productively in response to this motivation.

      Evaluation of evidence is something we can practice with and model for students as we work through reading and writing processes.

    4. The emphasis educators place on knowledge and analyticreasoning in non–politically charged contexts is not misplaced, but this focusis insufficient if we are to fully prepare youth for democratic participation inan increasingly partisan age.

      Perhaps we already knew this ... but the study here confirms that need for expansion of critical media studies in all classrooms ...

    5. On their own, the dynamics associated with knowledge are not neces-sarily problematic. Knowledge may enable youth to better align their beliefswith their judgments. However, from the standpoint of preparing studentsfor political deliberation, political knowledge is insufficient

      Balance ...

    6. In particular, in a polarized environment, judgments of truth claims areoften shaped more by whether or not individuals’ prior perspectives on theissue align with the claims than by how well informed the individuals are ortheir capacities to reason (Lavine, Johnston, & Steenbergen, 2012; Taber &Lodge, 2006).

      Fascinating the way bias ties into the reading process.

    7. To cite one stark example, in 1960, roughly 5%of Republicans and Democrats said they would be ‘‘displeased’’ if their childmarried someone from the other party.

      What are the implications of this on trust in our schools?

    8. Statistical Methods

      Can't help but be immediately skeptical of statistical analyses tied to emotionally-fueled research.

    9. many are advocating increasing provision of civic media literacyeducation (Hobbs, 2010). Our focus in this study is on media literacy learn-ing opportunities that aim to promote accurate judgment of truth claims.

      I often look to the open course, Calling Bullshit (Univ. of Washington) as a starting point.

    10. Educating for Democracy in a Partisan Age:Confronting the Challenges of MotivatedReasoning and Misinformation

      Find a supporting conversation on Educator Innovator's Connected Learning TV, where Joseph Kahne talks in depth about some of these findings and implications for educators: https://educatorinnovator.org/webinars/educating-for-democracy-in-a-partisan-age/

    11. direc-tional motivation (the desire to justify conclusions that align with priorbeliefs

      Directional motivation is a key concept. I think we all have a little bit of it in us (similar to "confirmation bias), especially when thinking about politics. Making students aware of this is an important step – as is being aware of it in my own thinking.

    12. when motivated by accuracy goals, ‘‘[Individuals] expendmore cognitive effort on issue-related reasoning, attend to relevant informa-tion more carefully, and process it more deeply, often using more complexrules’

      Getting students to take on an accuracy motivation stance is the goal. Those kinds of thinking routines have to take place often and over time if they're going to stick though

    13. 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.

    14. However, in the presence of misinformation,directional motivated reasoning has unambiguously negative implicationsfor democratic deliberation

      Thinking about the implications of this ... going back to read danah boyd: https://points.datasociety.net/hacking-the-attention-economy-9fa1daca7a37

    15. 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.

    16. the dominance of direc-tional motivation is not inevitable

      Seems important to highlight!

    17. When individuals accept misinformation usedto support policy arguments or even worse, when they choose to trumpetthat misinformation to justify their position on an issue, they may welllead others who are not aware that the information is inaccurate to adopta position they would not otherwise hold.

      This might as well be at the heart of the Russian Interference Doctrine for the United States Election ... pay for information push on Facebook, and understand that users will freely distribute misinformation to their friends and family, who will then push the misinformation further and further ...

    18. the misinformed are confident that they are correct, resist factually correctinformation, and use their misinformation to form their policy preferences

      Yep. We want to believe what we already know.

    19. 2011

      Of course, that seems a lifetime ago. Seven years in the social media might as well be a few generations.

    20. outh Participatory Politics
    21. aniel Patrick Moynihan
    22. widespread use and circulation of misinforma-tion

      So, thank you Facebook and Twitter and YouTube for doing your part ...

      See: 'Fiction is Outperforming Reality': How YouTube's Algorithm Distorts Truth via The Guardian on the role of algorithms ...

    23. We found that political knowledge did not improve judg-ments of accuracy but that media literacy education did.

      This is the message we all need to keep shouting, loud and clear and with consistency. And we need to it together, teachers and librarians (media specialists) and technology integrationists and parents.

    24. Joseph KahneUniversity of California, RiversideBenjamin BowyerSanta Clara University

      Our thanks to partner authors Joe Kahne and Ben Bowyer for contributing this important text to the 2017-18 Marginal Syllabus! Joe also joined a number of educators for a Connected Learning TV webinar that will air on February 6th at 4p PT. You can watch it here.

    25. If you are joining the Marginal Syllabus for the first time, or if you're using Hypothesis to publicly annotate an online text for the first time, here are a few useful resources:

    26. Welcome to the 2017-18 Marginal Syllabus and February’s conversation! This is the fifth text we will read and publicly annotate as part of "Writing Our Civic Futures." The Marginal Syllabus convenes and sustains conversation with educators about issues of equity in teaching, learning, and education. The project's name, Marginal Syllabus, embraces a political and technical double entendre; we partner with authors whose writing may be considered marginal—or contrary—to dominant education norms, and online conversations with authors occur in the margins of their texts using web annotation. The Marginal Syllabus is a partnership with the National Writing Project, who is hosting the 2017-18 syllabus, and Hypothesis, an organization building an open platform for web annotation.

    1. To every politician who is taking donations from the NRA, shame on you. Crowd chants, shame on you.

      Amazing that the NRA still has such influence despite their tone deaf responses to school shootings. It isn't surprising to me that the gun debate still persists, but the staying power of the NRA as an organization is shocking.

    1. Two guys had opinions but a woman said their opinions were bad and they should not be allowed to have opinions because they were not certified opinion-havers like her. The end.

      Here are some facts that the Washington Post might have included: Two black men who are social icons and community leaders commented on a presidency marked by lies, and the stupidity of a president who mistakenly believed Frederick Douglass is still alive. The response of a conservative journalist was to question their intelligence and belittle their work by painting the entrepreneurs as dumb physical laborers.

  3. Jan 2018
    1. homes being disrupted—by divorce, evictions, mental illness, alcohol, or drug addiction.

      As a teacher, I never really know exactly what is happening on at home for my students. Some do a great job at hiding their struggles while others do not. We all have our own struggles to go through in life. Students should feel good when they are in school. They need to see teachers genuinely care and want to help them succeed.

    2. I became curious about what I didn’t know

      Learning from my students is one of the things that I look forward to the most when teaching. They inspire me constantly to learn more and look at things from a different perspective. They remind me to question what I read and what I am told.

    3. Their test scores guided our work.

      So much of teaching is focused on test scores today. As a math teacher, I find that not only students but teachers are more worried about test results than what learning is actually taking place. Taking a test is not an easy task for all students. There needs to be a better way to indicate learning than simply taking tests all of the time.

    1. The children worked this out for themselves with the actual material, aided by questions and suggestions from the teacher.

      I find this to be related to what I have been learning through STEM lessons. Much of the push requires students to learn through their own experimenting and hands on activities. It is much more student centered than teacher centered. Students are able to find solutions and defend their work rather than simply follow steps to produce results.

    2. motive, of spirit and atmosphere.

      Students like many adults today need to find a reason to do something. Learning does not happen fully if a person does not see the value in what they are learning. There has to be a motive.

    3. between teacher and pupil, or between teacher and parent

      I find this more of a triangle in today's education system. It is not only teacher and pupil or teacher and child, but rather all three in constant communication and contact. It truly is a team effort when it comes to learning.

    1. The purpose of democracy is to empower individual citizens and give them sufficient control over their lives to protect themselves from domi-nation.

      You can write about this line.

      (One possible response frame: The purpose of democracy is to __.)

    2. As I worked my way through the text with those students, I realized for the first time in my own life that the Declaration makes a coherent philosophical argument.

      You can write about this line.

      (One possible response frame: As I worked through _ with my students, I realized for the first time in my own life _.)

    3. Yet if you had peeked in on us, what would you have seen? By and large all we were doing was reading texts closely, and discussing them.

      You can write about these lines.

      (One possible response frame: If you had peeked in on us, what would you have seen? By and large all we were doing was __.)

    4. 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.

    5. re-gifted

      Crazy, contemporary word choice.

    6. If the pattern of books published on the Declarationis any indication, we have developed the habit of thinking about the Declarationmainly as an event, an episode in the dramatic unfolding of the American Revolution. But it makes a cogent philosophical case for political equal-ity, a case that democratic citizens desperately need to understand.

      This is a call to action for cult of pedagogy folks like me. As a teacher of English, I'm inspired by the notion that this foundational text needs new reading because the readings to date have a shortcoming, and because our citizens have a real-life need to understand.

    7. are among the most fundamental mysteries of human life

      Not a "best practice," not something scalable for the purposes of spreadsheet data, the learner's growth is a mystery that only the learner can help us solve. If we try to quantify the learning we talk about learning in the language of accountants and auditors. When we avoid the temptation to oversimplify assessment and instead get curious about what changes readers and writers, the job of teaching gives rise to infinite inquiry possibilities.

    8. Or are they merely symbols? My night students’ lives overran with death—from gunshots and overdoses and chronic disease and battery. They were indeed haunted. My day stu-dents, many of them well-heeled and all of them well-insured, were still mostly too young to understand what it means to carry the past around within you.

      The risk factors her night students endure are assets that help them make meaning of the text better than her more privileged day students. Asset focused teaching.

    9. We scrutinized single words. When Antigone, in Sophocles’s play from fifth-century Athens, decides to stand up to King Creon and bury her brother, the chorus describes her as making laws for herself. She is autonomous, they say, which is simply Greek for “making your own laws.”

      This definition of autonomy is an important one for education leaders to think about for so many reasons. It reminds me of last month's reading authored by Linda Christensen, where we read about how teachers actually have more space than we occupy. Some teachers see autonomy where others feel confined.

    10. declares independence.

      How often has domination (or downright genocide) accompanied a "declaration of independence?" Very much depends on the subtext, so the skepticism, unfortunately, seems historically justified. If only we could mean well AND do right.

    11. They showed me things that I had never seen in texts that I thought I knew so well

      To be vulnerable within this power-dynamic is perhaps the ultimate display of truly teaching. The skill is to to so while gaining, not losing, respect and admiration (I'm not there).

    12. They restored to me my patrimony as well as their own, and ours.

      I'd love to know more about her insight here ... I suspect she refers to her "inheritance" of ideals from the Founding Fathers.

    13. equality

      Well, the ideas of equality but perhaps not the reality of equality, right? Words are all good, but it is only when those in power use those words to create equity and access and openness that it means anything. See above: power corrupts.

    14. I could use it to teach history, writing, or political philosophy.

      This is the beauty of the perfect text -- it crosses all sorts of boundaries and opens the floor for all sorts of discussion ...

    15. Declaration of Independence

      Yeah .. this is irreverent ... a diversion ... https://www.youtube.com/watch?v=DcoVWSpJFG4

    16. To this day, I have no idea what flipped the switch.

      She won't say it, but I'll say it: Maybe it was your teaching, your compassion, your guidance, your listening, your small points of inflection and reflection. Maybe, likely, it was you, Danielle.

    17. It Never Entered My Mind

      This deserves a soundtrack ... https://www.youtube.com/watch?v=u37lgz7b3lQ

    18. power corrupts
    19. inherit heaven’s graces

      SparkNOTES: examination of the quote from the piece ...

      People such as this, the speaker says, inherit “heaven’s graces” and protect the riches of nature from expenditure. They are “the lords and owners of their faces,” completely in control of themselves, and others can only hope to steward a part of their “excellence.”

    20. My day students wanted to know what it meant for Antigone, as a woman, to stand up for herself in the male-dominated world of ancient Greece. My night students wanted to know whether Antigone’s cour-age was something they could learn from to stand up for themselves, for instance, with their bosses.

      This back and forth -- a duet of stories -- is already an intriguing frame to look at how our classrooms can be in sync with others, and not. I'm noticing the importance of life experience, perhaps, more than age of students. Perhaps I am wrong. Perhaps it is both, and neither.

    21. In both circles, we were making worlds: naming life’s constitutive events, clarifying our principles, and testing against one another’s wits our accounts of what was happening around us.

      We learn

      by naming worlds

      by navigating the interior

      and dancing along the longitude lines

      of faint sparks of

      what we don't quite yet know

      but sense.

      (a little line lifting poetry for the annotation)

    22. pulsed with energy

    23. Ideally, if political equality exists, citizens become co-creators of their shared world. Freedom from domination and the opportunity for co-creation maximize the space available for individual and collective flourishing.

      My first read through of this paragraph I switched citizens for students. And I loved that read through too

    24. If you are joining the Marginal Syllabus for the first time, or if you're using Hypothesis to publicly annotate an online text for the first time, here are a few useful resources:

    25. Welcome to the 2017-18 Marginal Syllabus and January’s conversation! This is the fourth text we will read and publicly annotate as part of "Writing Our Civic Futures." The Marginal Syllabus convenes and sustains conversation with educators about issues of equity in teaching, learning, and education. The project's name, Marginal Syllabus, embraces a political and technical double entendre; we partner with authors whose writing may be considered marginal—or contrary—to dominant education norms, and online conversations with authors occur in the margins of their texts using web annotation. The Marginal Syllabus is a partnership with the National Writing Project, who is hosting the 2017-18 syllabus, and Hypothesis, an organization building an open platform for web annotation.

    26. 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. Declaration of Independence

      In January 2018, The National Writing Project, Educator Innovator and Marginal Syllabus invite you to annotate the Declaration of Independence, along with Danielle Allen’s chapter, "Night Teaching," from Our Declaration (re-published with permission). In her book, Allen reflects on the purposes of democracy after a close reading of The Declaration with her night class students, who bring their own experiences to the text. If you don't catch the annotation this month, her chapter will remain on the Educator Innovator blog, so you can join the convo at any time.

    2. .

      Hear Danielle Allen discuss the problem with this version of the Declaration here: https://www.youtube.com/watch?v=aUTyxNb3bEM

    3. .

      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.”

  4. Dec 2017
    1. n To Kill a Mockingbird, Atticus explains to Scout that “You never really understand a person until you consider things from his point of view . . . until you climb into his skin and walk around in it” (36). Make this advice more literal by inviting students to imagine spending a day in someone else’s shoes in this writing activity. Students examine a variety of shoes and envision what the owner would look like, such as their appearance, actions, etc. They then write a narrative, telling the story of a day in the shoe owner’s life. While this lesson plan uses the quotation from To Kill a Mockingbird as a springboard and ties nicely to discussions of the novel, it can be completed even if students are not currently reading the book

      I also keyed in on this little teaching suggestion here: to invite students to imagine themselves in another's shoes when this particular text is so problematic. How are teachers scaffolding discussions of the ways this text reinforces some pretty stereotypical and racist narratives? How do we find space to make room for counternarratives when the cannon stands so firmly uncontested in our classroom spaces? Just something I'm thinking about these days...

    2. I taught “disadvantaged” students.

      This reminds me of the first reading we did about youth activists: our students become activists when they are empowered to tell their own story, rather that the story of their "disadvantage." There is danger, as we know, in a single story. The danger of a single story: TED TALK

    3. unleash their beauty on the page

      This is an incredible way to describe the opposite of a deficit stance towards students. Beauty unleashed is what I want for all our students.

    4. I try to make my literacy work a sustained argument against inequality and injustice.

      Thanks to dogtrax (Kevin Hodgson) for both his blog post inviting educators-as-annotators to create "a multimedia collage of thoughts and connections," as well as his annotations in these margins that blend hand-written with digital marginalia (here's one example), I'll share another from my reading:

      I'm inspired by Linda's emphasis on teaching as a sustained argument against inequality. In doing such work (for it is work, and more on that later), what - and who - offers sustenance so as to sustain such argumentation? How is such work sustained, particularly over time? And what is the role of networks in sustaining arguments against inequality? I also appreciate Linda's use of the word "work," for teaching is a labor - in this case, literacy education is a means of laboring for equality and justice.

    5. sancocho
    6. museums
    7. city
    8. Becoming the kind of teacher I wanted to become meant banging my head against the wall

    9. Over the years students taught me that teaching language arts doesn’t mean diving into data to locate the discrete reading or writing skills a student needs to learn, and it doesn’t mean looking at the sea of students and neatly matching novels to their race or heritage, nor does it mean creating a mathematical formula to represent the diversity in the room.

    10. happening in the world and the way it affects my students’ lives—sometimes in obvious ways like the impact of gentrification on our community,

      The relevance of this kind of curricular planning appeals to me. I was reminded of how important Linda's work is when I saw a news story in my own community about a company's insensitivity about the issue of gentrification and how it led to civic action on social media, as well as some genuine civic unrest in Denver. The New York Times saw fit to report it.

    11. These days I attempt to teach a critical literacy that equips students to “read” power relationships at the same time it imparts academic skills.

      It always stands out to me when teachers frame reading in ways that apply to understanding the world. This kind of framing makes everyone a reader, and highlights how reading strategies are thinking strategies.

    12. If you are joining the Marginal Syllabus for the first time, or if you're using Hypothesis to publicly annotate an online text for the first time, here are a few useful resources:

    13. Linda Christensen

      Our thanks to partner author Linda Christensen for contributing this important text to the 2017-18 Marginal Syllabus! Linda will be featured alongside Andrea Zellner (Literacy Consultant for Oakland Schools and Teacher Consultant, Red Cedar Writing Project), Kevin Hodgson (6th grade teacher in Southampton, Massachusetts and Outreach Co-director at Western Massachusetts Writing Project), and Marginal Syllabus organizers Joe Dillon and Remi Kalir in a Connected Learning TV webinar scheduled to air on Tuesday, December 5th. This annotation will be updated to include that webinar video.

    14. Welcome to the 2017-18 Marginal Syllabus and December's conversation! This is the third text we will read and publicly annotate as part of "Writing Our Civic Futures." The Marginal Syllabus convenes and sustains conversation with educators about issues of equity in teaching, learning, and education. The project's name, Marginal Syllabus, embraces a political and technical double entendre; we partner with authors whose writing may be considered marginal—or contrary—to dominant education norms, and online conversations with authors occur in the margins of their texts using web annotation. The Marginal Syllabus is a partnership with the National Writing Project, who is hosting the 2017-18 syllabus, and Hypothesis, an organization building an open platform for web annotation.

    15. At the end of the read-around, I tell students to write the “collective text” from the class.

      I mentioned at the end of the video with Linda that this metaphor of the collective story now extends beyond her text, as we are writing (with her ) in the margins. We are creating our own collective text with her students' text as the inspiration. This one of the many powerful aspects of digital annotations. We each add another branch to the story tree.

    16. 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

    17. When I stopped attending to test scores and started listening to the music of my students’ voices and seeing them as “more than a score,” I increased my capacity to engage them. I knew what didn’t work, but I still didn’t know what did work.

      When we focus on test scores, what are the things that go out of focus for us?

    18. I still hadn’t created classrooms that matched the classroom in my imagination, where students read, argued, and wrote passionately.

      I am reminded of the blog post I read of Dana Huff, who reflected on her realization of lack of texts around LGBT issues, and her struggle to find that right balance.

      Read Dana's piece: http://www.huffenglish.com/slice-of-life-writing-a-rationale/

      In a comment back to my comment to her, Dana wrote:

      ... there are circumstances that have arisen in my community that have given me pause and shocked me out of my complacency.

      This is what connected her text to this text ....

    19. They rebelled. They hated the class. They didn’t come or they acted up when they attended. They didn’t do the work.

      The fact that Linda noticed this, and then used this for her reflective act of change, says a lot. Perhaps too many of us see this kind of shut-down, and blame the students, not ourselves.

  5. 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. we argue that they must be willing to explore the varied experiences of citizenship that students bring to school

      What are some ways that this conversation is invited in schools? Any examples anyone here has to share?

    6. .
    7. “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.


    8. 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.

    9. its ability to sustain civic solidar-ity is perhaps most visible as a result of recent and ongoing movements such as #BlackLivesMatter

      I understand the value of mobilization and awareness, but I also understand the critiques of "clicktivism" or "slactivism." I think the better, less judgmental term is "hashtag activism," as used by Bonilla and Rosa 2015, #Ferguson: Digital protest, hashtag ethnogrpahy, and the racial politics of social media in the United States (not sure if this link is behind a paywall or not). But then again, a former student of mine who this time last year was a viral photo and BLM activist is now a Charlotte City Council Member, having received the second-highest number of votes for an at-large seat this past Tuesday. How do we understand the continuum between hashtag and 'real' activism?

    10. By looking at how individuals might collaborate when socializing in virtual worlds like World of Warcraft or Second Life (Boellstorff, 2008, Chen 2011; Nardi, 2010) or

      I've taught both the Boellstorff and Nardi ethnographies in my digital anthropology class (http://digital.anthro-seminars.net/), and I'm very conscious of the ephemerality of cyberspace (itself a term that is less commonly used nowadays). This semester, while we didn't read the whole books, they read articles by Boellstorff - I had to explain what Second Life was, show them the trailer of Life 2.0, and it still seemed to the students like a far-off, historical way of living, as exotic as the Amish.

    11. Best practices in civic education—as synthesized by a part-nership of business, foundation, and research groups—include formal instruction in government and civics, discussion of controversial social issues, service learning, and participation in school governance (Gould, 2011).

      So important the way these authors challenge contemporary "best practices." This connects back to another piece co-authored by Antero Garcia featured in last year's #marginalsyllabus which pointed out the way notions of best practice are problematic. Here's an annotation about from that text.

    12. move beyond practices of civic participation

      I don't want to speak too soon, but this concerns me. I'm all for imagining new kinds of civic participation or "innovation," but at some point there needs to be a connection to the established means of engagement and action, right? If everyone is just Tweeting and note marching or Tweeting and not voting, then we have a kind of virtual movement.

    13. media outlets

      And social media platforms. Check out Safiya Noble's work on "Algorithms of Oppression."


    14. What does it mean to educate toward civic engagement in a society in which progress occurs not inevitably or in a straight line but instead in stops, starts, and retreats?

      I love the phrasing of this question. It perfectly captures what @dogrtrax calls the messiness of it all above.

    15. we find it important to highlight its potential to instigate sociopolitical innovation

      For all the frequent grumbles about the passivity of most forms of Twitter activism, this was a moment in which the form fit perfectly with the message: The goal of #MeToo, as Milano’s friend told her, was simply to give people a sense of “the magnitude of the problem.”

      excerpted from The Movement of #MeToo by Sophie Gilbert

    16. In looking at youth socialization, engagement, and forms of shared governance in interest-driven spaces like online gaming and fandom communities, Mimi Ito etal. (2015) describes the value of understanding the “little p” politics that youth engage in regularly (p. 162).

      It seems important to me that educators actively value "little p" politics. Youth who haven't engaged in traditionally valued forms of civic participation bring background from spaces like Minecraft servers, where they encounter things like:

    17. YPAR happens in a variety of learning contexts, from classrooms and after-school programs to community organizations and universities, and amplifies the voices of young people from elementary school to college and beyond through a range of activities.

      Yes for amplification ...

    18. Though some pundits have dismissed the uses of online media for civic change as “clicktivism” or “slacktivism” (Gladwell, 2010; Morozov, 2011), its ability to sustain civic solidar-ity is perhaps most visible as a result of recent and ongoing movements such as #BlackLivesMatter

      I wish there were even more examples that demonstrated the power of hashtags as a gathering point for action beyond a tweet. But I suspect there are -- beyond my own small field of vision, right? I hope so.

    19. if youth today possess the tools for producing, distributing, and coordinating civic messages via digital technologies, the opportuni-ties for learning about civic engagement are no longer tethered to traditional spaces like classrooms.

      Here is a key element ... how school do or do not provide these kinds of learning opportunities for our students ... perhaps this is why so many after-school programs are funded by foundations. Untethering action from traditional settings is difficult work, but reaching all students with this potential is important (not just those in after-school programming) -- sorry, that was a little aside

    20. while much of the language around digital civic engagement focuses on increasing youth participation in public life, we argue that students’ use of social media tools can start to change the conversation from one about merely participating toward one about interrogating normative civic practices and structures and innovat-ing new forms of civic action.

      A shift ...

    21. civic education involves the process by which young people gain knowledge, skills, and identities that they use to understand and participate in these forms of community life.

      Nicely defined ...

    22. While we recognize citizenship as a concept that can complicate, challenge, or even transcend national borders, our primary focus here remains on civic engage-ment and disparities in the U.S. context

      Yes, good to acknowledge the messiness of all of this.

    23. much of the civic education young people experience in school encourages them to engage in public life based on the core assumption that the infrastructure of our democracy is sound—that all citizens enjoy equitable access to opportunity and can use the tools of self-governance to remedy any threats to such opportunity. Our schools largely educate toward the Dream.

    24. We consider the ways in which digital media has fundamentally transformed the public sphere and expanded opportunities for youth civic expression and action

      This is what we hope. And have hoped. All the news about how tech/social media have systematically turned a blind eye on abuse in their own networks, in order to pave the way to the bank with barrels of cash in return for our data and privacy, makes me dubious and concerned, and I hate feeling that way. I'll read on ...

    25. Chapter 6

      This chapter by Nicole and Antero is associated with an issue of the journal Review of Research in Education that explores the theme "Disrupting Inequality Through Education Research." If Marginal Syllabus participants are interested in other articles from this issue and do not have access via an academic institution, please contact me privately (i.e. via Twitter DM, I'm @remikalir) and we'll make arrangements.

    26. Nicole MirraThe University of Texas at El PasoaNtero GarciaColorado State University

      Our thanks to partner authors Nicole Mirra and Antero Garcia for contributing this important text to the 2017-18 Marginal Syllabus! We anticipate that Nicole and Antero will join our annotation conversation throughout November. In addition, please check out these additional resources:

      • Nicole and Antero will be featured in an episode of Connected Learning TV, alongside Marginal Syllabus organizers Joe Dillon and Remi Kalir, scheduled to air on Tuesday, November 7th. We will update this annotation and embed the video once it's recorded.
      • Antero was also a partner author during the 2016-17 Marginal Syllabus. Antero and co-author Cindy O’Donnell-Allen contributed the introduction from their book Pose, Wobble, and Flow: A Culturally Proactive Approach to Literacy Instruction. You are very welcome to read and join that previous annotation conversation, too.
    27. If you are joining the Marginal Syllabus for the first time, or if you're using Hypothesis to publicly annotate an online text for the first time, here are a few useful resources:

    28. Welcome to the 2017-18 Marginal Syllabus and November's conversation! This is the second text we will read and publicly annotate as part of "Writing Our Civic Futures." The Marginal Syllabus convenes and sustains conversation with educators about issues of equity in teaching, learning, and education. The project's name, Marginal Syllabus, embraces a political and technical double entendre; we partner with authors whose writing may be considered marginal—or contrary—to dominant education norms, and online conversations with authors occur in the margins of their texts using web annotation. The Marginal Syllabus is a partnership with the National Writing Project, who is hosting the 2017-18 syllabus, and Hypothesis, an organization building an open platform for web annotation.

    1. Maha Bali and Autumm Caines wrote a review of this report, and raise some interesting points to consider: http://www.chronicle.com/blogs/profhacker/equity-in-edtech-a-report-review/64513

    2. Hi everyone, this recent report from Justin Reich and Mimi Ito has a lot of resonance with the Marginal Syllabus topic for this year. Wondering if others might like to annotate with me? Please feel free to join in!

    1. truly pursue its lofty goals

      Again, which seems to be a problem for most of these critiques, is the acceptance of fb's claims about who/what they are. FB started as a way to rate college students based on their looks. It's now the biggest surveillance engine the world has ever seen. Zuck pitches "community" but users of the platform have no rights other than those granted by Zuck, no ability to make or change the rules of the "community" and no choice in how that "community" uses their data. It's telling that users are an afterthought in most of these suggestions.

    2. Whistle-blowers and dissidents might need to use a different platform.)

      The way that he casually mentions whistle blowers and dissidents is troubling to say the least. Also, will dig up studies, but removing anonymity hasn't really shown to decrease trolling or other bad behavior. Also, "privacy" anyone?


    3. Given this problem, Facebook needs to help us unite by building new sharing tools based on trust and respect.

      I respect Albright, but this buys into the notion of "sharing" that facebook (and other platforms tbh) have sold us. The model of fb is to monetize our relationships and control the feed to maximize engagement. This is antithetical to trust and respect--the information asymmetry and lack of user control don't allow for trust or respect.

    4. 100 percent of individuals verified

      Again, this is a bit problematic given the whole "use your real name" thing that happened a couple of years ago, when people were getting kicked off for using their chosen names (esp. queer people, in the examples I remember). Like Jeremy alludes below, it's a fine line because unequal power means that policies have different effects on different people...

    5. solutions

      I also wonder about the difference between "solutions" and "alternatives."

  6. Oct 2017
    1. Can Hypothes.is modify our sensibilities in school–maybe even in the profession? Or will our prior habits of snark and compliance win out?

      I'll hope for the first and worry about the second. And will resist the snark here ... :)

    2. On the one hand, marginal refers to texts and perspectives that are counternarratives to dominant educational discourses and contexts. And on the other, marginal also indicates the location of annotation in the margins of a text. 

      Are you seeing this happening? Are there places where you have surfaced marginal views and perspectives in texts from the margins? Not just us "usual folks" but a more expansive set of voices? Have you been choosing pieces that cross the wide political spectrum or have they been mostly from the margins on the Left? I'm not critiquing ... just wondering. I know this is difficult work, and appreciate the ways that Marginal Syllabus is always inviting folks in.

    3. Hypothesis is integrated into open education resources (OER) via student-created textbooks

      This is an interesting concept ... merging crowd annotations into an open textbook format ... I can see a lot of logistical issues, but the potential for shared knowledge, and insights, and points of view could be intriguing!

    4. Students

      I was one of the open students of NetNarr, and that potential of merging a class of students with open participants via something like Hypothesis has potential for enriching conversations and differing viewpoints (not sure NetNarr quite got there but it showed a way forward)

    5. You can access our session slides here.

      Thanks for sharing ...

    1. digital natives

    2. In our academic lives, we have books and articles that we regularly return to. The dog-eared pages of these treasured readings contain lines of text etched with questions or reflections. It's difficult to imagine a similar level of engagement with a digital text. There should probably always be a place for print in students' academic lives -- no matter how technologically savvy they become.

      I agree, but know more and more folks may start to argue against this.

    3. What distinguished this atypical group was that they actually read slower when the text was on the computer than when it was in a book.

      I'd be curious to know what the digital text looked like -- did it have media embedded in it? Links? Distractions?

    4. Teachers could make students aware that their ability to comprehend the assignment may be influenced by the medium they choose.

      So, a self-reflection activity might be helpful and then providing choice for students ...

    5. In other words, there's no "one medium fits all" approach.

      Good point. I suspect that even in schools where one-to-one and iPad distribution has happened, print is still often being used as an anchor text format (or so I hope)

    6. But when it came to specific questions, comprehension was significantly better when participants read printed texts.

      I wonder if the marking up of text, and how it was done, matters. Did they know about search functions on a page of digital text? Did they use highlighters and marks on paper? I think there is some visual memory cues that come into play on paper (remembering the general location of an idea or fact, as if the paper were a map and your memory a sort of compass) as opposed to a digital page that has no real anchors. Interesting.

    7. This appears to be related to the disruptive effect that scrolling has on comprehension.

      This is interesting ... I want to know more ... I would think it would be more the media and hyperlinks that would lead to less comprehension, not the act of scrolling through text on the digital page.

    8. Given this trend, teachers, students, parents and policymakers might assume that students' familiarity and preference for technology translates into better learning outcomes. But we've found that's not necessarily true.

      See note about how you started this piece ...

    9. Today's students see themselves as digital natives, the first generation to grow up surrounded by technology like smartphones, tablets and e-readers.

      Really? This is how you start the piece, using this outdated and wrong reference point about the Native/Immigrant divide. Really?

    10. I thought it would be worthwhile to parse this piece ... you are invited ....

    1. various ways internet comedy and music keep alive the prospects of change in her home country, Egypt, encouraging young people to remain skeptical of entrenched power and ready to mobilize for revolutionary change when the moment is right.

      Comedy/sarcasm/satire is often viewed as a means of avoiding real issues, but I agree that these can be key societal preparatory tools when revolutionary change is needed. Looking forward to Yomna's work!

    2. help them articulate what a better future might look like

      How do we let them know that their voices are needed and valued?

    3. adult leaders are looking in the wrong places,

      For me this speaks to the importance of meeting youth where they are (in digital spaces as well as emotionally/intellectually) and having a good sense of youth culture. Staying current and connected is a big challenge for educators, and by incorporating spaces that are currently being used by youth into our curriculum we can meet younger generations where they are and "speak their language".

    4. They can choose to speak up or remain silent, but political meanings are going to be made of their lives either way

      How do we support learners who find themselves, and the narratives and assumptions about their lives, ascribed political meanings in this way?

    5. Speaking directly to the camera

      One thing I noticed is in the video is not only the powerful way she connects with her listeners by beginning with her own intimate discussion of faith, but the way she sets that next to the negative examples from social media. It is a powerful argument. It struck me when she even corrected her error in an edit as well regarding the inaccurate citation of a Trump tweet. So much going on here.

    6. 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/

    7. “As new citizen media from protests and conflicts is uploaded and shared across the web, emerging and existing platforms must prove they are committed to hosting valuable citizen-generated content with attention to its safekeeping and integrity, careful archiving of media in a way that is searchable and accessible, and no monetary cost to promote visibility.

      This activism plays out in large part on commercial channels and it seems like the platform providers don't have to prove this at all. Instead, all they have to do is maintain their industry dominance and marginalized folks will have to compromise their data and privacy while playing by the rules of Silicon Valley.

    8. Our romanticization of these digital freedom fighters makes it harder for us to make sense of the conflicting reports we receive about the long-term impact of these social change movements.

      Our news cycles and the narratives we craft to fit inside the cycles demonstrate that we might not have the attention span to understand the continuing struggles and the slow ebb and flow of change. Power structures don't crumble under the weight of new media, rather they respond with counter measures.

    9. One might argue that her work was always political insofar as providing beauty tips for brown women calls into question what counts as beauty in our culture.

      It is definitely important that she has the agency, as a woman of color, to create a media channel where she can reach a broad audience.

    10. The first wave of excitement about digital politics has passed, maybe even the second wave has bit the dust, and there are many reasons for skepticism, if not cynicism, about whether social media platforms enable users to challenge entrenched authority and change the world.

      Perhaps we put too much into the possibilities of technology to help facilitate change. Or perhaps our view of what change is becomes part of the problem, and technology both amplifies and dampens those notions.

    11. We are finding young people constructing new forms of the civic imagination, using the resources of popular culture to help them articulate what a better future might look like.

      Imagining is the first step towards doing ...

    12. internet comedy and music

      That intersection between entertainment and politics is an intriguing one, particularly in countries that see dissent as dangerous. Humor and music may provide a screen, right?

    13. Like many Americans, I still have much to learn about the conditions she faces in doing activist work in her region and like many Americans, I have stereotypes to overcome if we are to really be able to share lessons learned by young activists working in these two very different contexts.

      Me, too. I appreciate the honesty of the statement ...

    14. n the course of our research, we’ve found many such stories as young people have turned to video sharing and social media sites to circulate their own stories and in the process, learned to deploy their voices toward political ends.

      Do you think there is more left-leaning activist youths doing this than right-leaning youths? It may be my own filter bubble, but I find it easier to discover progressive voices on the left than conservative voices on the right when it comes to youth movement with digital media. Can someone point me to places where I can hear those youth voices on the right?

    15. the video’s circulation brought it to the attention of a diverse set of audiences

      How do we know this? How do we know when a message isn't caught in an echo chamber? I suppose YouTube might know this through its data but on the outside, we can only make assumptions that her powerful voice is being heard.

    16. shared the ways her schoolmates responded differently to her after 9/11, and discussed the chilling climate her family members faced as they went about their normal lives.

      I wonder how many of her classmates watch her YouTube channel? What audience did she have in mind here? Was it to affirm her views on being an American and being a Muslim in Trumptimes, to help others like her? Or was it to provide a counter-narrative to the views of Muslims in America?

    17. Nabela Noor

      Here is her YouTube Channel ... https://www.youtube.com/user/NabelaNoor "Hey, e-cohort ..." she says on her opening video. I'm noticing that kind of invitation, and the acknowledgement of her audience.

    1. We will not tolerate design for addiction, deception, or control. We must design tools that we would love our loved ones to use. We must question our intent

      It seems that there are some forces we want to counteract, namely technologies that capitalize on addiction, deception or control. Some opposing intentions might be:

      1. developing user agency and attentional awareness
      2. supporting understanding of evolving systems
      3. democratization
  7. Sep 2017
    1. Digital Media and Learning conference

      We're really excited to launch the 2017-18 Marginal Syllabus at the same time as the 2017 Digital Media and Learning Conference, held at UC Irvine. If you're attending DML and want to learn more about the Marginal Syllabus, many people from our organizing team will also be attending and can talk with you about using Hypothesis and joining these public annotation conversations:

      • Christina Cantrill from the National Writing Project
      • Liana Gamber-Thompson, from NWP's Educator Innovator
      • Jeremy Dean, Director of Education at Hypothesis
      • Remi Kalir, Asst Prof of Learning Technologies at CU Denver

      The Marginal Syllabus will also be featured during the session "Layered Learning: Web Annotation in Collaborative and Connected Contexts," on Friday, October 6th, 2p in Emerald Bay DE.

    2. writing an account of the political lives of American Muslim youths

      Again, here's Marginal Syllabus partner author Sangita Shresthova's text "Between Storytelling and Surveillance: The Precarious Public of American Muslim Youth,” which was featured in the 2016-17 Marginal Syllabus.

    3. This blog post

      Our thanks to partner author Henry Jenkins for contributing this important text to the 2017-18 Marginal Syllabus! Henry previously contributed to the 2016-17 Syllabus last April; we read and annotated a chapter from By Any Media Necessary, by Sangita Shresthova, titled "Between Storytelling and Surveillance: The Precarious Public of American Muslim Youth." Sangita, Henry, and a number of other Marginal Syllabus collaborators - Neta Kligler-Vilenchik, Liana Gamber-Thompson, and Joe Dillon - joined a webinar about the text and our annotation conversation: https://youtu.be/E9NHC9YqOTg

    4. If you are joining the Marginal Syllabus for the first time, or if you're using Hypothesis to publicly annotate an online text for the first time, here are a few useful resources:

    5. Welcome to the 2017-18 Marginal Syllabus! This is the first text we will read and publicly annotate as part of "Writing Our Civic Futures." The Marginal Syllabus convenes and sustains conversation with educators about issues of equity in teaching, learning, and education. The project's name, Marginal Syllabus, embraces a political and technical double entendre; we partner with authors whose writing may be considered marginal—or contrary—to dominant education norms, and online conversations with authors occur in the margins of their texts using web annotation. The Marginal Syllabus is a partnership with the National Writing Project, who is hosting the 2017-18 syllabus, and Hypothesis, an organization building an open platform for web annotation.

    1. hat we have done everything in our power to leave our garden patch a little greener than we found it.

      Here's another thing that really frustrates me about this letter, as much as I might agree with its broad brushstroke approach to advocating certain values - one of the most specific examples is an analogy (our garden patch)! I recognize that brevity was an authorial choice throughout, and that many specific examples were not included... so it's odd, to me, that an analogy was included rather than an example from an organization, or from the literature, or from history, or...

    2. We will open and nourish honest public conversation about the power of technology

      How? Not only does this letter lack specific recommendations for much of anything, including such public conversation, the limitations of this letter as noted by others - written online, written in English - already constrain notions of equitable participation. That being said, it is both awesome and a bit meta that this group of reader-annotators has taken it upon themselves to "build" (dare I say) one version of that public conversation using the open annotation platform Hypothesis - well done!

    3. Thanks to Maha Bali for organizing this public annotation of an important text. As Maha mentioned briefly at the end of her blog post, the theme of this text and digciz conversation connects nicely with the 2017-18 Marginal Syllabus theme of Writing Our Civic Futures. For those who don't know, the Marginal Syllabus convenes and sustains conversations about issues of equity in teaching, learning, and education. Writing Our Civic Futures invites educators - and those who care about education, like students - to a year of social reading, collaborative web annotation, and public conversation that explores our civic imaginations and literacy landscapes. As civic engagement changes and evolves, Writing Our Civic Futures will consider implications for connected learning and teaching. Click here to learn more about Writing Our Civic Futures and the Marginal Syllabus. As you read and annotate this text, you're invited to tag your annotations with "marginalsyllabus" (as I've done, below). And we'll be sure to add The Copenhagen Letter to a list of complementary syllabus texts featured on the Marginal Syllabus website.

    1. Thanks to the sanitized images of the Rev. Dr. Martin Luther King Jr. and the civil rights movement that dominate our nation’s classrooms and our national discourse, many Americans imagine that protests organized by the Southern Christian Leadership Conference, the Student Nonviolent Coordinating Committee and countless local organizations fighting for justice did not fall victim to violent outbreaks

      King's image and the civil rights movement are sanitized to make them more palatable for white society. How can contemporary teachers present a more realistic account of King and the movement to empower modern day activism?

  8. Jul 2017
    1. Why would anyone take a university course entitled “Writing Race & Ethnicity?” Inherent in the title of the course itself is an urgency about matters of the real world. Why does race matter? How has it been written and rewritten in our society? What conversations can we have to improve our understanding of each other? How can we include new voices in such conversations? Considering our headlines and the real challenges regarding race that we face together, I knew deep down that the course needed to connect to the world as we know it in more explicit ways. A prescribed series of academic readings and writings on theories of race seemed to fall short of that urgency.

      This paragraph might deepen someone's interest in this text, Mia's work, and also spark participation in the conversation in the margins.

    1. Soon, newsrooms, educators and organizations will be able to adapt the game to their own needs — it's open source. Teachers can ask students to select news stories to input into the game as a way to challenge their classmates.

      This is a valuable idea because of the way students move from being game players to game masters, and are engaged in critical literacy. I could easily see a students' selections taking a social justice bent related to race relations in the US.

    1. Such people lived then, had lived before, and will, probably, ever have a place on this planet; and their course, in respect to any great change, (no matter how great the good to be attained, or the wrong to be redressed by it), may be calculated with as much precision as can be the course of the stars. They hate all changes, but silver, gold and copper change! Of this sort of change they are always strongly in favor.

      Powerful societal elites, he claims, will always exist. Their concern lies with their finances rather than justice.

  9. Jun 2017
    1. toughest

      I look forward to learning what "toughest" means--as a character attribute or as a teacher characterization expressing how difficult Abaham was to 'teach' or...?

    2. Walking away from this webinar tonight thinking about what critical work this is to do. We need to do it together. Thank you for being here and annotating with us.

      Additional resources:

  10. May 2017
    1. From my perspective, I felt that Abraham pushed me to the top of my teaching game

      The stance the teacher takes relative to her work with students is both positive and in keeping with a view of the school as a learning organization.

    2. potential incarceration of young people like Abraham

      This is why our systems must constantly search for ways to be more supportive and flexible.

    3. They aim to teach a simplistic form of cause and effect, in that students should come to see how their misbehavior causes consequences in the “real world.”

      High schoolers in particular have heard this all before.

    4. Abraham and I were both stubborn, and we were masters at targeting each other’s weak spots.

      Readers reading.

    5. Our conflict and its escalation in class would usually follow a storyline that went something like this: Abraham would say something to me or emit an attitude that I interpreted as dismissive of me or my teaching. I would take this personally and push back by being a victim and putting emotional distance between us to communicate that my feelings were hurt. He would take this personally and get angry. He would then begin to challenge me directly or make comments under his breath. I would take this personally and not know what to do, at which point my flight response would kick in and I would try to resist the urge to send him out of class. Catching myself here was important

      From a teacher's perspective, this feels so much like work avoidance but it is never really that simple.

    6. Abraham’s academic work was key to his narrative’s revision, and in his essays, he conveyed awareness that painful experience can profoundly impact how we give and receive love.

    7. These one-on-one sessions were valuable from an academic and behavioral standpoint. I grew to appreciate the sharpness of Abraham’s mind, and I also learned that it could be a challenge to get him to produce anything of quality.

      This is the point we can arrive at with students. It is great when we have the tools to strip away the parts of school that might be getting in the way. There are systems constraints, for sure, but this chapter reveals that the real constraints are relationship constraints.

    8. the novel toward the end.

      Interested to know more about this growing investment in the literature.

    9. Newkirk (1997) identifies a paradox about personal narratives—that their therapeutic value may lie in our refusal to treat them as “directly therapeutic” (p. 20). I did not ask Abraham to think about what he was writing as much as how he was writing and which strategies he was using to interpret and convey meaning

      The goals for Abraham seem both appropriate and non-traditional.

    10. he texted to tell me

      A small but important detail - despite their conflict and mediation, Abraham could still text Bronwyn. Whenever a teacher, school, or district suggests limiting the means of accessibility and conversation among educators and students (including providing phone numbers), this story is a great example of why that matters.

    11. school gravity

      This phrase was used earlier and I'd like to know more... which means I should probably read Bronwyn's entire book!

    12. He was the student who, without trying to, called me out consistently on my own detrimental tendencies by churning them up and then handing me a figurative mirror to look at myself.

      What a powerful reflection on a student-teacher relationship that eschews placing blame and rather seeks to find a sense of nuanced understanding in a rather complex human relationship. Thank you for sharing!

    13. Writing was a way of communicating in our class that offered him acceptance and an invitation to join the community.

      I appreciate this framing of writing as a collection of practices that mediates participation in various contexts, from the personal to the more academic and communal.

    14. The only agency that his narrative offered him was the ability to rid the world of his existence

      What a sobering analysis.

    15. Abraham was also gang-affiliated and had had negative encounters with police.

      This alone can lead to a student becoming severely labelled. The relative privilege that Abraham seems to enjoy in this school setting is, in many ways, the opposite of what students in his circumstances feel.

    16. If Abraham was uncooperative, the whole class would feel it, and our relation-ship gave me the leverage I needed to redirect him publicly without sparking an argument—at least, most of the time.

      Abraham's connection to school and learning seems precarious. The teens in the class can become taxed by these negotiations the same way a teacher can.

    17. so I learned to structure his feedback based on a constant risks-benefits assessment of whether it would have the desired effect or make me lose my leverage

      Different than grading or scoring as we traditionally understand it, LaMay views feedback structures as relationship dependent in the way that people who have spouses and children understand that they are.

    18. one of several students who were eligible to spend a period each day in the resource room for extra academic support.

      I want to hear more about this eligibility and the privilege it carries. It strikes me as an agentive approach to supporting someone who might struggle with literacy.

    19. conflict

      The words "conflict" and "reading" loom large in this chapter for me. It is really fascinating how LaMay gets smarter about herself and her teaching as a result of this conflict. At the same time, her approach as a teacher of writing invites Abraham to get smarter about himself and his learning needs.

    20. He was adamant that he needed relationships with teachers in order to learn from them, and he would not work for teachers he did not like. When I asked him if he could learn from a teacher who he did not really know, he answered, “Well personally I can’t . . . I won’t. I won’t let myself.

      This is a common refrain from students who are challenged with life circumstances that present risk factors for schooling, I've learned. The relationships with adults in school can take on a primacy that directly impacts their decisions about which classes to engage in. "I'll do Mr __'s work but I'm not doing Mr _'s." What is so striking about this piece is LaMay's refusal to label Abraham or dismiss him on the basis of his behaviors.