35 Matching Annotations
  1. Oct 2019
    1. White people need to be honest now, and honest in a way that doesn’t erase the work of scholars of color who have led in this area. I fear the silence of white people represses the real, complex weight of whiteness.

      This connects back to the comment I added earlier: this is an incredibly fine line to walk and we must be careful of decentering whiteness while also making room for the honesty of white people.

    2. I’m complicit and will never be absolved. So what else can we white people do?

      Yes. I am also complicit and I will never be absolved. This is the work of a lifetime.

    3. Here I was in a predominantly white school district, being assured that it was committed to antiracism. Still, nobody seemed to actu-ally want to talk about whiteness.

      While I never have taught in a predominantly white context, this echoes my own experiences in educational spaces, especially with my fellow white teachers and educators.

    4. 187Tanner > Whiteness Is a White Problemnary) stereotypes of people of color mediate white people’s understanding of race is helpful here. It might be easier for white people to see race in people of color because doing so—that is, mediating whiteness through people of color—gives white people a way out of confronting race and racism. To explore some of the ways that white people mediate race through people of color, I now turn to moments of my own racial story. These mo-ments, or stories, focus on experiences from my time as a high school English teacher and now as an English education scholar.A Story about Our White ProblemMy first teaching job forced me to grapple with my whiteness.I was hired to teach English and drama at a large, urban high school in a major city in the Midwest. It was 2003, and I was 23 years old. Cardinal’s3students were predominantly Black—Black students made up 65 percent of the overall school’s population.My experience as a teacher at Cardinal forced me to account for my whiteness. In my first year of teaching, students constantly reminded me that I was, in fact, white.

      My early teaching career also forced me to grapple with my whiteness. For the first time in my life, I had sustained, daily experiences of being the only white person in the room. I had already explored my whiteness through a mentor who encouraged me to name and grapple with my own internalized racism. I believe this allowed me to approach my students with a humility and awareness of my own racism.

    5. My intention is that this article be a signal to our field that white folks ought to more deliberately wrestle with whiteness, without making race always and only about people of color. In this way, white people might begin to better shoulder some of the work of disrupting white supremacy.

      I agree that this important work for white people to take up in educational spaces. However, I feel the danger of taking up all the air in the room as white people grapple with their own biases, behavior, and supremacy. In conversations about diversity, justice, equity, inclusion white people can eat up all the time with our feelings of white guilt. How do we allow for space for white educators to take on this work without taking up all the space for discussion? How do we do this work without silencing our peers of color who aren't as privileged as we are?

    6. sociocultural privileges

      I have found Robin DiAngelo's work to be helpful in my own racial identity work: https://www.youtube.com/watch?v=DwIx3KQer54

    7. I’m white and it feels like my responsibility to grapple with the prob-lem of my race

      I'm also white and will be annotating from this white identity.

  2. Jun 2019
    1. We unapol-ogetically state that schools not only are prison for Black girls but that schools are actively reproduc-ing slavery in its afterlife in English language arts. When Black girls’ identities, ways of learning, and leadership capacities are symbolically bonded by chains through a White-only curriculum, cultur-ally biased literary texts, and pedagogical standards, Black female students are in fact experiencing nor-malized racial violence.

      As a White educator, I am constantly reflecting on the ways I am complicit in normalizing racial violence. By naming it, I hope to dismantle it. I have to assume that my Whiteness will make me blind and I have to actively move myself into uncomfortable questions about my complicity and stay there so that I don't continue this cycle of violence.

    2. To minimize the lived experiences of Black girls demonstrates what Nigerian writer Chima-manda Ngozi Adichie called the danger of a single story: the complexity of Black girls’ lives reduced to a single, often stereotypical narrative weakens their humanity

      Here is another way this harms Black girls: there are very few children's books that focus on the relationship with Nature that feature children of color. https://www.theatlantic.com/family/archive/2019/05/the-lack-of-diversity-in-childrens-books-about-nature/590152/

    3. Many of these stories include or suggest that the protagonist is both White and female. This practice often prevents many Black female learners from en-visioning themselves as queens or princesses.

      As a white person teaching in a classroom with predominantly Black students, I was struck early in my career with the way my own racial identity and my students' racial identities were part of the readers experience--reading To Kill A Mockingbird together we had a collective moment of confusion when I realized that they were reading Scout, Jem, and Atticus as Black characters while I understood them to be White. It was my first realization that so many white authors describe white characters without mention of race and every other ethnicity is named. My White privilege had blinded me to this fact for my whole life.

  3. Feb 2019
    1. Our narrative process of listening to, documenting, and analyzing their stories allowed us to access rich layers of data about how they voiced and storied their experiences in the world.

      I wonder again how we might bring in these methods of data collection into teacher/school data analysis practices...rather than allowing the standardized testing data reign supreme.

    2. “understanding of the purpose of school, particularly the personal, social, and work preparation benefits”

      One thing that occurs to me is the way school can sometimes be more interested in other purposes of school: socialization (follow these rules or else) rather than on the purposes listed here.

    3. mphasizing physical space, we believe space plays a crucial role in understanding adolescent literacies.

      Is it emphasizing space as much as networks? Social network analysis conceptualizes schools as a "network in a box." It is by nature a closed network. This matters in terms of conceptualizing what is happening in the learning of our students.

    4. street, B. V. (1984). Cambridge Studies in Oral and Literate Culture: Vol. 9.Literacy in theory and practice. Cambridge, United Kingdom: Cambridge University Press
    5. We rely on Street (1984), who distinguishes between two dominant, competing models of literacy—the autonomous and ideological. The autonomous model, which views literacy as a set of discrete skills, “disguises the cultural and ideological assumptions that underpin it so that it can then be presented as though they are neutral and universal and that literacy as such will have ... benign effects” (Street, 2003, p. 77). On the other hand, the ideological model understands literacy not as neutral, but as “always embedded in socially constructed epistemological principles. It is about knowledge: the ways in which people address reading and writing are themselves rooted in conceptions of knowledge, identity, and being” (Street, 2003, pp. 77–78).

      I really appreciate this framing of the definitions of literacy: wondering how I can personally make this more visible in my work with teachers around literacy.

    6. They used literacy to: (1) interrogate their racial-ized experiences inside and outside school, and (2) produce counternarratives to popular assumptions about Black youth from low-income urban communities.

      I wonder about how adoption of CCSS support and/or undermine the need for this type of soul-affirming literacy work.

    7. bombarded with standardized tests

      It is not only this bombardment but the attendant stress and depersonalization that comes with these standardized tests.

    8. dealing with Souls and not with Dollars”

      One way Michigan has been addressing this idea is by trying to get at equity in school funding. Hopeful our new legislators in all our branches will help make this happen: https://www.fundmischools.org/

  4. Aug 2018
    1. high-quality research has a logic of inquiry

      One thing I wonder about this is if we spend enough time as practioners and learners ourselves in inquiry spaces.

    2. propaganda tool for those trying to push a particular approach to read-ing and writing instruction

      I have definitely had this experience as a teacher in an ELA department trying to decide on materials and curricular changes. I can vividly remember a teacher telling me as a second-year teacher that "you can find research to support anything." This article is such a great articulation of the counterargument to that type of thinking.

    3. research

      Connections: What connection do you draw between the text and your own life or your other learning?

      Challenge: What ideas, positions, or assumptions do you want to challenge or argue with the text?

      Concepts: What key concepts or ideas do you think are important and worth holding on to from the text?

      Changes: What changes in attitudes, thinking, or action are suggested by the text, either for you or others?

    4. Connections: What connection do you draw between the text and your own life or your other learning?

      Challenge: What ideas, positions, or assumptions do you want to challenge or argue with the text?

      Concepts: What key concepts or ideas do you think are important and worth holding on to from the text?

      Changes: What changes in attitudes, thinking, or action are suggested by the text, either for you or others?

  5. Mar 2018
    1. Finally, it is important for educators to implement these same tools with White students who benefit from white supremacy and the damaging narratives that mainstream media produce about Black youth and other youth of color.

      YES! It's time for white folks to dismantle white supremacy.

    2. In the July 2016 English Education themed issue, “Why Black Girls’ Litera-cies Matter: New Literacies for a New Era,” Sealey-Ruiz argues, “instruction must be urgent and purposeful in responding to and anticipating the social context of our times” (p. 295). In the wake of racial violence, we argue that it is important for educators to engage in revolutionary praxis by reimagining their classroomsas spaces for triage, self-care, healing, and social transfor-mation.

      I love the image of classrooms as spaces for "triage, self-care, healing, and social transformation." This also means that those of us who are white teachers need to also do our work to make sure we aren't enacting our own white privelege (and thus anti-blackness) in our own practices.

    3. As illustrated during the Ferguson6 and Baltimore7

      I keep reading this and thinking about how differently the Parkland activists have been received as opposed to BLM activitists. It has also been heartening to see the way they have combined movements in response to critical readings (rooted in the lens presented here) of their movments: https://www.pbs.org/newshour/nation/parkland-race-and-the-gun-violence-that-goes-overlooked

    4. “he suffered from mental illness”

      This is something that folks have critiqed in the #WalkUpNotOut hashtag and ideas: both in keeping with the strategy of protraying white criminals as mentally ill and also the idea that victims themselves are responsible for the violence they experience. https://www.salon.com/2018/03/25/the-sexist-racist-implications-of-the-walk-up-not-out-movement_partner/

  6. Jan 2018
  7. 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.

  8. Oct 2017
    1. 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?

    2. 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.

  9. Jan 2016
    1. political correctness.

      He's using the exact language that Trump uses.

    2. Each time, there have been those who told us to fear the future; who claimed we could slam the brakes on change; who promised to restore past glory if we just got some group or idea that was threatening America under control. And each time, we overcame those fears. We did not, in the words of Lincoln, adhere to the “dogmas of the quiet past.” Instead we thought anew, and acted anew.

      This is a beautiful reminder.

    3. Seems like the proofreader needs a little help with writing computer code, too ;)