This is an interesting foreshadowing, ie. "or it felt like that" since later you find out there was plenty of food.

In contemporary life, how often does this perception of lack so often drive decision making?

Is this numbering of the paragraphs something that author did intentionally? Is it a familiar style that I am not familiar with ... or is it his style? Curious.

Well, maybe or maybe not. I agree with this article that argues that part of what we need is to figure out how to support and assess multimodal compositions beyond that ways we have always supported and assessed text/language because its no longer adequate.

This has been true for awhile yet we continue to focus a lot of attention on text-based communication at the expense of others ways of communicating. What are the implications when we do that?

As a writing project person, I wholeheartedly agree that making and creating is key to this work.

Would love to hear more about the ways ELA educators are supporting this kind of engagement with everyday texts and literacy practices.

I would change this phrasing to "understand themselves as ..." but that aside, this feels like the key point of media literacy/media education.

This idea of media functioning as public pedagogy is key for us as educators to notice and wonder about it.

In the public layer of this annotated text (login to find the annotatable public layer), colleague Molly Robbins annotates this phrase and writes "I have started wondering if when students say they are tired of reading 'books about race' if they are actually tired of books that do not show joy steeped in a radicalized story?"

In our author discussion, Ebony responds to this by sharing books about race that are steeped in joy and in radicalizing stories ... see the section of the discussion here:

https://youtu.be/1ljXV0JlnYM

To hear more of Ebony's recommendations, follow her on social media https://twitter.com/Ebonyteach

I found all the student words shared here powerful and moving. I wanted to highlight this part especially!

I made note of this as a significant pedagogical move itself; to be a writer alongside students as they write.

It is helpful to look at these examples next to each other and to unpack what is really different about the approaches and what it looks like to be "grounded in freedom."

It reminds me of another post written by author Latrise Johnson in the NCTE blog which helps to get underneath why we need diverse books in the first place (ie. not just for the sake of diversity):

https://ncte.org/blog/2016/04/students-dont-need-diverse-literature-just-diverse/

I am struck by the power of this statement in describing what constitutes the full development of a writer. What are the implications then for us as teachers of writing?

I appreciate the ways that Johnson makes the connections here back to the social and cultural contexts of the students' lives, to Black literacy traditions in particular, as well as the importance of being a writer who is adding their own voice into the mix.

Noticing this work of making visible both the present and the future alongside each other.

I was thinking about Noble's work too because she begins with the distressing story of searching for "black girls" online and how this started her deeper inquiry.

Here are a few words from Noble about this book where she surfaces some of the key questions here: https://www.youtube.com/watch?v=6KLTpoTpkXo

What are the implications for us as educators? For youth women like Malia and Tamika?

I was thinking about Noble's work too because she begins with the distressing story of searching for "black girls" online and how this started her deeper inquiry.

Here are a few words from Noble about this book where she surfaces some of the key questions here: https://www.youtube.com/watch?v=6KLTpoTpkXo

What are the implications for us as educators? For youth women like Malia and Tamika?

I noticed this and thought it was interesting; a powerful connection across language and understandings of literacy that has important implications I think for how we relate and interact with each other in the world. Makes me want to reflect on the how Black Girl Literacies, in particular, might underscore and highlight these connections and the implications for shifting power dynamics in schools.

I really appreciated hearing from the authors about their research and the ways that their own lives interact and intersect with this work. Join us for a broadcast of this discussion on March 2nd via Facebook.

I love that Jennifer and Autumn also created their own boards and shared them with Tamika and Malia. The questions that followed are a lovely example of the power of doing this.

Writing alongside each other, and sharing our writing, is a powerful way to support literacy learning and dialogue and a core writing project practice. It is powerful to see this practice within the research here.

Here is another important statement about literacy learning that stood out to me in the way it reaches beyond text as well as school boundaries; what are the implications for us as literacy educators?

Here is another important statement about literacy learning that stood out to me in the way it reaches beyond text as well as school boundaries; what are the implications for us as literacy educators?

I love that Jennifer and Autumn also created their own boards and shared them with Tamika and Malia. The questions that followed are a lovely example of the power of doing this.

Writing alongside each other, and sharing our writing, is a powerful way to support literacy learning and dialogue and a core writing project practice. It is powerful to see this practice within the research here.

I really appreciated hearing from the authors about their research and the ways that their own lives interact and intersect with this work. Join us for a broadcast of this discussion on March 2nd via Facebook.

This focus on the multimodal spaces where youth, and specifically Black Girls, engage is essential as it again pushes us to think across the spaces where youth create - many of which are outside of school - when considering what we mean by literacy learning and literacy teaching in the first place.

A powerful linkage here that makes me consider the ways literacy education is connected way beyond the school and throughout one's life.

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

noting the reciprocal nature of this.

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.

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

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.

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

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?

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.

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.

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.

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.

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.

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.

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’.

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.

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.

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.

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.

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.

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.

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.

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.

I am able to access this online; can you?

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

This is the performance aspect.

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

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.

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

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)

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

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

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.

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

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/

I love the active and creative possibilities in this naming.

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

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

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

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

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.

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

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.

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

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

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.

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?

haunting/haunted

hesitation/hesitating

shoulder/shouldering

exhausting

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.

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

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

Important note for us to think about more via #writeout

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/

Helpful parallels.

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.

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?

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.

https://blackgirlsrock.com/

https://www.blackgirlsliteracycollective.com/

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.

Reminds me of Ebony Elizabeth Thomas's recent work -- https://www.slj.com/?detailStory=ebony-elizabeth-thomas-on-magic-imagination-gap-and-the-dark-fantastic

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.

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

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

Interesting ... especially in relation to 9

wow

how might we unpack this?

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

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/

Simple and powerful proposal.

Struck here by the clarity of non-violent action.

Struck here by the interconnections.

Powerful translation work happening here.

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.

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

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

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.

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.

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

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

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

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/

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:

• https://www.digitalcivicstoolkit.org/
• https://www.teachingchannel.org/ed4democracy
• http://yparhub.berkeley.edu/

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

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/

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.

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

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

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.

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

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.

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.

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

Interesting way to define community.

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)

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

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

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

yes

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

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/

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

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.

Interesting note re: Math specifically.

Recognizing opportunities? (Similar note as above.)

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

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

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!

Adding link: https://www.smh.com.au/world/tamir-rice-not-a-boy-with-a-toy-in-a-park-but-a-black-male-with-a-gun-20141124-11sjut.html

Remembering the horror of this at the same time.

https://www.theroot.com/throw-away-the-script-how-media-bias-is-killing-black-1790860024

https://www.theatlantic.com/technology/archive/2015/04/the-truth-about-black-twitter/390120/

http://www.ncte.org/governance/pres-team_9-8-15

and this

Appreciating this note from the authors.

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

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

important note

http://www.ncte.org/library/NCTEFiles/Resources/Journals/EE/0484-july2016/EE0484Editorialpword.pdf

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/

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

listen

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.

Notice the authors here naming who they are in relation to this work.

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

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.

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

Again, not inevitable. Designed.

Seems important to highlight!

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.

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.

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

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.”

highlighting to hold onto these 3 lens

Important. Schools are included in this.

highlighting this call to 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.

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

And media. See http://www.ncte.org/library/NCTEFiles/Resources/Journals/EE/0492-jan2017/EE0492Stories.pdf

Highlighting.

Highlighting the ideological aspect and the impact of that in excluding and narrowing our vision of what it means to be a citizen.

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/

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:

• Listen a NWP Radio interview with Bronwyn from February.
• Check out this excerpt from the book published at Mind/Shift
• Find out more/purchase the book at TC Press.

Truth as creative.

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

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?

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

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

Important statement here; restorative approach.

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?

+1

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.

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.

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

Wow. Powerful image.

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

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.

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

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

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

A description of what it means to revise narrative truth

provocative

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.

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

Powerful

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

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

A context that we create.

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

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

Provocative title! Curious to learn what is so different.

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

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

Can't wait to see what they design here.

Interesting.

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