14 Matching Annotations
  1. Apr 2019
  2. Feb 2019
    1. When school is not enough, how might students learn to cultivate their literacies, nurture their spirits, and chart their own trajectories within out-of-school spaces?

      Key question. Causes me to wonder how might students know when school is not enough? How do they identify when school is not enough? I believe that a critical pedagogy calls us to provide them with the language, indicators, theories to do this. Because otherwise they may think they are the problem. My hunch is that they innately know that school is not enough, and their (inter)actions, decisions will show it. But one important determinant of their psychosocial outcomes will be recognizing that it’s the ecosystem of school that is an issue worth addressing.

    2. students will be encouraged to generate counternarratives regarding the reproduc-tion of power asymmetries and deficit stereotypes applied to many Black youth.

      A wondering I have: is it possible for educators to encourage students to produce counternarratives that reject deficit discourses about Blackness if they themselves have never done so? What then, is the responsibility of the educator in interrogating, digging into the affirmation of Black life if they are to generate these practices in Black youth?

    3. At that point, I stepped away from school, not quit, but step back.

      The move of "stepping away" becomes so powerful—Rendell's explication of why he made this decision highlights his consciousness informed by his decision to learn in a more meaningful context. This move gets mislabeled by schools as disengagement, but there is much more that was happening. How might we (educators) widen our lenses to 1) recognize the learning happening in the "stepping away" and 2) bring that learning into schools?

  3. Mar 2018
    1. youth in using new media genres to produce and distribute their own countermedia texts.

      So important. I would argue that one element of this "support" is also engaging in creation with new media genres ourselves as educators and teacher educators.

    2. Black youth are not simply consumers of media, but they are also challenging and resisting societal narratives that have been written about them by “producing counter-knowledge through the manipulation of media tools” (Morrell, 2008, p. 158)—in this case, YouTube

      I continue to think about the affordances and potentials of Black Twitter. The digital footprint it captures represents an amazing, dynamic display of ingenuity, digital remixing, and multimodal and linguistic creativity. These creations/convos are agentive responses to racial violence. Important to recognize these critical digital literacies in situ.

    3. images of Black people in mainstream media are often used to maintain white supremacy

      This list provides an astute rhetorical analysis of texts in everyday life. Appreciate the inclusion of it for use by broad audiences. Also brings to mind the Center for Media Literacy's 5 key questions for deconstructing media messages: Who created this message? Why is this message being sent? (Always ties back to profit/ power).

    4. Black people that Black lives (and Black life) are not complex

      This flattening of a complex narrative of identity is what leads to dehumanization. So important for teachers, (and thereby teacher educators) to emphasize the nuances inherent in any cultural group—intra-group diversity as well as inter-group diversity.

  4. Nov 2017
  5. Mar 2017
  6. Jan 2017
    1. strategies

      librarians as skill cultivators rather than resource curators.

    2. to grasp what kinds of information are being conveyed by various systems of repre-sentation

      important and not currently reflected in most standards

    3. new media literacies as a social skill, although not only social

  7. Oct 2016