224 Matching Annotations
  1. Jul 2020
    1. is really the teaching of each individual learner

      So true. And pushes on the ways we design to teach writing online and/or at a distance from each other too.

    2. for us to feel this respect and appreciation

      noting the reciprocal nature of this.

    3. what, if anything, they know about the term

      I appreciate this moment of stopping to talk about what everyone understands about a word or a term; this is important work whatever the age!

      I was recently with a group of teachers where we did a "Reflection on a Word" process which is a descriptive process developed at the Prospect Center in Vermont. I'll try to find a protocol from that to share.

    4. positive response protocol

      (psst. it's at the end of this chapter :)

    5. chapter 1

      An interview with the author and other colleagues is available at NWP Radio along with links to download or purchase a copy of The Mindful Writing Workshop.

    6. Workshop Classroom

      A few weeks ago, I had an opportunity to tune into a day-long Mindful Day of Writing hosted by Carlow University and the Western Pennsylvania Writing Project. Richard Koch gave the keynote that I think is helpful context here for this work and the connections between mindfulness, trauma-informed practice, and writing workshop:

      Unleashing Student Creativity Through Trauma-Informed Teaching

      https://youtu.be/Z6pc-FLm4c8

    1. To act is to be committed and to be committed is to be in danger. In this case the danger in the minds and hearts of most white Americans is the loss of their identity.

      As a white woman, I have appreciated conversations that require looking at whiteness to understand racism and to support being anti-racist: https://educatorinnovator.org/marginal-syllabus-2019-20-november-whiteness-is-a-white-problem-whiteness-in-english-education/ … This article talks about a second wave of whiteness studies which has intrigued me and I note that I still need to learn more about.

      What does it mean to me to be white? How does that inform my identity? And what danger am I willing to put that identity in? How do I hold dearly to that identity? Why?

  2. Jun 2020
    1. 3

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. CHAPTER

      Our thanks to partner author Richard Koch for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Richard is currently associated with the Western Pennsylvania Writing Project and his bio is available here.

    1. Using

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. Eurydice B. Bauer

      Our thanks to partner author Eurydice Bauer for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Eurydice’s bio appears at the end of this article.

    1. The

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. alexcorbitt

      Our thanks to partner author Alex Corbitt for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Alex is from the New York City Writing Project and his bio is available here.

      This is the second time this article has appeared in Marginal Syllabus. A previously annotated version from 2019-20 LEARN Marginal Syllabus is also available: Revising Resistance.

    1. Sakeena Everett

      Our thanks to partner author Sakeena Everett for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes! Sakeena’s bio also appears at the end of this article.

      This is the third time that Sakeena has joined the Marginal Syllabus as a partner author, having previously done so during the 2017-18 Writing Our Civic Futures syllabus and the 2019-20 LEARN Marginal Syllabus. Please also read her co-authored article pedagogies of healing and critical media literacy and a previous annotated version of this same article ‘Untold Stories’.

    2. Several

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    1. This

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. Allison Skerrett, Amber Warrington, and Thea Williamson

      Our thanks to partner authors Allison Skerrett, Amber Warrington, and Thea Williamson for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Allison and Thea are from the Heart of Texas Writing Project and Amber is from the Boise State Writing Project. A short bio for each scholar is included at the end of this article.

      This is the second time this article has appeared in Marginal Syllabus. A previously annotated version from 2018-19 LEARN is also available: Generative Principles for Professional Learning for Equity Oriented Urban English Teachers.

    1. This

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants. We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
    2. Kristen Hawley Turner and Troy Hicks

      Our thanks to partner authors Kristen Turner and Troy Hicks for contributing to the 2020 Marginal Syllabus for NWP Summer Institutes. Kristen is the director of the Drew Writing Project and Troy is the director of the Chippewa River Writing Project. A short bio for each scholar is included at the end of this article.

    1. Susan L. Lytle

      Our thanks to partner author Susan Lytle for contributing to the 2020 Marginal Syllabus for Summer Institutes. Susan is a founding director of the Philadelphia Writing Project. Her bio is available here.

    2. Recommended

      Annotation is a form of conversation.

      Using Hypothesis to read socially and publicly with other people is a unique learning opportunity.

      We urge Marginal Syllabus participants to share annotations that spark conversation and deepen our collective inquiry.

      Consider how your annotations might elicit dialogue and open spaces for other people and multiple perspectives.

      Please remember that discussing educational equity - and, specifically, topics that may be perceived as debatable or incompatible with personal experience - may be a challenging and new experience for some Marginal Syllabus participants.

      We welcome annotation that is:

      • Civil. We can disagree. And when we do so, let’s also respect one another.
      • Constructive. Share what you know. And build upon ideas that are relevant and informative.
      • Curious. Ask honest questions and listen openly to responses.
      • Creative. Model generative dialogue. Have fun. Contribute to and learn from the process.
  3. May 2020
    1. For example, Nicole, who would end the year writing her se-nior thesis on the discrimination of adolescents, shared how her pastor and other adults at her church spoke about adolescents as though they were all the same

      This strikes me as a powerful example of agency in the way that Nicole seems to take on this charge beyond school and bring these ideas and her thoughts to her larger community context.

    2. Petrone, Sarigianides, & Lewis, 2014

      I am able to access this online; can you?

      https://journals.sagepub.com/doi/pdf/10.1177/1086296X15568926

    3. and how this understanding may lead to agentic possibilities through discourse

      This is the performance aspect.

    4. what would happen if teachers more systematically shared the history of the concept of adolescence directly with students? How might that understanding affect students’ literacy studies and conceptions of themselves and the world?

      Such provocative questions. I think the connection to literacy studies is particularly interesting vis a vis the use of YA Literature in classrooms; also from a Writing Project perspective I'm interested in this work from a youth writing experience too.

      In the discussion we had with Sophia, she talks about this more, ie. how there is a genre of YA Lit that is really written primarily by adults. And the tensions inherent in that and questions this raises. While still loving much about YA, it seems like a really important thing to raise.

      https://www.youtube.com/watch?v=HqWd5ouAud0&feature=emb_title

    5. advocate for a re-imagining of adolescence in English teaching

      Highlighting this kind of advocacy work related to what we can see the youth thinking and talking about in this article; really interested in the ways youth can take action here too.

  4. Apr 2020
    1. Boyd, 2017

      Social Justice Literacies in the English Classroom: Teaching Practice in Action, book by Ashley S. Boyd https://www.goodreads.com/book/show/35580589-social-justice-literacies-in-the-english-classroom

    2. we believe it is imperative to follow such critical conversations with the opportunity for students to act. Without such, we fear leaving students in a state of helplessness

      Important follow-through. Reminds me of this work from Oakland CA although this is high school; but a similar emphasis of shifting from helplessness to agency. https://learn.teachingchannel.com/video/prepare-civic-engagement-edda (this is behind a firewall - will look for a better link)

    3. individual journal prompt

      I am noticing the mix of individual reflection along with the group work.

    4. ee Figure 1

      Relationships seem so key here on this poster - with each other, with the teacher, with the school.

  5. Feb 2020
    1. Shawn Alexander

      After reading this article and coming back to the top here I realize how present Shawn is throughout. It's important to see this centering of his success and also his voice.

    1. Filipiak

      More from Danielle is published at the NWP The Current. She also curated this collection Textual Power on Our Own Terms: Remixing Literacy in Out-of-School Spaces

    2. Multiliteracies Activities as Varied Notions of Spaces and Places

      There is resonance for me here with a previous #marginalsyllabus reading from 2019 titled "Cultivating Urban Literacies on Chicago’s South Side through a Pedagogy of Spatial Justice," by Andrea Vaughan, Rebecca Woodard, Nathan C. Phillips, and Kara Taylor.

      https://educatorinnovator.org/learn-with-marginal-syllabus-april-cultivating-urban-literacies-on-chicagos-south-side-through-a-pedagogy-of-spatial-justice/

    3. This generative naming situates youth as inscribing new meanings of themselves and peers as contributors broadening the possibilities of their city.

      I love the active and creative possibilities in this naming.

    4. galvanizes collective action emphasizing reciprocity as relational

      This focus on relationships in multiliteracy work feels so important. Where are some other places we see these connections being fostered?

    5. In our focus on praisesongs, we addi-tionally extend meanings of Diaspora literacy, and build pointedly on intentional naming by authors of color of praisesongs in contemporary literature

      Important connection back to previous #marginalsyllabus conversations about reimagining literary canons.

    6. Our inquiry of youth of color constructing meanings of spaces and places by composing tributes to their city illustrates how youth enacting multiliteracies envi-sion strengths in their communities.

      Strikes me as similar to taking an appreciative inquiry stance in teacher inquiry.

    7. engaged and complicated notions of spaces and places, and in what ways youth named spaces and places as significant within and across contexts important to them.

      I love these questions as they really honor youth experience and perspective.

  6. Jan 2020
    1. For the next two weeks we discussed ways to create spaces for students to express their voices and identities in the classroom

      This is such important time. I am struck by the focus here on working together as educators to think through how to support what youth need in the classroom in relation to what is happening in the wider society.

    2. My students showed me that activism addresses so many other issues, too

      I appreciate the ways Alex highlights the ways he learns from his students.

  7. Nov 2019
    1. It seemed like the school district was expressing a commitment to racial diversity, but not really doinganything to disrupt white supremacy.

      This also strikes me as a powerful insight to have and it makes me wondering how to engage in conversations about this more readily in our individual contexts where we might also encounter similar situations.

    2. Why did I act white?

      Powerful question; I appreciate this reflective stance in response to student comments and questions.

    3. use theater

      I love this use of theater and the physical nature of it (referring back to my notes about physicality above). In my own experience, I do think physical theater helps with really hard ideas and conversations. Sam talked about this a bit - at 48:13 he talks the way that "race is an embodied thing, it is an emotional thing and the one thing I love about theater ... you don't have to talk about race in these overaly rational ways that almost sometimes take us away from the deeply felt experience of it."

      He then describes more about the ways that he and colleague have recently been engages in an inquiry project using improv theater with elementary students.

      https://www.youtube.com/watch?v=oJT1pZCMddA#action=share

    4. choosing and teaching texts that do celebrate multiculturalism, but leave white supremacy undisturbed

      I have been thinking about this on a personal level as I read children's books to my niece and nephew who are African American. It's not enough to just show black people doing great things - for example Jackie Robinson - without unpacking what it means to be "first" and what was in the way in the first place. I am still trying to figure out the right language to shift the narrative in a way that makes sense at 3 and 6 yo.

    5. has led to a confessional framework

      Yes, I have seen this happen; helpful to unpack this here. Wondering how my colleagues at local sites approach these conversations in the context of their work and institutes? What could we rethink and rework?

    6. haunting

      haunting/haunted

    7. hesitation

      hesitation/hesitating

    8. shoulder

      shoulder/shouldering

    9. xhausting

      exhausting

    10. grapple

      A lot of words in this essay are very physical, like grapple. I will note a few below that I highlighted as I was reading this.

    11. my whiteness may actually cause me great harm too.

      I highlighted this as I was reading because I also feel that it is true.

  8. Oct 2019
    1. To think globally is to think locally

      Appreciate this reframe; what does this look like in your context?

    2. If teachers use a narrow view of place in the curriculum, its use could become provincial, potentially affirming place as a means to reify national-istic views.

      Important note for us to think about more via #writeout

    3. this work be-comes troubled

      I've been thinking recently about the role of things being troubling in our conversations about social and emotional learning. How do we support this kind of work in the classrooms; reminds me of Nicole Mirra's work with critical civic empathy: https://blubrry.com/nwpradio/38857947/educating-for-empathy-an-interview-with-nicole-mirra/

    4. Akin to culturally relevant (Ladson-Billings 478) and cultur-ally sustaining pedagogies (Paris 95), local, critical, and place- based literacies examine the cul-tural and linguistic practices of a place.

      Helpful parallels.

    5. Therefore, to engen-der critical global literacies, we must first seek to critically under-stand our local world

      I am interested in the power of events like #writeout to connecting both locally and globally alongside the tensions that rise between networked digital technologies (resource use, algorithms, AI, access, etc.) and our natural world.

    6. English teachers

      I appreciate this focus on English teachers and I wonder, as folks who are in other disciplines connect here too, how do you feel positioned to guide these kinds of understandings and connections?

    7. CRITICAL GLOBAL LITERACIES

      Our thanks to Amy Price Azano and NCTE publications for contributing to Write Out 2019. A short bio of the author is included at the end of this article.

  9. Jun 2019
    1. BlackGirlsRock
    2. Black Girl Lit-eracy Collective
    3. Black women writ-ers and poets, including Maya Angelou’s I Know Why the Caged Bird Sings and Toni Morrison’s Be-loved,provide Black female students a purview into the narratives of pain, restoration, and Black suffer-ing from the voices of Black women.

      This is reminding me how I had a history of Education class in graduate school that included Song of Solomon as required reading and how powerful that was in my experience in that course. Makes me think more about the ways I might bring in literature by Black women into my current graduate teaching.

    4. freedom dreams
    5. As with Huckleberry Finn, Cinderella, and Snow White, English educators often regard liter-ary texts with predominately white characters as “credible” and “classic” examples of “appropriate” English literature.

      My African-American nephew recently worked on a hands-on STEM project at school that asked him to figure out how to get Rapunzel out of her tower. While maybe a great problem-solving project in many ways, these stories with white characters (not to mention the gender dynamics here too) continue to get replicated through the disciplines. This article has me wondering how a counter process could be used.

    6. chools are actively reproduc-ing slavery in its afterlife in English language arts

      A powerful statement for us as writing project educators to reflect upon and engage.

    1. hey often used other digital tools that they rated as less effective with greater frequency.

      why is this? because that's what they are given? because it's easier/less complicated to implement?

    2. Teachers place a high value on digital creation tools in developing 21st-century skills, but these tools are among the least used in the classroom

      Interesting ... especially in relation to 9

    3. 9 percent of kindergarten through second-grade teachers.

      wow

    4. echnology distracts students from the learning experience and interferes with learning

      how might we unpack this?

  10. May 2019
    1. The students’ persistence in the quest for change

      Everardo shares more about this persistence and the long labor of this work in the discussion with the authors (start around 4:00 as he starts to describe more about the context): https://www.youtube.com/watch?v=PpJZo8uKKbg

    2. to tell a counternarrative

      This notion of counternarratives is a strong core theme throughout the LEARN Marginal Syllabus readings this year, https://educatorinnovator.org/campaigns/literacy-equity-remarkable-notes-learn-marginal-syllabus-2018-19/

    3. I propose a name that can truly make this school a friendly community

      Simple and powerful proposal.

    4. This was largely driven in my belief in changing conditions through nonviolence, civil discourse, and—if necessary—civic disobedience to change conditions.

      Struck here by the clarity of non-violent action.

    5. Each of these industries is interconnected with students’ live

      Struck here by the interconnections.

    6. They noted the differences presented in the poem and novel chapter, and they wanted alternate ways of wording that would be less hurtful and punitive.

      Powerful translation work happening here.

    7. Such practices reflected policing in youth lives

      So important to pay attention to this. And it brings me back to the beginning of the article where Everardo speaks about his memories as a youth and the rise of mass incarceration in America that continues today.

  11. Apr 2019
    1. teacher inquiry group focused on cultivating culturally sustaining ELA pedagogy

      Noting that these educators have been working with each other in an inquiry context.

    2. Kara cultivated her students’ urban literacies by encouraging them to draw from their local knowledge of self, culture, and place; to critically situate their local knowledge in broader sociopolitical contexts; and to craft counter narratives

      She does this masterfully too -- listen to her describe the way she supports youth in following shared inquiries and discovering for themselves the interconnected elements -- start around 15:45 with Chris's question and go to 29:45

      https://youtu.be/Gq9AQvjh_PY

    3. A pedagogy of spatial justice, then, supports the development of urban literacies

      I find this really interesting; how inquiring into (spatial) justice itself supports literacy development. A powerful notion that speaks to the ways we develop literacy socially and communally and based on shared purpose.

  12. Mar 2019
    1. the experience of Native peoples across time

      Through the companion interview of Debbie on CLTV, I also noticed I was reflecting more on the experience of Native peoples across space as well. In the interview she discusses the fact that all native/indigenous people do not look alike and you very likely have indigenous students in your class without even knowing it. This definitely got me thinking about the indigenous populations here in the Philadelphia and mid-Atlantic region.

    2. President lincoln

      In the CTLV discussion with Debbie Reese, she talked about the mass hanging/execution of 38 Dakota men in 1862 signed off by President Lincoln was in office. She says she looks for it's mention in any book about Lincoln created for youth and has yet to see it. I had to look it up to understand more myself having no knowledge of it. Here are Wikipedia I found it under Dakota War 1862: https://en.wikipedia.org/wiki/Dakota_War_of_1862

    1. See ​this video​ of a legendary mentor,the late Brother Mike Hawkins.

      I also use this video every year in my course. Revolution.

    2. See this Inpoints ​video​ on developing sharedpurpose through art at the National VeteransArt Museum, or see chapter 6 of ​Teaching in theConnected Learning Classroo

      I love this video btw! I use it in my CL course; it's very powerful. Thank you!

    3. Leverage technology to help amplifyand disseminate youth voic

      Helpful to have some examples to point to? I tend to use these as communities of practice (I'm sure there are many others): Youth Voices, http://youthvoices.live/ Wattpad, https://www.wattpad.com/ DeviantArt, https://www.deviantart.com/ Youth Writers Project, http://youngwritersproject.org/

    4. in formal ed

      It might help to add something a bit more civic/community oriented and critical here too -- YPAR for example? Maybe some digital civics stuff?

      Some resources I actively use for this:

      Probably need an outside of school example too -- ie. how to design in emergent ways around youth interests. Anyone else have ideas?

    5. Resources

      Here are designs for Connected Learning from across the country surfaced through the LRNG Innovators Challenge grants over the last 3 years (going into its 4th year): https://educatorinnovator.org/category/lrng/

    6. current interests

      I keep going back to Ben Kirshner's work reminding us that "interests" are not just pop culture and the like but also include political interests, ie. those things that are of interest to the youth and their community.

      Wonder how to indicate that expanded definition here therefore. I notice that when I work with teachers, helping them think beyond a one-dimensional idea of interest is really helpful.

    7. design principles

      Wonder how the values can be introduced here too - social, participatory, equitable.

    8. y Caring Adu

      Wondering if we can connect here somewhere to Home as a critical point in a CL ecosystem.

    9. ’s ​https://designthinkingforeducators.co

      In terms of scan-ability, I wonder if all the links can be embedded instead of raw URLs like this. There is a mix here and I think it would be more readable if it's all the same.

    10. Working together, we can reduce these learning equity gaps

      How about this -- "Working together, we can reduce barriers in the learning ecosystem."

    11. Select Connected Learning Publications

      Beyond publications, I'm wondering about forums that include regularly updated content related to connected learning. https://educatorinnovator.org/ is one (I realize I'm bias). And I wonder about CLA hub too? I'm sure there are others but I think these are more dynamic with newsletters, regular bloggers, webinars, etc.

  13. Jan 2019
    1. Because urban education has long been framed as a historical, social, cultural, and political enterprise (Milner, 2012), we see it fitting to give theoretical emphasis to the sociopolitical nature of professional development and professional learning opportunities for teachers in urban schools whose agendas are advancing social and educational justice with their students.

      An important perspective I think. And in the cases below you see the how the nature of the PD/PL offered and/or develop mirrors the perspectives on what education is actually for; ie. education is for moving kids along or education is for inquiry and agency.

    2. generative experience

      This focus on PD/PL being "generative" strikes me as so important and helpful even simply in the language of it.

    3. an idea that people use to make sense of and shape their everyday lived realities

      Interesting way to define community.

  14. Dec 2018
    1. where they are critical ethnographers of their own writing lives

      This is powerful.

      Similarly, in the recorded discussion about this article from last week, Dr. Haddix says that as teachers/educators we need to start "with the self" instead of putting the lens first on what youth are doing. We need to do the same work, ie. critically reflect on our own positionally as writers/readers. (26:55)

    2. Seeingand Honoring Youth Writers

      A recorded discussion with the author about this work and article can now be found now at CLTV: https://www.youtube.com/watch?v=rU9U9qEfKhk

    3. Teachers must honor and respect youth-led and youth-centered writing practices

      I've been recently returning to descriptive processes and "looking" at student work (a la Carini) just to keep abreast of what youth are doing and creating today. It's always changing and I think we can support this honoring and respecting by spending time learning from the work itself. I also think it opens up the ideas that would support educators in creating the opportunities for students to write in multiple ways, for multiple purposes, etc.

      Christina Puntel's piece on Looking with the Heart is one of my favorites that I return to/share time and time again: https://thecurrent.educatorinnovator.org/resource/looking-with-the-heart-celebrating-the-human-in-the-digital

    4. like you kind of hide yourself in school but when you’re outside of school, it’s like you open yourself up. You unfold everything.

      Despite the fact this makes me sad, etc., to hear, it is beautifully said!

    5. simply put, youth are writers

      yes

    6. was characterized by some of his teachers as a disengaged learner and a “struggling” writer, created and maintained three websites and blogs each day

      So discouraging to hear; and so important to surface these stories!

  15. Nov 2018
    1. Testimony, Witness, and Trauma as a Lens on Healing

      I'm reminded of Bronwyn LaMay's work Personal Narrative, Revised: Writing Love and Agency in the High School Classroom

      We annotated a chapter from that book a few years back: https://educatorinnovator.org/writing-love-and-ourselves-in-the-classroom-and-beyond/

    2. our classrooms

      I appreciate Antero and Elizabeth's use of "our classrooms" throughout this piece; we are in this together.

  16. Oct 2018
    1. iven different cues

      I've found that when we have an opportunity to reflect on our own learning after participating in something, we can see this much more clearly.

    2. Notably, however, the public does not typicallyor alwaysapply this model when thinking about math learning, which ismore oftengoverned by the one-way thinking of the Instructioncultural model described abov

      Interesting note re: Math specifically.

    3. Ensuring opportunities i

      Recognizing opportunities? (Similar note as above.)

    4. Opportunities

      Wondering about what is considered STEM and what isn't and how that is important here.

  17. May 2018
    1. Instead, they were exploring the more complex thinking needed to find deeper connections between equally important issues and to bring everyone on board

      I love this focus on the collective, not just debate or majority opinion.

    2. actionINQUIRY

      Our thanks to partner author and writing project director Steven Zemelman, as well as his publisher Heinemann, for contributing this text from From Inquiry to Action: Civic Engagement with Project-Based Learning in All Content Areas to the 2017-18 Writing Our Civic Futures project.

      Also join Steve and educators Mauricio Pineda, Elizabeth Robbins, and Heather Van Benthuysen and the co-founders of Marginal Syllabus, Remi Kalir and Joe Dillon, for a related discussion of the text and thoughts on annotation. The broadcast will be available at Educator Innovator on May 8.

      We also want to celebrate the fact that Steve has been a regular contributor and participant in the 2017-2018 Writing Our Civic Futures. Thank you Steve!

  18. Mar 2018
    1. http://www.smh.com .au/world/tamir-rice-not-a-boy-with-a-toy-in-a-park-but-a-black-male-with-a-gun-20141123-11sjut.html
    2. http://www.theroot.com/articles/culture/ 2015/06/how_media_bias_is_killing_black_america.html
    3. http://www.theatlantic.com/technology/archive/2015/04/the-truth-about-black-twitter/390120/
    4. ational Council of Teachers of English (NCTE) statement affirming Black lives matter
    5. this is OK

      and this

    6. We acknowledge that engaging in this kind of work requires courage and confidence, but as educators, we must understand that we will not always have the answers.

      Appreciating this note from the authors.

    7. Morrell argues that awareness of critical consumption without production and distribution is counterproductive

      important note; interested in the this aspect of this work.

    8. By critical media literacy, we mean “the educational process that makes young people aware of the role that media play, both positively and problematically, in shaping social thought” (Morrell, Duenas, Garcia, & Lo-pez, 2012, p. 3).

      Nice definition - the connecting to shaping social thought I find helpful.

    9. The tools within a healing peda-gogical framework are responsive to the needs of a given situation

      important note

    10. Why Black Girls’ Litera-cies Matter: New Literacies for a New Era
    11. According to Morrell, youth-produced media have always contributed to social change and making young people aware of injustice

      A chapter from the book By Any Media Necessary has already been mentioned. I am including a link to the entire contents here via NYU Press: https://nyupress.org/books/9781479899982/

      Another inspiring space of youth produced media is Youth Radio: https://youthradio.org/

    12. Sandra Bland in 2015

      The execution of women who speak out/speak up is especially disturbing to me as a female; reading about the recent murder of Marielle Franco in Brazil takes me back to Bland's killing in 2015.

      https://www.theroot.com/say-her-name-marielle-franco-a-brazilian-politician-w-1823812564?utm_source=theroot_facebook&utm_medium=socialflow

    13. don’t know what to do, and are just scared for their lives. That’s supposed to be somebody that’s going to protect us. Not somebody that we need to be scared of, or afraid.

      listen

    14. who was assaulted in her math class

      I'm just noticing now this mention that it was a math class where this happened. I'm not sure what to make if it really, and I don't want to over-make ... but/and I can't help but wonder about the connection.

      My thinking about math education and the relationship to oppression/liberation is prompted by looking recently at the resources of the Youth People's Project (such as the Flagway Game) started by Bob Moses vis a vis the Algebra Project.

      http://www.typp.org/

      Mission YPP uses Math Literacy Work to develop the abilities of elementary through high school students to succeed in school and in life, and in doing so involves them in efforts to eliminate institutional obstacles to their success.

      Vision YPP envisions a day when every young person — regardless of ethnicity, gender, or class — has access to a high quality education and the skills, attributes, and community support s/he needs to successfully meet the challenges of their generation.

    15. 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.

  19. Feb 2018
    1. JOSEPHKAHNEis the Ted and Jo Dutton Presidential Professor of Educational Policyand Politics at the University of California, Riverside, Graduate School ofEducation, 900 University Ave., Sproul Hall 2109, Riverside, CA 92521; USA; e-mail:jkahne@ucr.edu. He studies young people’s political development and the factorsthat shape it.BENJAMINBOWYERis a lecturer in the Political Science Department at Santa ClaraUniversity. His research focuses on the effects of social context on political attitudesand behavior.

      Just noticed yesterday that the authors have a new (and open access!) paper out that is of related interest: The Political Significance of Social Media Activity and Social Networks

    2. 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.

    3. 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

    4. 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.

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

      Seems important to highlight!

  20. Jan 2018
    1. 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.

    2. 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. .

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

    2. .

      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.”

  21. 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.

      Highlighting.

    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.

  22. Oct 2017
    1. 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/

  23. Jun 2017
    1. 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:

  24. May 2017
    1. create narrative truth

      Truth as creative.

    2. “It’s like if I had another me right here.”

      This book is filled with powerful quotes, like this, from the students.

    3. Through the narrative curriculum, I hoped that the students and I could together create a restorative class community that would provide academic support and school gravity for Abraham.

      I was happy to see this chapter move into a focus on restorative practices since there are many resources to support this kind of practices in schools and community spaces. Maybe as part of this project we can gather some together to share?

    4. Like Hazel, Abraham was able to see himself on the written page.

      Making connections here between the different chapters of this book that highlight the work of different students.

    5. Figure 5.1. “He ran back to Solomon’s store and caught a glimpse of himself in the plate glass window. He was grinning. His eyes were shining. He was as eager and happy as he had ever been in his life.”

      Okay. In tears at this point. Just to say.

    6. I wanted to deal with our conflict by engaging him in conversation about its root causes, rather than rely on positional power in a way that would hold no real power with him.

      Important statement here; restorative approach.

    7. The concepts and strategies embedded in the narrative curriculum were my approach to classroom discipline for Abraham.

      Powerful.

      What are the implications ultimately of this approach? What is possible if we think more this way about our shared work in education and learning?

    8. hey are unethical.

      +1

    9. Pedro Noguera, who has written extensively on this topic, argues that “the marginalization of students who are frequently punished occurs because schools rely primarily on two strategies to discipline students who misbehave: humiliation and exclusion” (2008, p. 133)

      Coming from a family where I too can see the devastating results of humiliation and exclusion ... and how totally unhelpful they are in resolving anything at all (they always make it worse, in fact) I so appreciate Bromwyn sharing alternative visions of what is possible.

    10. Our class practice of sharing writing had a noticeable impact on Abraham.

      This focus on sharing is important. Making and then sharing. Very much speaks to a constructionist framework as well as an essential practice I've learned through working with writing project teachers like Bronwyn.

    11. Along these lines

      The proceeding sentences here show an important framework around the work she is doing here.

    12. Hell breaks loose

      Wow. Powerful image.

    13. The figures in this drawing were different from the previous two in that the faces had no features

      This sequence shows to me a teacher who is paying close attention to what students are creating. This distinction is subtle and also important.

    14. We wanted to dis-engage Abraham from disruptive behaviors, but we did not want to disengage him as a person. We did want to engage him as a student, which required us to provide learning experiences that would show him how education could bring self-awareness and other tools to ease the pain.

      This strikes me as a key intention in this work and therefore this chapter/description of the work with Abraham as case is a way to demonstrate one example of how a school/classroom can be a place of caring while also remain focused on learning.

    15. Our administra-tion and I knew that we needed to handle these incidents with concern for how the messaging would affect his sense of self.

      Powerful statement here about administration working with the teachers on behalf of the students well-being.

    16. Our relationship could become antagonistic, but not in the traditional sense where teachers and students are disconnected or unable to relate to each other’s positions. Abraham struggled to maintain closeness without eruptions of anger or distrust, and I struggled to handle conflict without taking negative emotions personally and stepping away.

      Here we see Bromwyn being very self-aware in the ways that she is interacting with her student Abraham.

    17. Our well-being depends on our ability to draw wisdom and constructive meaning from even the most painful or cruel experiences

      An essential focus here not just on the act of writing and revising but on well-being.

    18. His writing conveyed harsh truths that he perceived in his life that colored his sense of self, and he wrote himself as a character imprisoned by them. Over the course of his narrative work, his tone and self-characterization evolved as he realized that he had agency in deciding what truth meant to him.

      A description of what it means to revise narrative truth

    19. revisions to narrative truth

      provocative

    20. Agency: noun. The belief that I am here for a purpose. I’m not a nobody, I’m a someone.

      I appreciate this definition of agency too. Was in a conversation recently where we were talking about collective agency and agency within community. I think this sense of purpose starts to pick up on that.

    21. Truth: noun. Where I get my pride and grace.

      This is a beautiful and powerful definition that speaks to the power of the work the students and their teacher were doing here.

  25. Apr 2017
    1. I’m not asking for some all holy savior to come and coddle us into equality I’m asking for you to understand our struggles and our hardships To understand that if we have to learn with each other we should also learn about each other so we can bring each other up

      Powerful

    2. Addressing the issues that plague urban education requires a true vision that begins with seeing students in the same way they see themselves

      In my experience, through writing and making we can often start to see each other and surface the ways we see ourselves.

    3. these students are unseen by teachers, mere reflections of teachers’ perceptions of who they are

      Requires educators to understand our perceptions and work to see what is real.

    4. a context that dismisses students’ lives and experiences while concurrently speaking about, and advocating for, equity and improving schools

      A context that we create.

    5. many more have come to view school as a discrete space, as if what happens outside school has little to no impact on what happens inside school.

      This is one of the most important things to open up in a framework of Connected Learning.

  26. Feb 2017
    1. Trust

      Struck by the role of trust in this process. As well as interest.

    2. Trust Me. This is Different.

      Provocative title! Curious to learn what is so different.

  27. Jan 2017
    1. So thoroughly is this the prevalent atmosphere that for one child to help another in his task has become a school crime.

      Challenging notions of "cheating." What does it mean to cheat? Is helping each other and learning together something we want to see?

    2. It is actively moving in all the currents of society itself.

      In our networked age, knowledge is more mobile (note: I edited) than ever before and activity moving in all currents of society. What are the implications then for our institutions of learning?

    3. worthy, lovely, and harmonious

      Love it!

      Barely made it to the end. Thank you all. Looking forward to continuing these conversations. xo

    4. The common needs and aims demand a growing interchange of thought and growing unity of sympathetic feeling

      This sense of common needs is similar to "shared purpose" in connected learning.

      I love the chapter on shared purpose in this book btw: Teaching in the Connected Learning Classroom (http://www.nwp.org/cs/public/print/books/teaching_in_the_connected_learning_classroom)

    5. instead of a place set apart in which to learn lessons

      radical (see above :)

    6. It is radical conditions which have changed, and only an equally radical change in education suffices.

      looking up "radical"

      Google says: relating to or affecting the fundamental nature of something; far-reaching or thorough.

    7. educative forces

      implications of thinking of educative forces ... energies ... push/pull ...

    8. with actualities

      love!

    9. That this revolution should not affect education in other than formal and superficial fashion is inconceivable.

      So what are the impacts of a changing media ecology and globalization on education today?

    10. the growth of a world-wide market as the object of production, of vast manufacturing centers to supply this market, of cheap and rapid means of communication and distribution between all its parts.

      Now international; globalized.

    11. is the industrial one

      The one that comes to mind for me today is our rapidly changing media environment.

    12. It was a matter of immediate and personal concern, even to the point of actual participation.

      Love this sentence. What would we say today is a "matter of immediate and personal concern, even to the point of actual participation."?

    13. in shops which were constantly open to inspection and often centers of neighborhood congregation

      I love thinking about this potential here as sites of learning.

    14. Let us then ask after the main aspects of the social movement

      Connected Learning report starts in a similar place. They write "We begin with an analysis of current economic, social, and technical trends that frame the educational challenges faced by many countries, especially in the Global North – including the contraction of economic opportunity, growing inequity in access to educational and economic opportunity, and the risks and opportunities of media engagement."

    15. Can we connect this “New Education” with the general march of events

      Key question here and also in ED677.

    16. the separation of theory and practice

      I have real concerns about this separation and its implications for learning and for democracy. I think it separates learners in our systems as well as thins the learning that is possible for all. It strikes me that it also gets more at the heart of what Dewey is writing about than examples that could otherwise be described as practical versus intellectual -- that whatever our pursuit we must integrate theory and practice.

    17. Knowledge is no longer an immobile solid; it has been liquefied

      Knowledge is no longer an immobile solid; it has been liquefied.

      (Highlighting this quote because I like it! :)

    18. growing, one former is worth a thousand re-formers,”

      I love the description of growing and forming together in contrast to something being re-formed or someone who re-forms.

    19. Yet the range of the outlook needs to be enlarged. What the best and wisest parent wants for his own child, that must the community want for all of its children.

      The challenge.

    20. www.gutenberg.org/ebooks/53910

      Exciting what we can do with texts (in this case a lecture) like this that are shared and/or in the public domain.

      Thank you to the folks at Marginal Syllabus, specially @remikalir and @onewheeljoe for their support for this discussion.

    21. John Dewey

      In 2012 I heard John Seely Brown give a keynote at the DML Conference where he said that "perhaps John Dewey (and Marie Montessori) were 75 years ahead of their time" when driving models of education that brought the learner into the flow of what they were learning. Maybe, he posits, "their intuition was right but their toolset was wrong."

      I was so excited by this thought and have been wondering it ever since. So how might we do what JSB does in his speech and recast some of John Dewey's work here from 1907 in today's networked age?

      JSB described his goal is to create an "arc of life learning that scales." I am wondering about equity in connected learning and teaching.

      See: http://dmlcentral.net/the-global-one-room-schoolhouse-john-seely-brown/

    1. day-to-day school realities like extra credit,

      Yes, ours will test this too. Credit-recovery, etc.

    2. Teens' appreciation of multimedia and social learning experiences has the project team focused on ensuring the designed XPs include these things

      Can't wait to see what they design here.

    3. The teens' ideas for rewards generally fit into two main categories: product-based and future-based

      Interesting.

    4. watch videos to learn

      This focus on videos as a learning device is interesting to me. Ours are very text heavy at this point.

    5. One wanted to write essays as part of the XPs. Another mentioned sketching, mapping, and planning as activities that he found both fun and educational. Many participants mentioned a strong preference for video and photographic content over audio or text-based content.

      All making oriented.

    6. engage and compete

      We saw this in Lucas Blair's writing too.

    7. Another large theme that surfaced was the need for social interaction

      Important.

    8. Not all

      Note

    9. teens wanted learning experiences like the games and apps they already use

      Important here; connected to things they already use.