833 Matching Annotations
  1. Feb 2024
    1. Modeling was not the way to go. Mr. Dawson continued to believe that it was the students’ fault, made little effort to improve his performance, and was released from his contract at the end of the school year.

      Treat me like a para.

    2. Almost immediately, students started yelling at me, “Are you here because our teacher sucks?” Mr. Dawson looked on in horror as students started moving out of their assigned seats, putting on their headphones, and talking to each other. While I was able to regain some control, it was ultimately a bust.

      Are you Ms Coit's best friend?

    3. Make explicit connections between teacher actions and student actionsBuild a lot of teacher skill

      Naming things, modeling things, sometimes co-influencing student work.

    4. Over the next three days, I spent many hours in the classroom, pulling students out as necessary, circulating around the classroom, and occasionally addressing the class. Ms. Thompson started to repeat my behaviors. At the end of the third day, we debriefed. “I didn’t think it was possible for me to get through a whole math lesson like this!” she said.

      Shared instructional space and permission to make instructional decisions.

  2. Jul 2023
    1. The Mysterious Anxiety of Them and Us

      Now that I've read the whole story, I think the title is intentionally problematic.

    2. My wife and I filed out with theothers, towards the gardens, in the sumptuous grounds of that magnificent estate. It had been a dreamyday of rich sunlight.

      The tone of these last two sentences is in such contrast to the previous two.

    3. Maybe there had been more ofthem, but they’d drifted off, given up, or died.


    4. They weren’t at the table and they didn’t eat. They didnothing. They didn’t even come over, take a plate, and serve themselves. No one told them, to just standthere watching us eat. They did it to themselves.

      This strikes me as rationalization and ignorance. Is it driven by guilt?

  3. May 2023
    1. what you want students to know and be able to do by the end of one or more lessons

      I like this kind of a t-chart used with standards and it is helpful as a precursor to lesson planning.

  4. Jun 2021
    1. the worldmaking possibilities of literacies

      What are the world making pedagogies educator communities might design and support?

    2. Curriculum design may thus be centered organically in the rich literate lives and social contexts of the students themselves, rather than merely being manufactured for teachers and transmitted into classrooms.

      The business models and leadership frameworks that support such manufacture and transmission seem to be an oppressive byproduct of disconnected systems. The disposition that we hope to foster among teachers involves a support of teacher agency and decision making that can disappoint those business models and leadership approaches.

    3. healing through poetry.

      How can poetry can be healing? How might teachers find a balance between naming systems of oppression, supporting the healing that is necessary daily, and fostering agency through literacies?

    4. While the show is steeped in science fiction, we recognize the parallels between the experimentation on and police brutality against Black people featured in this drama set in the 1950s and today’s police in(action) and the handling of COVID-19 that disproportion-ately harms Black life.

      The two oppressive forces this introduction is concerned with: policing and the disproportionate harm to Black people during the COVID-19 pandemic. This is a weighty backdrop for a journal issue.

  5. May 2021
    1. silence and evasion characterized particularly tense moments during both conversations

      As a white male teacher, should I aim to vocal and welcoming about issues of race? My sense is that I should but usually the vocal part is best handled by asserting the importance of authors of color, contemporary and historical.

    2. How might a Black teacher name race and state its importance if his students were reluctant to talk about it?

      I love this inquiry question because it seems to me that it can be revised for teachers to think about the way these dilemma's impact their classrooms, practices, and students.

      A frame like this seems to have a lot of utility for teachers who see navigating discussions of race as a area of praxis. How might a ___ teacher name race and state its importance if students were ___?

    3. 5. ryAn: She’s using it as a sentence enhancer.6. ellA: As a sentence enhancer?

      This seems like a pivotal moment where the student is attempting to articulate a positive rationale for why an author would include the word in a written work.

      Ebony makes the point that teachers can learn a great deal from looking back at their attempts to navigate these types of complex issues. This instance is illustrative, to me, of the power of having these kinds of interactions documented for teachers to think about when they're not having to navigate all the classroom dynamics.

    4. Serena, a White student, named both the race of LouAnne Johnson (“White”) and the race of her students (“Black people,” Line 20). There is much to be said about constraining the conversation in this way within racially diverse, complex classrooms. By relegating a racial slur to the fictional world of Dangerous Mindsinstead of the tangible world outside of the English classroom, the teacher and students could avert conflict.

      I think this is an issue to meditate on. I've heard so many perspectives about the issue of the n-word in texts, and in use in classrooms. The word impacts students differently, to be sure, traumatizing some and silencing many, and schools' efforts to norm its use are fraught with complexity. School rules are places that don't navigate complexity well, but our classrooms must be. Knowing when and how to introduce perspectives like Ta-Nehisi Coates' is more art than science from a pedagogy standpoint. It requires a teacher to "read the room," and "read the school."


    5. This recontextualization presents in two different registers of classroom discourse: instructional, which is talk primarily focused on the teaching of specific curricular skills, and regulative, which is talk primarily focused on keeping order, maintaining relationships, and forming identity (Christie, 1999, p. 159). Race talk dilemmas can arise in either register, or both.

      These two registers are interesting to think about, especially as they relate to the implications for teacher planning. What I want to communicate about race, or a text that surfaces issues of race, is a really different consideration than how I want to negotiate norms and support a conversation that ensures a measure of safety for participants.

    6. Whether or not students and teachers attempt to avoid conversations about race, however, race is inescapable.

      Race as an issue is inescapable, now more than ever. Unfortunately, in our schools and curricula, race conversations are very escapable. We have so many ways of slipping out of equity conversations.

    7. Surfacing the complexity of race talk during the teaching of literature is in itself a complex endeavor.

      Again, I'm drawn to the word "complex" because of its repeated use and the way it resonates for me. These issues are complex because the relationship between cause and effect are so unpredictable. The rest of this paragraph does a nice job of illustrating why.

    8. the more complex inequality seems to get, the more simplistic inequality analysis seems to become;

      I was fascinated to learn about these paradoxes. I am always interested when educators and research reference complexity, which this article does quite a bit. To me, complex issues defy "best practices" that often take the shape of prescriptions by the time they get to practicing teachers. Instead, I think that complex issues require safe-to-fail experiments.

      I can reflect on the ways I've created "safe to fail" spaces for me to talk about race with students and for students to share their growing and shifting perspectives about race with each other. I think there are approaches that have felt successful for me, but no recipes that will be guaranteed to work for someone else.

  6. Apr 2021
    1. Teachers must first reject deficit perspectives used to pathologize the literacy abilities, practices, and participation of Black students

      I wonder about the role our language plays in this. I personally want to work on adopting language that asserts the literacy of students who have experienced failure in schools, or are part of an underserved group of students. I think about the immigrant students who are learning English in my school and how we can talk about them in ways that reduce all the learning they're doing, and all the ways they are literate, to an assessment of how well they know English.

    2. Traditionally, literacy instruction for marginalized youth has been “data driven” (Neuman, 2016), grammar- and technical skills-focused (Tatum, 2006), and anti-Black (Baker-Bell, 2019), and has lacked the kind of engagement that leads to liberation (Ladson-Billings, 2005). Such approaches are offered as ways to improve the achievement of Black students and close the so-called gap between them and White students (Ladson-Billings, 2006). The opening vignette also reflects several conflicts betwee

      Data Driven Instruction is such a force in schools here in the Denver area where I teach. I've seen instances where schools are so hungry for data that they push out hastily created writing assessments with no real concern for how the writing tasks are presented to the students. When students don't engage or aren't given the time to write as well as they can, the numerical scores the writing earns, lumped together in satisfyingly clean spreadsheets, drive a newfound sense of "urgency" among school leaders to "close gaps." This vicious cycle deficitizes writers and numbs teachers in my experience.

    3. However, when the teaching and learning are examined more closely, it becomes clear that these so-called best practices had little to do with students (or the teacher) engaging deeply with the content—a problem that inspired the line of inquiry guiding this work.

      I think it is so important to interrogate the concept of "best practices." This article does a nice job of contrasting dominant practices or trends in the teaching of English Language Arts with the decisions made by a teacher who wants to foreground writing by writing with students. The author's stance is all the more important because she's committed to exploring Blackness with her Black students.

    4. In other words, school continues to be an antagonistic place for students of color as curriculum, discipline practices, achievement data reporting, and pedagogies tend to center whiteness and sup-port White, middle-class constructions of what it means to be a “good” student.

      There is so much our schools need to unlearn in order to be the sites of learning and growth we want them to be. This is a heavy but valuable list.

    5. For ex-ample, in an assignment entitled “Remember Me,” inspired by an assignment from Linda Christensen’s (2017) Reading, Writing, and Rising Up, Aire wrote:

      I appreciate the "pedagogical recycling" here. In this case, Johnson is repurposing an assignment she discovered in a professional text in order to research the equity-driven inquiry question driving her practice. It is all the more powerful because of the student work which illustrates to some degree the engagement of the young writers.

  7. Mar 2021
    1. Relatedly, Tamika critiqued the underrepresentation of Black career women in digital spaces. She explained,It was hard finding a Black dancer [on Google]. I was like, “Are you serious?!” Because there’s a lot of Black dancers out there. There’s Debbie Allen who teaches dance, and there’s Misty Copeland. There’s a lot of Black dance figures out there. And I was like, “You guys should update Google for all these Black dancers.”Unfortunately, Tamika’s critique is quite accurate.

      This session was an important fertile ground for this critique. It seems to me that the dream boards shared by Jennifer and Autumn, along with the stories the researchers shared, acted as a counter narrative to the picture created by Google image searches.

    2. Relatedly, while narratives of Black women’s success in predominantly White and male occupations exist, “there are even more narratives of complacency, defeat, and an inability to progress” (emphasis added, Farinde, 2012, p. 332), which may ultimately deter Black girls from pursuing those career fields.

      This establishes a clear need for educators to help develop counter narratives in order to challenge a discouraging picture of the future for Black girls.

    3. The girls seemed comfortable during the design process, often singing along with the artists as they composed on their iPads, and at times laughing while pointing to images on their screens.

      The approach that Jennifer and Autumn used with Tamika and Malia is inspiring. To me it seems like this design session and the conversation that accompanied it really suggest some powerful ways of listening to the dreams of young people.

  8. Feb 2021
    1. ut I can attempt to compassionately engage with those who, like me, are willing to learn more about oppression in order to better support people of color. Calling people in is one of the ways in which this could be done.

      This is a highly positive practice that can build momentum. It also follows the old axiom of "don't water the rocks."

    2. A huge part of allyship is talking to other privileged people and getting them to be supportive of marginalized groups.

      This is a goal I can set, or a reflective stance I can take. I know I can't be perfect when I'm learning to be antiracist, but I can think about how I champion marginalized groups and in whose company.

    3. While staying silent about injustice often means being complicit in oppression

      This is true but complex in complex human systems.

    4. Calling someone out serves two primary purposes: It lets that person know they’re being oppressive, and it lets others know that the person was being oppressive.

      Public demands a consideration of audience that is really different, especially if you want to preserve the working relationship with the person you're calling out.

      Folks will often empathize with a person who is called out, especially when they show they are hurt. The person with the mic is often seen as the offender when they are wanting to educate.

  9. Dec 2020
    1. We posit that the acceptance and reproduction of anti-Blackness in in-school (through school discipline disproportion-ality, tracking, etc.) and out-of-school spaces (as ev-idenced in unlawful arrests and mass incarceration of Black communities) have contributed to the hy-perpathologization of Black people.

      As schools are obsessed with data, this contention seems well supported by all kinds of data. I'm thankful that this piece provides guidance about how to take on the inequities that persist in schools in the form of curricular biases and practices rooted in white supremacy.

  10. Nov 2020
    1. If you think I am exaggerating, examine the myths which proliferate in this country about Negroes.

      I ask my students to respond to reading using Says Means Matters charts. I like them as a flexible tool that provides an opportunity to speak to the text's relevance to their lives. Here's an example of how I model the practice.

  11. Jul 2020
    1. they do not understand and until they understand it, they cannot be released from it.  Many of them indeed know better, but as you will discover, people find it very difficult to act on what they know.

      Action is important. It isn't sufficient to become more learned about racism and inequity if we aren't prepared to do anything to challenge the status quo and disrupt it.

    1. Critical Perspectives: The Media Ain’t Never Loved Us

      For a short, collaborative read, I might begin reading here.

    2. Social Media Counterspaces for Black Youth

      I would end the short, collaborative read here.

  12. May 2020
    1. First, everywhere she looked students were acting like adolescents. “I look around and we are how they describe adolescents. Until someone can prove me wrong that we’re mature, headstrong people, I’m going to believe that [the conventional view of adolescents] is what we are” (individual interview).

      This student is pushing back on the content and the critical lens. It is interesting that Sarigianides saw her as "resistant."

    2. As the White, middle-class, female researcher of this study, I also held to stereotyped views of adolescence when I taught middle school and high school English.

      I appreciate the stance Sarigianides takes and the scholarship behind it. She is surfacing negative stereotypes about youth and deconstructing them with youth. There is a layer of complexity to this work in the schoolhouse, too. Adults and teens interacting in schools have to negotiate norms across a range of interactions and power dynamics. How does her position as a professor and researcher give her a necessary distance from the daily interactions? Does that distance obscure her view of teens?

    3. Addition-ally, teachers maintain a distance between themselves and students whom they see as “other” to them (Petrone & Lewis, 2012).

      This discussion about the way texts and readers are treated reminds me of Kenneth Goodman's important criticism of phonics instruction and inauthentic reading assessment. http://www.u.arizona.edu/~kgoodman/papers02.html

      'In this politicizing of reading instruction, "a virtual censorship of authentic literature and critical thinking enters the classroom through two back doors, which bear the mislabels of science and standards."'

    4. critical literacy scholarship writ large begins with premises of youths’ assets

      This is an important consideration in instructional design. What are some ways we can build on youth assets in our teaching?

  13. Apr 2020
    1. Natural immunity, which has been slowed by the shutdown, will not yet have fully developed.

      The shutdown was necessitated by the lack of capacity in our healthcare system. This statement seems to name natural immunity as the end goal without mentioning the capacity of the healthcare system.

    2. It is a huge and daunting problem, but the Purdue way has always been to tackle problems, not hide from them. 

      This is interesting rah-rah rhetoric even while he seems to be hiding from the medical and scientific realities of the problem.

    3. We expect to be able to trace proximate and/or frequent contacts of those who test positive.  Contacts in the vulnerable categories will be asked to self-quarantine for the recommended period, currently 14 days.  Those in the young, least vulnerable group will be tested, quarantined if positive, or checked regularly for symptoms if negative for both antibodies and the virus.

      By reopening, the school increases those proximate and frequent contacts exponentially. They have the technical infrastructure to engage learners collaboratively while maintaining physical distance but they're in a hurry to resume with the stubborn improvement plans that are put on hold, which they boast about strangely in this message. They could ask school communities to think together about how they can use the tools at their disposal to not risk more lives and strain the health care system that is clearly ill-equipped. The subtext is that they're in a hurry. Why not marshal the patience and collaborative ingenuity to care for every life while our scientists design testing, treatments and a vaccine?

    4. All data to date tell us that the COVID-19 virus, while it transmits rapidly in this age group, poses close to zero lethal threat to them.

      This seems easy to fact check but also very premature.

    1. Testing and tracing will be useful only if students who are ill or who have been exposed to the virus can be separated from others. Traditional dormitories with shared bedrooms and bathrooms are not adequate. Setting aside appropriate spaces for isolation and quarantine (e.g. hotel rooms) may be costly, but necessary. It will also be necessary to ensure that students abide by the rigorous requirements of isolation and quarantine.

      Here is how she describes the separation. There are gaping holes in the outline of this. What would treatment look like at these makeshift facilities? How will schools staff up these quarantine centers that are fundamental to this plan? How do we keep these folks who are separated from everyone from becoming an immediate drain on the public health resources that led to the closures in the first place? Don't you have to explain to your student body how this separation process will look and work? Won't every parent want to know?

    2. The basic business model for most colleges and universities is simple — tuition comes due twice a year at the beginning of each semester. Most colleges and universities are tuition dependent. Remaining closed in the fall means losing as much as half of our revenue.

      Here is what is also basic- universities are cornerstones of our democracy and our economy. Our government must find ways to shelter them temporarily from the short term economic impact of this pandemic.

      The desperation they're expressing is based on short-sightedness of the moment, and also well founded mistrust in our government that is in denial about the need to protect us economically.

    3. Our duty now is to marshal the resources and expertise to make it possible to reopen our campuses, safely, as soon as possible. Our students, and our local economies, depend on it.

      Everyone was told to go home so these centers of learning wouldn't be hotbeds of viral infection. She wants to reconvene them while only paying brief lip service to the health considerations that must be put in place as soon as you give the virus a place to flourish.

    4. the fierce intellectual debates that just aren’t the same on Zoom

      This is really a hole in the argument. Here's the crux of the tradeoff that she says is too great for us to be patient with the science.

    5. Aggressive testing, technology-enabled contact tracing and requirements for isolation and quarantine are likely to raise concerns about threats to civil liberty, an ideal that is rightly prized on college campuses.

      No mention of all the people quarantined at that hotel and the medical staff they've provided to care for them.

    6. If they can’t come back to campus, some students may choose — or be forced by circumstances — to forgo starting college or delay completing their degrees.

      This is a really weak premise. Consider this: if schools reopen with a byzantine health and safety plan, many students will choose to forgo starting college or delay completing their degrees because they don't want to contract a deadly virus that is still not understood.

    1. support the literacy practices that young people already have but that are often hidden in the shadows

      Chris Rogers's tested out his Morlocks analogy for underground writers in our Educator Innovator webinar. 2 minute, must-watch clip. https://youtu.be/NCRaLMIKKSQ

    1. Official language smitheryed to sanction ignorance and preserve privilege is a suit of armor polished to shocking glitter, a husk from which the knight departed long ago. Yet there it is: dumb, predatory, sentimental. Exciting reverence in schoolchildren, providing shelter for despots, summoning false memories of stability, harmony among the public.

      How do officials benefit from rampant ignorance and unassailable privilege?

      How does learning, and knowledge dismantle privilege and empower the oppressed?

    2. “Once upon a time there was an old woman. Blind. Wise.” In the version I know the woman is the daughter of slaves, black, American, and lives alone in a small house outside of town. Her reputation for wisdom is without peer and without question. Among her people she is both the law and its transgression. The honor she is paid and the awe in which she is held reach beyond her neighborhood to places far away; to the city where the intelligence of rural prophets is the source of much amusement. One day the woman is visited by some young people who seem to be bent on disproving her clairvoyance and showing her up for the fraud they believe she is. Their plan is simple: they enter her house and ask the one question the answer to which rides solely on her difference from them, a difference they regard as a profound disability: her blindness. They stand before her, and one of them says, “Old woman, I hold in my hand a bird. Tell me whether it is living or dead.” She does not answer, and the question is repeated. “Is the bird I am holding living or dead?” Still she doesn’t answer. She is blind and cannot see her visitors, let alone what is in their hands. She does not know their color, gender or homeland. She only knows their motive. The old woman’s silence is so long, the young people have trouble holding their laughter. Finally she speaks and her voice is soft but stern. “I don’t know”, she says. “I don’t know whether the bird you are holding is dead or alive, but what I do know is that it is in your hands. It is in your hands.”

      What stands out to you in this story?

      What does that mean to you?

      Why does this matter to you? Why should it matter to others?

    1. KWY: The "third university" is a critique of the first-world, imperial university—this part is pretty apparent. But "third" is also meant to critique the self-satisfied liberal agenda of the humanities, or the "second university," which is this whole project of making people more human and adding good to the world, but which fails in making any kind of meaningful alliances and solidarities. The liberal university is the part that fails students of color, for example, with its enlightenment projects and modernist goals that are essentially a kind of benevolent assimilation. It's the "killing me softly" university, tending to position of critical thinking as the prerequisite step to everything, as if we can decolonize our minds and the rest will follow. It claims to "liberate" in a philosophical and individual sense. It's also hopelessly anthropocentric—"human" in the ways Sylvia Wynter critiques the word as not denoting all humans, but an overrepresented "ethnoclass of man." Even the nonhuman turn within the humanities in new materialism is anthropocentric, in the way that human self-effacement is very self-centered. To make this critique more transparent, we might consider how the second-world university is not an Indigenous university, not a place of Black study.

      What stands out to you in this passage?

      What does that mean to you?

      Why does this matter to you? Why should it matter to others?

    1. I grew up watching X-Men, Star Trek, and The Secret World of Alex Mack. I also loved reading the Animorphs series, as well as anything written by Ray Bradbury. However, the YA speculative novels published last year would have been unfathomable to young me, a dream that seemed too far-fetched to ever exist. If I saw a Black girl in a story at all, we were depicted as suffering from a life of slavery, enduring racism and fighting for our civil rights, living a life of poverty and struggling to survive, dealing with psychological trauma and physical violence, or disappearing into the background as a wise-cracking secondary or tertiary character. I was never the hero, the zombie slayer, or the magic wielder. I was not allowed to have that dream.

      What stands out to you in this reflection?

      What does that mean to you?

      Why does this matter to you? Why should it matter to others?

    1. I anticipate this is a question I’ll be returning to often: What emerging models, networks, and practices can meaningfully transform educator professional learning in a time of pandemic so as to support the critical and creative learning of our students? If you have some ideas, let me know.

      Teachers teaching teachers is interesting because Paul Allison navigates the rules of the road on roads less travelled. Also, iterative design by teachers sequestered at home with their kids, like Katie McKay will produce the kinds of innovations that don't come from ed tech start ups. I'm revealing my NWP bias here. Lots of orgs are Zooming and pushing folks into breakout groups. The ones with deep experience with distributed, networked learning will learn and adapt best.

    2. Finally, if educators are to facilitate their students’ online learning as an act of care and empathy (given our students’ trauma), then educators’ professional learning should also model such caring relationships and promote humane solutions to the messy work of teaching and learning.

      Studies of large organizational systems reveal that nurses need to break rules in order to provide patients empathetic care, and that most teacher (in the UK...but also everywhere) make the decisions they do to survive or get by. These observations are evidence of broken "rule networks."

    3. individual privilege (which has been readily on display as the crisis unfolds), while also questioning pervasive inequities of American schooling (and if this somehow comes as a surprise, read this and this).

      These chaotic situations amplify the inequities that are there every day.

    4. Educator professional learning needs a substantive rethink. Now, more so than ever, educators must be provided with options for their own learning; options to pursue learning opportunities driven by their interests and dilemmas, options to engage with learning opportunities that are open, critical, and creative.

      I've been thinking about the rules, and rule networks that bound professional learning in public schools to traditional paradigms and practices. As our culture in general adopts new rules of the road in so many places and spaces, how do we proceed in safer, https://www.youtube.com/watch?v=D22BOOGbpFM? Where are we inadvertently creating rules of the road that tell school stakeholders, "Quick, merge onto the interstate at 65 miles per hour?"

    1. One White student explained, “The conversations added a little bit of a weird mood to the classroom, but they changed us as people.” While we feel the results were positive, we recognize that our positions as White women likely influenced the reception from our students, who mostly looked like us, and therefore our positions contained privilege in themselves.

      This "weird mood" is probably the mark of consequential work that will help open the eyes of White students and also open communication channels between these kiddos as they move on to high school.

    2. As one White student attempted to argue that some stereotypes are “nice,” such as that all Asians are smart, a student in the class who identified as Asian rebutted this, sharing that he did not want to be thought of as smart because of his race, but rather because he was, in fact, smart.

      This sounds like a safe and necessary conversation for both students. I want this for White students- the chance to know that their preconceived notions can be hurtful. This allows them to be allies rather than be defensive about their misconceptions.

    3. Because we worried that students would dismiss Quinn’s struggle as cowardly and insist naïvely that his position wasn’t as difficult as it seemed, we engaged students with questions : Why is it so difficult for Quinn to speak up? What will he gain by doing so? What will he lose? How is Quinn able to stay silent—what protects him?

      This questioning highlights for students the pressures they're under that they might not be conscious of. What a great use of a text, showing students how they probably find it challenging to do the right thing and stand up against oppression.

    4. Providing colored markers for each student, we labeled four posters around the room:nPrivileges you have by attending this schoolnPrivileges you have as a resident of this townnPrivileges you have from being “you”nPrivileges you have from being a teenage

      I appreciate the insight into classroom practice. This is an activity I can adopt and adapt.

    5. Our community had recently, and within one week’s time, donated thousands of dollars for each student in the middle school to possess a Google Chromebook.

      This is something for students to be grateful for, and a privilege for them to unpack. This is something worth collectively making meaning of.

    6. We must focus on the systems at work and how those serve to benefit people in power at the detriment of others. Some educators have noted the import of such work, especially with privileged students (Swalwell, 2013), whose role in dismantling racism is key if we hope to effect change.

      This stance makes such a powerfully positive assumption about students' ability to grasp and respond to contemporary issues of inequity.

    1. where the dragon is an enchanted prince, where the handsome prince is a nasty thief, and where the thief saves the day

      Keep our eyes open to discovery. Inquiry approaches help set the conditions for this kind of openness.

    2. We find Alper et al.'s (2000) concept of "conflict efficacy" useful: it says that conflict should be measured not by its nature or origin, but by its contribution to the perception among group members that conflicts can and are dealt with productively.

      How do we establish hyper local conflict efficacy while engaged in participatory action research?

    3. Ravn (1998) poses the interesting possibility that Thomas' definition of conflict includes in it both productive and unproductive conflict, because productive conflict stops before it gets to the third phase of non-acceptance, instead using the energy of conflict as a positive force.

      Productive conflict surfaces pain points and theories of causality from different stakeholder perspective, but does so without getting the point of non-acceptance.

    4. Skule (1999) describes how an inter-organisational group of workers from five food-and-drink companies were taken through a training program that included "practice in other companies". Says Skule, "Most of the skilled operators described [the experience] in terms like "see things differently", “opened my eyes”, “think more about what I am doing”, “more alert” and “think more about the consequences”. These new perspectives or ways of seeing in turn made operators attend to features in their work situation in a new way. From a former habitual way of working according to minimum standards, many skilled operators developed a more reflectively skilled way of performing their job, within the limits of existing job structures and routines." We believe this kind of benefit may not be as often used as is possible.

      Having teachers participate in laboratory classroom residencies has had this impact, but communicating the importance to experts is a challenge, and the tyranny of experts is to deny the importance of practitioners gaining insight or seeing new possibilities.

    5. The strength of unwritten rules is that they are habitual within the group and thus both adaptive and resilient. Good management practice creates habits rather than rules. Coming

      I like creating and testing protocols with peers to develop productive, generative routines. We set aside protocols when the routine suggests new possibilities, and develop new protocols when the routine fails to be productive or generative.

    6. Inter-organisational networks help organisations sustain productive rule networks

      The development of rule networks is critical right now in education. We've needed to establish rule networks to help practitioners understand the unreliability of standardized test data and develop agentive identities that aren't bound to those data sets. Now, in the absence of standardized tests in the US (they've been cancelled this year), charged with helping students learn while schools are closed, we need to establish rule networks that foster empathy and responsiveness to the needs of the community. At the same time we need rule networks that allow for experimentation and discovery.

    7. In rejecting managerialism, we can equally discover the tyranny of the expert, as in Orwell’s nightmare the animals look through the window of the farm to see the pigs dressed as men.

      The tyranny of the expert seems in part to deny the validity of the experience of the practitioners.

    8. What inter-organisational networks provide is the opportunity for employees to discover this paradox for themselves through learning about the experiences of people at other organisations, and in the process to change how they manage their own constellation of identities in relation to their organisation.

      Practitioners gain valuable perspective when they are engaged with a community of practice. Inter-organizational networks seem vital to the development of meaningful participatory action research.

    9. The most effective systems leave a sufficient level of inefficiency in order that they can be resilient in changing contexts.

      This reminds me of the inefficiency of educational technology staff and professional learning in schools. Trainers and coaches can be seen as inefficient because change is slow and implementation of digital tools is uneven and seemingly detached from performance metrics. Still, having people who are knowledgeable and capable of providing job-embedded coaching and support is vital at a time like this, when schools are called upon to be resilient.

    10. Idealistic approaches tend to privilege expert knowledge, analysis and interpretation. Naturalistic approaches emphasise the inherent un-knowability of current and future complexities, and thus they de-privilege expert interpretation in favor of enabling emergent meaning at the ground level.

      This concept was discussed in yesterday's webinar. As we look to the scientific community, we instinctively expect them to be able to present a complete picture of COVID-19, and we expect problem solving to be top down and efficient.

    1. we face two particularly important choices. The first is between totalitarian surveillance and citizen empowerment. The second is between nationalist isolation and global solidarity. 

      Both of these feel like false choices.

    2. Entire countries serve as guinea-pigs in large-scale social experiments. What happens when everybody works from home and communicates only at a distance? What happens when entire schools and universities go online? In normal times, governments, businesses and educational boards would never agree to conduct such experiments. But these aren’t normal times. 

      These questions suggest the importance of hyperlocal communities of practice that are engaged in safe-to-fail experiments under these larger areas of shift and potential inquiry.

    3. Instead of every country trying to do it locally and hoarding whatever equipment it can get, a co-ordinated global effort could greatly accelerate production and make sure life-saving equipment is distributed more fairly.

      The governor of New York just proposed sharing ventilators nationally to help states meet their needs. He's also redistributing ventilators around the state.

    4. When people are told the scientific facts, and when people trust public authorities to tell them these facts, citizens can do the right thing even without a Big Brother watching over their shoulders. A self-motivated and well-informed population is usually far more powerful and effective than a policed, ignorant population.

      These conditions seem like a very high bar nationally but perhaps not locally or hyperlocally.

    5. But temporary measures have a nasty habit of outlasting emergencies, especially as there is always a new emergency lurking on the horizon.

      In education we've taken temporary measures related to technology use and access. Students without devices are provided devices by schools, and also provided free access to the Internet.

      Teachers, many of whom have had little training, are suddenly charged with teaching online.

    6. One of the problems we face in working out where we stand on surveillance is that none of us know exactly how we are being surveilled, and what the coming years might bring. Surveillance technology is developing at breakneck speed, and what seemed science-fiction 10 years ago is today old news.

      This is particularly true because of the use of AI. "Dressing for the Surveillance Age," by John Seabrook explains how researchers have to interact with the surveillance systems in order to develop ways to trick them.

      Goldstein’s research is ultimately aimed at understanding these vulnerabilities, and making A.I. systems more secure. He explained that he and his student Zuxuan Wu were able to create a pattern that confuses the network using the same trial-and-error methods employed in training the neural network itself. “If you just try random patterns, you will never find an adversarial example,” he said. “But if you have access to the system you can find a pattern to exploit it.” To make the sweatshirt, they started with a pattern that looked like random static.


    7. But with coronavirus, the focus of interest shifts. Now the government wants to know the temperature of your finger and the blood-pressure under its skin. 

      In the development of a medical defense against a pandemic, it is vital that we remember that the horrible kinds of triage decisions hospitals are making right now would be less likely if these kinds of digitally mediated emergency measures were developed and ready to deploy.

    8. This kind of technology is not limited to east Asia.

      This kind of technology is ubiquitous here in the US, too. Our infrastructure is just more commercial by nature. This NY Times piece details just how trackable we all are using data gathered from mobile apps. https://www.nytimes.com/2019/12/19/opinion/tracking-phone-data.html

    1. There are several misrepresentations in that statement.

      Isn't it a misrepresentation to say they're giving the books away? Openlibrary.org is loaning books for 14 days only.

      The scarcity of ebooks at public libraries is something I've grown accustomed to. The Internet Archive loaning will allow teachers and students greater access to learning resources that are scarce for the poor, and for public school teachers, many of whom routinely buy books for their own classrooms. Ebooks are an innovation that hasn't ever reached its promise in large part due to the economic barriers the publishing industry maintains through phony, arbitrary scarcity they impose.

  14. Mar 2020
    1. Readers do not need Open Library

      No mention of students in poverty or public school teachers' lack of resources.

    2. There is no new, unfulfilled need for students to have free books due to the coronavirus.

      This seems like a misrepresentation. There is a desperate need for students to have access to electronic books during the coronavirus pandemic. Schools and libraries are being shuttered while millions lose their jobs. That justifies more liberal lending practices to support education. It is hard to imagine a more apt scenario in which students would need unfettered access to ebooks.

    1. The following narrative is a firsthand reflective ac-count of a teacher’s experiences in using CFT to ex-amine point of view with a group of Black girls. As I was pulling a small group of fifth graders who had not passed the first administration of state Reading assessment, I decided to use the CFT framework I recently learned about instead of traditional test preparation materials. I selected a fairytale that all my students were familiar with— “Goldilocks and the Three Bears.” We read the story aloud, each student taking a part of the text to read and summarize to his or her peers. I drew the diagram on the whiteboard and wrote the exposition, laying out the characters, the setting, and the introduction of the plot. I needed the stu-dents to be involved as much as possible in com-pleting the plot diagram so that they would feel comfortable and confident in doing it on their own in independence practice.When the plot diagram was completed, I asked the students to think of Goldilocks as a young Black girl. “How would the story change?

      This window into a teacher's decision making and instructional approach with her students is instructive. Students who hadn't passed an assessment would ordinarily engage in test-prep remediation. Here, the teacher chose to apply her new learning in order to provide the students with a learning opportunity that focused on their sense of identity, and the expertise they drew from lived experience. It strikes me that the teacher and the students were all learning here, which is inspiring.

    1. Games can only take place between users within the same Office 365 Education tenant

      This means that students who sign up for 365 accounts using @aurorak12.org accounts can play in multiplayer worlds together, but youth from different districts wouldn't be able to play together at the DWP Young Writers Camp.

    1. We’ll also perform an after-action report and see what we’ve learned about the process and ourselves. I’ll use this to improve my practices for the next time things go sideways.

      I really like the idea of an after-action report that allows learners to reflect critically on the experience. Terrific that this will inform your practice moving forward. It strikes me that this class will learn things about how they learn, and you'll make collective discoveries.

    2. As we adapt to these possible changes in our schedule, we have to acknowledge the need for flexibility in our plans. As such, we have an opportunity to review the goals and objectives of the class, and identify a path to make sure these goals still become a reality. As a class we take time to look at the class syllabus, and the work already completed. I make it clear that students have agency in the process as we discuss what we’ve already completed, and what the students would like to complete over the coming week(s).

      This speaks to the power of goals, reflection and agency. I might add that this type of work, combined with the adaptability and flexibility you argue for above, present the opportunity for discovery and even more powerful learning in times of trouble.

    3. You also are feeling the anxiety, the fear, worry, despair, and sense of dread. In front of your class, be adaptable, honest, resilient, and resolute.

      It strikes me that being adaptable, honest and resilient is the way to not have it all figured out and work through challenges. This, too, is a teachable moment in which the facilitator doesn't have to have it all figured out.

    4. As an educator, you’re the master of creating order and normalcy. You create the culture at the beginning of the year. You set the expectations and vibe of your classroom at the start of each day, and redirect when things don’t go as planned.

      Speaking personally, I like to create a little disorder and abnormality regularly, which hopefully helps us all be a little more flexible and collaborative in times like these. In my case, I hope to achieve coherence day-to-day, and will seek to achieve that in my online efforts with learners now.

    5. I’ve decided to type this up to share with students that might have missed it in one of our last face-to-face classes. I’m also sharing with publicly online in case it might assist you and your students. Keep in mind that my remarks are for a class of pre-service teachers, but I believe it may benefit all. The first point below is for educators in general. The remainder of the points are more student-directed.

      I think it is great that you've made your advice to preservice teachers public. My email inbox is full of Spam from Actively Learn, Newsela, Blackboard, Flipgrid, and PBS LearningMedia, (which is the message I most welcome.)

      It is really helpful to contrast the advice of an instructional designer like yourself, who is thinking about higher ed and K12 issues.

    1. Structure informal activities that people can engage in if they want. These don’t have to take a lot of time to design – you might ask students to share something unique about where they are living, to tell others about their hobbies, pets, or family. You could ask them to do this by sharing a small image, a link to a website, or a forum post. These help participants to feel that they belong and can build a sense of community over time.

      Yes to informality! Informal, low-stakes opportunities can communicate that:

      1. The facilitator is tinkering, which might ease participant concern.
      2. That online learning can be a place of inquiry and discovery, where participant interest, questions and concerns can spark inquiry.
    2. Think about the types of roles that might be needed to build a learning community: as well as you (the teacher), you might look for particularly active and/or knowledgeable students to become mentors.

      I appreciate this notion of developing roles that participants can play in networked learning.

      What roles do you start with? What roles do participants suggest? How can distributed leadership help monitor for whose voices are underrepresented, or who isn't able to access the learning or interaction?

    3. Don’t force anyone to use a particular platform (other than official, institutionally supported ones). Your students might well have ethical objections to using a particular one. Respect those. Never require anyone to sign up to a (non-institutionally supported/“official”) platform in order to participate. Data rights are human rights.

      This is such a powerful idea that can be messy for the teacher, leader, or designer (I'll go with facilitator). What are some ways the facilitator can provide these choices and monitor the various channels?

      As a learner and MOOC enthusiast, I love the opportunity for participant-to-participant interaction in various channels.

    1. If English educators increase the conceptual demands of writing without supportive feedback loops, they might unintentionally (re)create dehu-manizing pressures for their students.

      The feedback loop here is important. In this case the adequacy is in large part due to the stance of the teacher. This written work, according to Everett, was ungraded. It also involved a teacher who was "geeking out" with metaphors while asking students to take risks while writing metaphors. There is a lot of support and safety in this loop.

    2. Rendell’s refusal could easily have been Shawn’s chosen mode of refusal because Shawn’s Honors English class, which he reported receiving an “A” in, failed to adequately equip him with rigorous academic and critical literacies—and Shawn entered school with a deep love for reading and writing. What might this mean for students who “don’t know their abilities” yet?

      Our failure to approach Black male students with an asset focus and an inquiry stance probably contributes to the number of students who turn their backs on school, or understandably walk away when schools oppress them.

    3. To explicate this point, Kinloch, Burkhard, and Penn (2017) raised an important question: “When school is not enough, how might students learn to cultivate their literacies, nurture their spirits, and chart their own trajec-tories within out-of-school spaces?”(p. 36)
    4. critical literacies”—the ability to not only read and write, but also access texts to understand the relationships be-tween power and domination that underlie and inform those texts (Bishop, 2017; Freire, 1970; Morrell, 2002)

      These kinds of literacies help us challenge and change systems. I'm struck by the way schools trumpet the successes of students like Shawn, which allows them to maintain the status quo, even as students like Shawn decry the injustices they face at school.

    5. Freire (1970), an influential critical literacy scholar and philosopher, developed a powerful metaphor, banking education, to theorize inequality in teaching and learning. Banking education, Freire argued, positions teachers to treat students like empty containers to be filled. “Education thus becomes an act of depositing, in which students are the depositories [ATMs] and the teacher is the depositor” (Freire, 1970, p. 72).

      I'm struck here by two things:

      1. She's empowering oppressed learners and rejecting notions of pedagogy that position students as receptacles to be filled.
      2. She's diving deep into metaphor while teaching with metaphor.
  15. Feb 2020
    1. Praisesongs as a performance genre involve what Arntson (2008) described as “instrumental performance, singing, and speech” (p. 30). As Arntson (2008) explained, a “typical performance” (p. 30) of a praisesong involves a “verbal text and the musical patterns performed . . . equally capable of calling to mind a larger text, a shared area of knowledge, or a storyline . . . [involving] actions, events, attributes, and social mores” (p. 31).

      New genres as forms of composition have the potential to recast the writing we ask youth to do in academic spaces. Many new forms are digital, this seems to privilege paper, pencil and music instruments as part of social writing aided by teaching artists.

    2. Examining multiliteracies of youth of color

      This phrasing is so vital because of the way it focuses on the assets of youth. Schools can do a way better job of identifying the strengths of writers by asserting at the outset that they have many strengths.

  16. Jan 2020
    1. I wanted to be proud of my Mistakes and Challenges unit. It seemed to have all the elements of good instruction: culturally relevant texts, deep essential

      This is powerful to me. I appreciate Alex's storytelling and reflection here. His discontent with his own teaching is an epiphany that carries with it a lot of vulnerability. I love how it becomes a springboard for more flexible, responsive approaches.

      It helps me reflect on my own teaching: What are all they times I've wanted to be proud of my instruction but something about the dynamics of it seemed off? As a designer of instruction in my own classroom, what are some times where the inequity of a situation struck me and prompted me to change, even though I had checked many boxes of the elements of good instruction?

    1. What societies really, ideally, want is a citizenry which will simply obey the rules of society. If a society succeeds in this, that society is about to perish. The obligation of anyone who thinks of himself as responsible is to examine society and try to change it and to fight it – at no matter what risk. This is the only hope society has. This is the only way societies change.

      Societies have to be saved from the pitfalls of their desires by agentive members who fight society in order to bring about change.

    2. I would teach him that the press he reads is not as free as it says it is – and that he can do something about that, too.

      "...he can do something about that, too."

    3. Now if I were a teacher in this school, or any Negro school, and I was dealing with Negro children, who were in my care only a few hours of every day and would then return to their homes and to the streets, children who have an apprehension of their future which with every hour grows grimmer and darker, I would try to teach them - I would try to make them know – that those streets, those houses, those dangers, those agonies by which they are surrounded, are criminal.

      "Now if I were a teacher..."

    4. What I am trying to suggest to you is that it was not an accident, it was not an act of God, it was not done by well-meaning people muddling into something which they didn’t understand.

      "What I am trying to suggest..."

  17. Dec 2019
    1. proposed fixes to quality problems with all types of instructional materials are likely to flop.

      The word choice of "fixes" and "problems" are revealing. They suggest to me that this writer is focused on complicated aspects of a complex problem

    2. What if teachers’ professional development helped them become more discerning pickers?

      I would challenge the word "pickers."

      This really asks about how we can help teachers become more familiar with possible instructional resources AND how can we help them better interpret the results they get when they begin to incorporate instructional materials into their practice. I think the integration of these materials into instruction is a complex process, as is the interpretation of results.

    3. Two of the top reasons for using other materials? The core textbook was “too hard” and contained examples that were “not sufficiently engaging.”

      Are teachers designers and practitioners? Or, are they functionaries who are supposed to follow the script and give students their educational medicine? This synopsis suggests that teachers are dumbing down curriculum- which may be true- but the rationale for doing so might be based on complex factors that don't stand up to an ordered analysis. Resource materials in the hands of designers and practitioners will be employed in all kinds of unique ways and modified for really practical reasons. This article talks about who teachers trust. It is important to understand that practitioners who encounter myriad design challenges shouldn't trust people who can't relate to the demands of the practice or the complexity of those challenges.

    4. Newsela have made their way into the daily routines of millions of teachers and students. EdReports doesn’t rate these kinds of instructional materials. I wish they did.

      If EdReports rated Newsela, they'd need to consider why teachers use it, and how they use it. I'd guess the complexity of an online text repository with associated dashboards and assessments would prove too complex for the analysis. They'd probably end up trying to identify scopes and sequences from something that is more akin to a bookshelf.

    5. Most curricular resources on popular lesson sharing sites fail to meet the quality standards of expert reviewers.

      This is a new spin on an age old question about whether curriculum is being implemented with fidelity. Seen through the lens of the curriculum expert, the teaching should follow a scope and sequence which is aligned to standards, and quality is something that has high cognitive demand and produces student work that is evidence of a students' practice of the skills related to the standard. Deviations from the ordered plans can be rated in terms of quality.

      I'd make an analogy that this is like looking at a basketball team's playbook and judging the quality of the plays. Experts can analyze the sport, the coach, the team, and the individual players through the lens of the playbook and the analysis has value. The question is about the limits of this value.

      What does the analysis say about plays that break down? Or, what does this analysis say about point guards who nod their heads in the huddle but abandon plays called from the sidelines when they see cracks in the defense or scoring opportunities? I would guess the expert analysis would be critical about the quality of the offensive play. Luckily, basketball analysts understand that the game isn't played on paper. That's why Doug Moe could run a motion offense in Denver with no set plays and consistently take his team deep into the playoffs. That's why Michael Jordan took so long to adjust to running the triangle offense in Chicago. Basketball plays aren't written for analysts to read and evaluate, they're written to guide a team's decision making in a complex game where defense tries to stop you. Basketball coaches understand that players are practitioners.

      Similarly, curriculum is written to guide instruction but it cannot factor in all the complexities of a real classroom or school. Teachers are practitioners and the decisions they make are highly contextual, situated in a complex environment with many logistical considerations that curriculum writers are unable to factor in.

    6. Supplemental programs have been eating into full-year market share in a big way over the last fifteen years.

      Important to note the commercial lens here- what is eating into a traditional marketshare- as well as the focus on the instructional materials rather than the instruction.

      The data set for either study is ordered, rather than the more complex data set that would result from looking at teaching and learning.

    1. In recasting Spider- Man as Miles Morales, an Afro- Latino male, Marvel comics engaged in a pro-cess known as “racebending.

      Changing the race of characters in familiar stories is an approach to equity work in classrooms that I've seen in other texts in the #marginalsyllabus.

      Even Cinderella Is White: (Re)Centering Black Girls’ Voices as Literacies of Resistance is a text about asking students how fairy tales would be different if the characters were from different racial backgrounds.

    2. For the purpose of this article, we will exam-ine how curricular con-siderations such as a devotion to the literary canon and school policies and procedures relating to disci-pline uphold White supremacy.

      The curriculum considerations in schools can be entrenched in district politics and financial considerations. It is vital that teachers weigh the decisions that rest with them which can spark meaningful changes from the classroom level out.

  18. Nov 2019
    1. Still, I worry none of these actions listed above actually help me figure out my problem

      DiAngelo argues that white people should try to "be less white." I wonder how Tanner feels about that idea, which seems markedly different than understanding whiteness as a racial identity rife with challenges.

  19. Oct 2019
    1. dominating logics of white supremacy.

      I'm curious to dig into this notion of the logics of white supremacy. One such logic is to confine the definitions of "racism" and "white supremacy" to overt actions of violence and gross forms of discrimination, while dismissing more subtle but pervasive forms.

    2. Their emotional lives are warped, and they don’t even know why.

      I visited my daughter's class last year- she's in fourth grade- and students were presenting poster sessions about famous Coloradans. Several of the students studied Chief Little Raven, including my daughter. In each poster session about the Southern Arapahoe Chief, white children would speak about the duplicitous actions of the whites and I was glad to hear the students talk plainly about violence and theft. I went home that day wondering how those white students were making sense of the profound messages their studies held for them about their own race.

    3. Overt white supremacist violence is an obvious expression of the problem of the white race. This explicit violence is easy to denounce. But, I wonder if something more subtle is already happening with those of us who have been made white in a white suprema-cist society.

      I grew up understanding acts of racial hatred and intimidation as "white supremacy." White tolerance for inequitable conditions, and the failure to investigate the ways white privilege perpetuates inequity are at issue here.

    4. separatefrom the issues of people of color is not encountered

      A key point in this piece and, to me, an important distinction in equity work.

    5. Mediate feels like the right word to use here.

      The author is explicit about trying to get a feel for a constructive way forward.

    1. If the aim of critical global literacies is to pro-mote a social awareness and a crit-ical consciousness (Yoon 51), then young people must engage in these dual acts—understanding their sense of place if they are to em-pathize and care about places far more distant.

      How best to harness students' curiosity about a place while also highlighting for them the way their background or experience with a place supports their understanding of issues with global importance.

    2. However, a critical pedagogy of place further nuances the use of place by suggesting that critical understandings of place challenge educators to grapple with decol-onization, re-inhabitation, and the relationships with the lands we bestow to future generations (Gruenewald 4)

      I take this to mean that a critical understanding of a place requires grappling with a place's history. It strikes me that it might also challenge educators to think about how a place is contested space, or space with potential.

    1. scientific publishing has become a market increasingly characterized by consolidation, soaring subscription fees, and rising profit margins.

      This trend goes unnoticed because the costs are bundled into the rising costs of college education. The public's lack of access to real data is a by product.

    2. since most research is publicly funded

      Public schools' deep ties to the publishing industry go back a long way and understanding them can help us understand the inequities we see in schools. Public education is expensive and very much for profit.

    3. Ultimately, she concluded that in an age where scientists can publish their research “directly on the internet,” or through paywall-free Open Access journals, traditional publishers will inevitably fade into obsolescence.

      This may very well be the trajectory that the web has set us on, but a new business model will accompany the change. Right now, it appears this business model is in flux.

  20. Jul 2019
    1. We will explore concepts of trust-play-annotate-imagine-curate through reading, writing, moving, improvising, creating, noticing, reflecting, and being.

      Michelle's work connects with #marginalsyllabus

  21. Jun 2019
    1. Students having their own personal domain on the web affords them two important things: their data is theirs for as long as they want it, and does not get lost after a course disappears from the LMS or after a commercial website closes down; and their data is theirs, no commercial platform will monetize it or keep it after they decide to remove it. However, Domain of One’s Own is only a partial philosophical and technical solution. It can empower in some but not all contexts.

      These are significant benefits to DoOO. This work as a response to the LMS and commercial platforms for online courses is important for institutions of higher learning. It also important that there is a consistent equity oriented critique of DoOO that can inform iteration and continuous improvement. While the LMS is an appropriate villain and target, resisting the tyranny of the LMS isn't the problem we need higher ed to solve. DoOO is as strong as the learning it leads to about equity.

    2. they in fact reduce human beings to a set of numbers collected by observable online behaviors, rather than seeing a human being as an individual, and believing in their agency to see the patterns of their own data in order to plan their own course of action to achieve their goals. It would be worth asking ourselves how we might decolonize learning analytics, as Paul Prinsloo has written.

      So important to remember all that data cannot show us and what it will likely make us blind to.

      I imagine a disclaimer any time we look at spreadsheets meant to represent a human system. Something like, "Remember, this data presentation is prone to make us talk about people as if they are ants in an ant colony responding predictably to stimuli or data processors that can be programmed. It is only useful if we can resist these temptations and maintain our humanity while we inquire about human systems."

    1. In 1965, Nancy Larrick wrote the article “The All-White World of Children’s Books” in response to a five-year-old Black girl’s question regarding the invisibility of Black characters in children’s books

      That work is available online here (first 3 pages), and here (last 2 pages).

    2. Ngozi Adichie called the danger of a single story:

      This talk is a must-watch for educators today. https://youtu.be/D9Ihs241zeg

    3. 12-year-old Black girl Marley Dias’s #1000BlackGirlBooks have worked to decriminalize lit-eracy for Black girls.

      This is a powerful example of youth activism that has helped shed a light on the scarcity of Black girl characters in classroom libraries and in the books English classrooms foreground. https://youtu.be/U2nN01Pwv_E

    4. Black girls who are in English education classrooms that deject them to learn from majority White literary texts and de-value works by Black women authors are facing modern-day forms of educational enslavement.

      The curriculum subtly teaches them they belong in a lower station while reinforcing for white students that their stories have primacy.

  22. May 2019
    1. bit.ly/2cyzCfq

      I didn't notice this in my first read. It is a link to a lesson plan on Read Write Think. It strikes me that the kind of social annotation we're engaged in here could help groups of teachers share their reactions to these plans and results from teaching them.

    2. Similarly, the counter-narrative allows the researcher and participants to study and name a reality inconsistent with what might be consid-ered the norm or pervasive otherwise. A recurrent theme of this body of work is that the narrative and counter-narrative should be captured by the researcher, experienced by the research partici-pants, and told by people of color. (542)

      A great lens for teachers and school leaders.

    3. Since then, Michelle Alexan-der and others have shown in their research that the prison incarceration rates increased full-blown to 600 percent from the mid-1960s until the 2000s to now reflect a “racial caste system” (Alexander 2).

      It is so important that Alexander's work foregrounds this piece. The problem of mass incarceration must guide the decisions teachers make in the classroom. Her writing should change syllabi, revise rubrics and rearrange the furniture in classrooms.

    4. For Step 2, I shared two kinds of research: (1)the knowledge that we already possess and know from our own experience, and (2) the knowledge that is gained from formal research in the exterior world by seeking articles, books, news-papers, magazines, and peer-reviewed online sites.

      Highlighting the importance of the knowledge we already possess revalues the voices of the students and the stories they can gather from family and community members.

    5. P]eople need to read, write, and speak in certain sorts of socially sanctioned ways if they have any hopes of confronting problematic texts or producing informative and empowering ones.

      The hope with new technologies is that we can continually press forward in negotiating what is socially sanctioned. As norms for political discourse change with the advent of new media, how can we put our fingers on the scales of justice to advance equity? I hope we can advance this type of writing.

  23. Apr 2019
    1. IRA-controlled Twitter accounts separately had tens of thousands of followers, including multiple U.S. political figures who retweeted IRA-created content.

      It would be interesting to see this data as well.

    2. Over time, these social media accounts became a means to reach large U.S. audiences. IRA employees travelled to the United States in mid-2014 on an intelligence-gathering mission to obtain information and photographs for use in their social media posts

      We need to know the means by which they grew these audiences. How, specifically, are they operating in these social networks?

    1. Kara also required her students to explore food options available in a one-mile radius around their school to determine whether they were part of a food desert. In the five blocks around the school, Kara’s students found one grocery store whose selection was “not great,” three gas stations, a drugstore, a corner store, and a bulk candy store. Through an explicit examination of these places in the community, Kara foregrounded her students’ local knowledge alongside other mentor texts and asked her students to “read” and interpret these places in their neighborhood in the same way.

      This is a kind of reading assignment that can help students see the transferability of the thinking strategies we bring to both our neighborhoods and the texts we use to study them.

    2. As teachers like Kara cultivate urban literacies through a pedagogy of spatial justice

      One of my big takeaways from this reading, which for me includes the conversation we had about the text in the webinar (embedded below), is the importance of Tara's inquiry stance. When she was asked to teach using Engage New York's Common Core-aligned curriculum, she asserted both her agency and her curiosity by inviting her class to research and address an issue that resonated with them. To me, her process as a teacher is instructive. https://youtu.be/Gq9AQvjh_PY

    3. These responses allowed students to position themselves as agentive actors in the complex network of local and global dynamics contributing to food quality, obesity, and equity in their neighborhoods.

      Literacy here fosters agency for youth as they understand their place in complex systems.

    4. In one of the first activities of the unit, students wrote and performed spoken word poems about their neighborhoods (e.g., important/noteworthy intersections). However, they also complicated negative stereotypes of the South Side; for example, one student, Malcolm, wrote

      This seems like a replicable way to ask youth to develop counter narratives at the same time they develop their voice as writers.

    5. It is situated in a community encompassing multiple neighborhoods where there has been little construction or infrastructure updates since the 1930s beyond a large public housing project constructed in the 1950s. At that time, the population shifted from 6 percent to 86 percent African American. It is now 99 percent African American, and over half the population lives at or below poverty level.

      This specific explanation reminds me how important it is for us to unpack the word "urban" when we talk about urban schools. Understanding the power of Kara's teaching moves requires us to understand how those moves are responsive and community-specific.

    6. Explorations of urban literacy have attempted to extend “the focus on literacy from school-sponsored practices and events . . . to situate and resituate literacy across political and educative conditions and situations that involve children, youth, and/or adults of color” (Kinloch, 2011, p. 2)

      Extending the focus on literacy to non-traditional texts, events and places is vital equity work. We have to understand how biased the traditional framing of literacy is.

  24. Mar 2019
    1. Native nationhood

      This reminds me of an NPR article I read a few years back about more historically accurate maps of the Native American Nations. The type of research and composition that lead to the development of these maps could guide the development of research and composition efforts in schools. I like the article because it points to a more accurate historical reference as well as activist work of a young person.

    2. When teachers use Thanksgiving as the vehicle for their instruction about Native peoples, they are inadvertently locat-ing Native lives in the past.

      This is something that feels both subtle and horribly pervasive in the way we think about Native people, always presenting them in historical contexts rather than as part of the modern world.

    3. Another problem is the “myths, legends, and folktales” books that are marketed as Native. They are ubiquitous and mostly written by people who are not, themselves, Native.

      While there is much we need to unlearn in schools about Native people, the challenge of unlearning is compounded by a supply and demand issue with publishers and teachers who expect their literature about Indigenous cultures to match the general stereotypes we've been raised on.

  25. Jan 2019
    1. National Writing Project (NWP)

      As I'm thinking jotting notes about what "urban" connotes in this text and what it means to me, I'm reminded of my one and only experience attending the NWP's Urban Sites conference. Unlike other conferences I'd attended hosted by various organizations, this literacy conference foregrounded equity. I remember Black educators remarking during the close of the conference that they felt heard at the urban sites conference in ways they never did at other kinds of convenings. Since urban is so often used interchangeably with negative terms, I want to think more about how it could mean equity-focused, or be related to a predisposition to listening for understanding amidst diverse perspectives.

    2. urban schools given the pressures of high-stakes accountability systems and endemic deficit perspectives on students and their communities that frequently permeate urban schools

      Here "urban" seems to be synonymous with troubled.

    3. teaching in urban schools

      In our conversation about this piece the authors discussed how the word "urban" has come to mean all kinds of things when we discuss the contexts for teaching and learning. Reader respondents also asked what the article meant by "urban." On my second read through this piece, I want to pay attention to what the term signifies here at the same time I pay closer attention to what the word means for me. I've described the schools I work in as urban for so long, I can become more intentional about what I hope to communicate about the place, the students and the teachers' experiences.

    1. Billy thanked him and picked up his suitcase and set out to walk the quarter- mile to The Bell and Dragon. He had 20 never been to Bath before. He didn’t know anyone who lived there.

      Billy must be traveling for work, maybe moving to Bath.

  26. Nov 2018
    1. In our remaining space, our goal is to open expansive conversations among English educators and researchers about supporting students’ well-being and positioning in classrooms.

      I believe the introduction of texts like Christopher Bell's TED Talk, "Bring on the female superheroes!" and reading activities like the Twitter think aloud in the video below shift students' positioning to an agentive position, where they can choose to shape public discourse. https://youtu.be/bwbkhqlD2XE

  27. Oct 2018
    1. The days and weeks that followed the historic night only furthered the flood of teachers expressing concern and uncertainty.


      Antero Garcia provides background on the writing of this piece in this clip from the full Educator Innovator webinar.

    1. But if you are in the US, your career will survive completely even if you never read a single article by someone not from your culture, not in your language.

      What an important issue to point out. I wonder how the #marginalsyllabus could help with non-dominant scholarship? We should certainly interrogate why other cultures' scholarship is seen as less when we so publicly struggle with our public ed systems.

    1. Will you ask them the hard questions, and tell them that you will hold them to their words, or that they should seek a different sort of employment? Will the new freshmen class of Congress learn to just yes us continually until the roar fades to a whimper, which is apparently rule #2 in the Congressional handbook? We all know rule #1, and look where that has gotten us to. Our school students deserve better. Immigrant families deserve better. We deserve better.

      The transition to asking people how they will vote in response to the dizzying 24 hour news cycle is a key strategy that I appreciate here.

      Will you remember that children in cages were a thing on the news, and a policy initiated by our government?

      Will you remember that violence against women in the workplace was minimized, as has been our tradition?

      Will you accept "thoughts and prayers" again as a response to the shooting of unarmed people in a place of worship?

  28. Jul 2018
    1. a resilient system has to be designed in terms of what we don’t want to happen (a negative motivation but a strong one) and a direction of travel that minimises the risk of catastrophic failure,

      This reminds me of the Future Backwards facilitation process

    2. Scaffolding is a key part of any design process as it creates what should be a temporary structure to allow something more resilient to emerge. I’ll post on that later. But we also have to understand on a much wider basis just what we to play with in terms of change, the cadance of the feedback loops to understand the emergence properties of change and our ability to correct and recover.

      This makes me think that the initial processes I'll demonstrate to leadership teams are scaffolds to inquiry, not rigid processes to follow toward an objective.

    1. Open educational practices are seen as a means for students and faculty to develop new approaches to co-creating knowledge, as-sessing student outcomes, and designing programs. In these and other ways, OEP align with the principles of open scholarship

      Underlying these practices is an ethos of invitation that can be precarious on the modern web but must continue. We should be able to learn about trust by engaging this way, and not just in the sense that we encounter so many people who are all trustworthy, but in the sense that we have to think about trust in a transactional way. We have to seek out new ways to establish boundaries and trust at the same time in order to understand the true potential of web based collaboration.

    2. As part of their learning plan, students also wrote or edited a Wikipedia article relevant to their particular focus area.

      This can be a notoriously hard task. In part of an awesome address to K-State, Jim Groom spoke about his experiments teaching with Wikipedia. (at 16:50 of the video below) https://youtu.be/Ne6jV1kefp4 His talk is an important one for folks thinking about how where these OER OEP conversations have been, are now, and should be headed.

    3. He asked students to identify a particular question and develop a learning plan for exploring that ques-tion during the course. He also required that students update and improve the course OER, create new OER where needed, and decide how they should be graded.

      I appreciate the production centered nature of this approach, they learn about OER by using them, critiquing them and helping to create them.

  29. Jun 2018
    1. Leaders who don’t recognize that a complex domain requires a more experimental mode of management may become impatient when they don’t seem to be achieving the results they were aiming for.

      It is helpful to recognize the impatient leaders' idle hands are the devil's playthings. Leading experiments is action oriented and allows stakeholders to do the work and the thinking where we need them to stay cognitively and affectively engaged.

    2. Indeed, those with years of experience also have deep insight into how the work should be done. Leaders should create a communication channel—an anonymous one, if necessary—that allows dissenters to provide early warnings about complacency.

      Master schedule building at APS is a situation where people with years of experience are needed to pull it off AND where we need early warnings about complacency.

    3. In the complex environment of the current business world, leaders often will be called upon to act against their instincts. They will need to know when to share power and when to wield it alone, when to look to the wisdom of the group and when to take their own counsel.

      This may help explain why.

    4. Good leadership requires openness to change on an individual level. Truly adept leaders will know not only how to identify the context they’re working in at any given time but also how to change their behavior and their decisions to match that context. They also prepare their organization to understand the different contexts and the conditions for transition between them.

      This may help explain why.

    5. but those who set the stage, step back a bit, allow patterns to emerge, and determine which ones are desirable will succeed. (See the sidebar “Tools for Managing in a Complex Context.”) They will discern many opportunities for innovation, creativity, and new business models.

      This may help explain why.

    6. Most situations and decisions in organizations are complex because some major change—a bad quarter, a shift in management, a merger or acquisition—introduces unpredictability and flux. In this domain, we can understand why things happen only in retrospect.

      Staff turnover is an example of a complex situation that we can always understand in hindsight. How might we conduct experiments to give us data about retention?

    7. In a complicated context, at least one right answer exists. In a complex context, however, right answers can’t be ferreted out. It’s like the difference between, say, a Ferrari and the Brazilian rainforest. Ferraris are complicated machines, but an expert mechanic can take one apart and reassemble it without changing a thing. The car is static, and the whole is the sum of its parts. The rainforest, on the other hand, is in constant flux—a species becomes extinct, weather patterns change, an agricultural project reroutes a water source—and the whole is far more than the sum of its parts. This is the realm of “unknown unknowns,” and it is the domain to which much of contemporary business has shifted.

      Ferrari vs rainforest is a good analogy, and "unknown unknowns" an important concept.

    8. To get around this issue, a leader must listen to the experts while simultaneously welcoming novel thoughts and solutions from others. Executives at one shoe manufacturer did this by opening up the brainstorming process for new shoe styles to the entire company. As a result, a security guard submitted a design for a shoe that became one of their best sellers.

      This might help explain why we are capturing stories.

    9. Since the complex domain is much more prevalent in the business world than most leaders realize—and requires different, often counterintuitive, responses—we concentrate particularly on that context

      This is probably because dealing with complicated and simple problems is much more straightforward, and leaders can provide people with simple answers that satisfy. If everyone wants problems to be simpler, we all have a confirmation bias about presenting problems this way. Math instruction is really helpful here. How often do teachers simplify a complicated math problem for students so that both the teachers and the students have a more gratifying experience? There is a kind of agony for teachers to see students take an approach that will lead to a wrong answer and some frustration. For students, the uncertainty that comes with not having a simple formula when they approach a problem is something that can cause them a heightened fear of failure.

      A second point about the complex domain- if an organization is not sure if a situation is complicated or complex, it is important to know that assuming the context is complex, and therefore experimenting, usually requires less cost and produces more insight.

    1. One consequence of this is that, when you can’t rely to much on structure that trust and empathy come more into play. In a very real sense you are only as good as your last refusal to betray someone’s trust.

      This applies in classroom settings with teens and in online professional learning networks with adults who write about their work in public.

    2. Neither Theory X or Theory Y management work – there are a senseless dichotomy, but the ability to know when to change style is key and to build personal integrity and trust in key relationships.

      Important to note as we seek to apply theory in complex environments, like the English class, like the large public high school, like the urban school district.

    3. Assertion rather than negotiation means things are increasingly done behind your back and you are presented with faits accomplis; and of course that results in more worry so more control and so on in a vicious cycle. I have been both perpetrator and victim of this over the years so I speak with the benefit of several scars many of them self-inflicted.

      Interesting to think about when leading teams. The saying, "Ask for forgiveness, not permission," is born out of systems where people expect to be denied permission to do things that they deem rational. Moving from managing to leading might be about asking people to think through actions, possible results and consequences without denying them permission. If leaders acknowledge the complexity of the systems they work in, they can reassure people who take risks while allowing those people to experience the weight of risk.

    4. In a sense this is also a part of the Alice series as I want to address the issue of switching culture from managing to leading.

      I'm nearing the end of the book Obliquity by John Kay where he talks about decisions being direct or oblique, and how the direct decisions are efforts to impose order while oblique decisions are grounded in listening and experimentation born out of an awareness that complex systems have a lot of unknowns.

    5. Learn to live with dissent and with a lot of mess. The higher you get, the more challenges you face, the less you will be able to impose order, so learn to live with its absence as early as possible in your career.

      This is something I've observed working with school leaders over time. They have different attitudes about about messiness and they understand unordered issues differently, but it is a learning curve they all navigate.

    6. You can’t design or create something which is, by its nature, a emergent property of complex interactions over time. You can nurture it, you can nudge things along, you can (if you are using SenseMaker®) ask for more stories like these, fewer stories like those. An approach which will engage people more than talking in abstractions. All of these may result in the evolution of something that could be called a mindset – you will know when you have it, but you will almost certainly be hazy on how you got there and no amount of retrospective coherence will allow you to replicate the result in a different context.

      Though this reads as a software plug, it also describes in accessible terms a method for oblique approach to leadership that operates differently than we all have learned to expect leaders to act in support of programs or objectives.

    7. In Cynefin terms: keep that for the ordered domains, but even there allow exceptions; in the complex domain it just won’t work and the more you are an advocate for a particular tool or approach the less likely you are to be told of its unintended consequences or hear the stories of its negative impact.

      This is interesting in relationship to implementation. Curriculum adoption is something I've had long experience with and I've noticed how the central office, literacy leaders in particular, get so passionate about the use of "best practices" that they talk about teachers as enlightened or unenlightened depending on their acceptance of classroom approaches. What is lost in the labelling of teachers as good or bad is an honest conversation about the real human challenges of teaching diverse, transient populations of students. What is also lost is a discussion of any successes that arise from methods outside of those that are prescribed because leaders can get so fixated on proving that the curriculum adoption and strategy approach is effective and worth the cost.

    8. We only see what we expect to see to reference inattentional blindness. Wisdom lies in making sure alternative feedback mechanisms are in place in anticipation of need rather than in response to an issue. In effect to sense the attitudinal pattern of the water cooler stories.

      Here is an argument for oblique, or indirect, feedback methods like story capture.

    1. We live in dark times. Many people want to stand up for their own rights and the rights of others, but feel unsure about how. Ms. Smalls’ experience, like that of two brave women in Montana last month, teaches us that sometimes knowing one’s rights and speaking out with confidence delivers truth to abusive power.

      Finding teachable moments in the darkest of places.

    1. Women are not going to be able to take down the patriarchy without men backing us. And they need to be clear that they’re doing it to reclaim their own humanity, not as a favor to us.

      I like to think this can be easy and boring, that this is within reach. I like to think that men can socialize better behavior by moving the lines of what's accepted among men every day. It isn't a favor to women when we take a stand against abuse, it is capably filling the roles we know well and aspire to, the roles of good husbands, coworkers, brothers, fathers, uncles and boyfriends. In each of these roles we can ask for better behavior from the men around us to help socialize better norms among men.

    2. And in order for men to heal, they need both compassion and accountability: men need to reconnect with their empathy, and to be accountable for the harm they caused. We need some restorative or transformative justice.

      Compassion and accountability are important to think about when men want treatment to help them deal with their issues, or even as we think about what consequences men should suffer when they've been abusive. Culturally, we seem to be coming to terms with the number of stories and the different degrees of violence or inappropriateness in the stories we hear. The moment calls on us to:

      1. believe women
      2. let men respond to accusations
      3. think about the ways we want various industries to respond to abuse
      4. think about how to help men who want treatment
    1. The “O” for open in MOOC was essentially the only term that participant-designers held in high regard as they imagined the possibility of designing for emergence and responsiveness rather than predetermined outcomes.

      I found this theory of action that I drafted for the consideration of participant facilitators. I would hesitate to say that it was the theory of action of CLMOOC, because our intention setting and planning was messier than this, but I remember it being well received, generating discourse across the planning team and being regarded as helpful. I clearly brought a working definition to the work evidenced by this draft.

    2. open-ended invitations

      This is an example of a specific place where designers can reflect on the design and the participation that resulted. Instead of asking if a MOOC achieved a utopian ideal that it never endeavored to, we can ask if the invitations were open-ended. We can ask if they still are.

    1. Again, these experiences provided multiple opportunities for Black girls in the class to explore social issues across modalities and raise questions about audience, privilege, power, voice, and equity. The questions they raised in discussions and the work they produced drew on multiple literacies that were tied to their identities as Black girls.

      This work strikes me as important and reminds me that we can place black women writers and related equity issues at the center of our curriculum for all students. The stories and issues we deem worthy of study communicate their cultural importance.

    2. Put another way, there are a whole lot of design decisions that go into creating a single “snap”—much more than simply taking the photo.

      https://youtu.be/WYwTGLdnXkU A student of mine had seen me riding my new skateboard on her SnapChat story. I looked over her shoulder while she scrolled through a morning's worth of snaps at our high school, trying to show me two videos of me somewhere in a volume of images text and videos. I knew students at my school stay tuned into this daily story all the time but I'm still a little awestruck the way she navigates and filters through this media stream on a mobile app. They compose Snaps that have a longer life span- 24 hours- to contribute to this ongoing social stream that gives new meaning to the 24 hour news cycle.

  30. May 2018
    1. Civic education should help young people acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be com-petent and responsible citizens throughout their lives. [This includes being able to] act politically by having the skills, knowledge, and commitment needed to accomplish public purposes . . . [and to] have moral and civic virtues such as concern for the rights and welfare of others, social responsibility, tolerance and respect, and belief in their capacity to make a difference. (p. 4)

      In this context, helping students acquire skills is a school's achievement.

    2. Beyond just banishing boredom, connecting school with the world in which students live leads them to value learning and to feel a sense of belonging to the school com-munity, resulting in higher achievement.

      In public education we feel this pressure to say that _ results in higher achievement, as if connecting school to the world in which students live isn't the goal, but a means to a measured end. It seems like connecting school to the world in which students live creates a learning network we can cultivate as opposed to looking at student work as a deliverable that we want to weigh and measure. If we have an asset-focused view of students, connecting school to their lives will serve them and their talents better.

    1. It would provideopportunity for free expression: literate and illiterate alike could record, preserve, disseminate, and repeat their opinions.

    2. What prevents their frustration from shaping new institutions is a lack not only of imagination but frequently also of appropriate language and of enlightened self-interest.

      I appreciate the notion that enlightened self-interest on the part of learners and a community could lead to meaningful school reform. It can also lead to the creation of pathways in our current systems.

    3. Everywhere this situation discourages both the motivation and the financing for large-scale planning for nonschooled learning.

      This is a fascinating notion that I had never considered about #connectedlearning. Illich presents funding for school and 3rd spaces as mutually incompatible at least which I don't know if I buy.

    4. The richest parents, some 10 percent, can afford private education for their children and help them to benefit from foundation grants. But in addition they obtain ten times the per capita amount of public funds if this is compared with the per capita expenditure made on the children of the 10 percent who are poorest. The principal reasons for this are that rich children stay longer in school, that a year in a university is disproportionately more expensive than a year in high school, and that most private universities depend-at least indirectly-on tax-derived finances.

      Good school, rich school; Bad school, poor school via the Atlantic

      Connecticut is not the first state to wrestle with the conundrum caused by relying heavily on local property taxes to fund schools; since the 1970s, nearly every state has had litigation over equitable education, according to Michael Rebell, the executive director of the Campaign for Educational Equity at Teachers College at Columbia University. Indeed, the CCJEF lawsuit, first filed in 2005, is the state’s second major lawsuit on equity. The first, in 1977, resulted in the state being required to redistribute some funds among districts, though the plaintiffs in the CCJEF case argue the state has abandoned that system, called Educational Cost Sharing.

    5. They all match people in order to explore certain "themes"; and these are dealt with in courses, seminars, and curricula in which presumed "common interests" are prepackaged. Such theme-matching is by definition teacher-centered: it requires an authoritarian presence to define for the participants the starting point for their discussion.

      This reminds me of the kind of matchmaking that happens in #ds106's assignment bank and the #clmooc make bank.

  31. Apr 2018
    1. further demands.

      He seems to indicate that our expenditures to combat poverty are in response to the demands of the poor, not worthy efforts to create level playing fields or to acknowledge interdependence.

    2. Let me give, as an example of what I mean, a description of how an intellectual match might work in New York City. Each man, at any given moment and at a minimum price, could identify himself to a computer with his address and telephone number, indicating the book, article, film, or recording on which he seeks a partner for discussion. Within days he could receive by mail the list of others who recently had taken the same initiative. This list would enable him by telephone to arrange for a meeting with persons who initially would be known exclusively by the fact that they requested a dialogue about the same subject.

      The blog post promoting this reading asks a question I like:

      How might CLMOOC be an answer to Illich’s critique? Are there other answers?

      The professional learning experiment he describes in this paragraph has been taken up in a way by CLMOOC and others leveraging hypothes.is. The CLMOOC community's interest in CL principles constitutes his "intellectual match." The discussion we're having here in the margins is also further distributed across email inboxes when we reply to each other. Discussion might also take place in synchronous webinars if we choose to organize them.