705 Matching Annotations
  1. 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

  2. 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.

    5. 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 by 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. Dec 2018
    1. support the literacy practices that young people already have but that are often hidden in the shadows

      The 2-minute video below has Chris Rogers's test-run Morlocks analogy for underground writers that he shared in our Educator Innovator webinar. https://youtu.be/NCRaLMIKKSQ

  8. 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

  9. 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?

  10. 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.

  11. 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.

  12. 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.

  13. 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.

    3. At a first meeting in a coffee shop, say, the partners might establish their identities by placing the book under discussion next to their cups.

      This f2f meetup is an important notion to consider. The affordances of the web and the digital footprint innovative educators leave behind as an OER is key to the specific learning opportunity we're engaged in here in the margins.

    4. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.
    5. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learning and education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.

      Obligatory attendance at neighborhood schools is a system that is too ordered to meet the needs of learners and a community. The challenge in the US seem to be the signals we send to each other when we veer away from this model. Data collection is a problem, actual vs perceived inequity is a problem, and faulty pathways to college or work are also a problem.

    6. However, instead of equalizing chances, the school system has monopolized their distribution.

      I see the now-reviled-but-still-very-much-alive tracking system being replaced by another system that looks like the old one, just re-labeled. How about 1) headed for selective colleges (at least a couple of AP courses with scores of 3 or better), 2) headed for open-admissions state four-year colleges and lower-tier private ones (at least an 8th grade reading level and some college credit), 3) headed for community college (same as #2), 4) headed for minimum-wage work (high school diploma/managed to show up for four years of high school), 5) headed for unemployment, poverty and prison (couldn't read high school texts and so dropped out).


    7. Only by channeling dollars away from the institutions which now treat health, education, and welfare can the further impoverishment resulting from their disabling side effects be stopped.

      How would we test this? Can we find places where we spend less and achieve greater agency among impoverished communities?

    8. dependence, anger, frustration

      Where systems create dependence, they also create anger and frustration.

    1. Even if they, as individuals, have developed the digital literacy to use their blogs to express their activism/citizenship, the sociopolitical environment makes it difficult for them to actually apply this expertise without substantial personal ris

      These sociopolitical environments are ever shifting, also. It seems as though students need to know how to engage publicly as well as how to evaluate the risks of doing so. What are ways we can ask learners to practice with these kinds of decisions?

    1. Originally seen on Twitter in response to the unceasing murder of unarmed young men and women of color at the hands of police officers, #BlackLivesMatter is an ongoing movement to end violence—both literal and symbolic—that people of color continue to experience. As such, we are intentional in noting that #BlackLivesMatter is not simply a “trending” phrase or a “dialogue.” As a movement, #BlackLivesMatter has persevered in public consciousness over the past 3 years largely due to its ability to sustain participation in both online spaces and in physical demonstrations like “die ins” (Levenson, 2014) held during holiday shopping seasons.

      The #BlackLivesMatter movement leverages social media in such a way that its digital footprint can be read. Would-be activists can make meaning of and draw inspiration from the public networked writing of the movement leaders and of those whose voices emerge as powerful in any given moment.

    1. If par-ticipants are guided by directional motivation, then we hypothesize(Hypothesis 1) that those participants assigned to an ideologically alignedpost will be more likely to judge the post as accurate

      Here's the hypothesis re: directional motivation.

    1. Youth Voices is a school-based social network platform that was developed by NWP teachers to bring studentstogether online to share writing and engage in conversation
    2. noted a lack of or “outdated” curriculum

      This is fascinating to me because it speaks to the need for implementation research around projects like the YouthVoices.live work referenced in this article.

    3. a healthy democracy and is a key aspect of civic and political life

      Important to note the date of this article for a few reasons: 1 How have things changed since the 2016 presidential election?

      2 Does this article express a sense of urgency? Should it?

    1. But the decision is causing an uproar among teachers, who have posted on social media, called and emailed board members, and spoken to the board during public comment.

      This is certainly one way to assess the effectiveness of a team of people working to support teacher level change.

    1. Support from physically close peers and mentors, virtually: A little under half of the respondents received support virtually — through email, texting, or social media — but 75 percent of the survey respondents who'd lived in refugee camps said that support was from people in their same geographic location. Career guidance was one of the highest ranked “virtual supports” for those who had lived in refugee camps, often given by geographically close friends and teachers.

      Support for these students is so often curricular at the school level when this article suggests that wraparound supports matter most. The data we gather at RHS suggests that curricular interventions, especially when they include homogeneous grouping, are less important.

    1. Create cross-sector leadership. In Providence, leaders from the school district and local nonprofits have worked alongside Mayor Jorge Elorza. Collaborations such as these can make it more likely that each of these sectors will procure resources, information, and support. For example, while teachers are often the most aware of which kids need additional extracurricular opportunities, the mayor’s office is often in the best position to identify existing resources that can support these programs, says Reville.

      Digital badges have been a part of this conversation in Providence and continue to be a component of the collaborations between schools, cities, workforce and higher ed.

  14. Mar 2018
    1. collective action produces global behavior

      This distinction is key to developing appropriate data systems for schools. What data can we put in front of teachers locally in order to produce the system results we want to see globally? Schools repeatedly try to put a zoomed in view of their global data system in front of teachers in the interest of having teachers take "ownership" of the global data. By zooming in on data that is not meant to be accurate, predictable, or actionable at the student level, we give teachers a terrible form of student-level data, like zooming in on a low-quality picture and seeing big blurry pixels. Then, we ask them to ascribe meaning to the bad data which is naturally going to be unreliable. Behind suits and ties we insist this is the data that teachers should care about because this is the data the state holds us accountable for, all the while teachers learn to mistrust this data.

    2. “I was interested in systems where individuals who are unable to assess the global situation still work together in a coordinated way,” she says now. “And they manage to do it using only local information.”

      What local information do teachers have at their disposal to help them assess global school systems and performance? How can we strengthen that data?

    3. We see emergent behavior in systems like ant colonies when the individual agents in the system pay attention to their immediate neighbors rather than wait for orders from above.

      What kind of emergent behaviors can we observe in a group of teachers when the framing for PLC expectations is broad and ill-structured?

    4. meager vocabulary

      Good to frame vocabulary this broadly and conceptually. What is their "vocabulary" and what vocabulary is needed for educators to self organize in PLC settings?

    5. All of which raises the question, if evolution didn’t see fit to endow ants with the computational powers of the human brain, how did they become such a dominant presence on the planet?

      This raises a key question about distributed cognition and sustainability.

    1. Most refugees have escaped extreme conflict and persecution abroad, but they may have little understanding of inequality in the United States. Schools should emphasize learning about America’s history of racism and oppression, because students may face the consequences of that history in their daily lives. Teachers can also give young people more active opportunities to engage with inequality, so that students are prepared to challenge discrimination as adults.

      This is a thread that runs through Pedagogy of the Oppressed and much of the Youth Action Research work that fascinates me.

    2. More broadly, Moussa’s school did not prepare him for the marginalization he would experience as a black, poor, non-Christian, non-native-born person in the United States. Moussa felt vulnerable.

      How can teachers help develop agency in students like Moussa while also showing them that there are paths to a non-traditional but manageable post-secondary education? This question can inform text selection in humanities classes and broader pedagogy design.

    3. Teachers have to be wary of the “false hope” that being successful in school will translate equally into livelihood opportunities for all students, according to a new paper by international education policy expert Sarah Dryden-Peterson and doctoral student Celia Reddick.

      This was a frustration of mine watching the new PBS documentary American Creed. There is a scene (19:00-23:00) in which a principal in a Tulsa elementary school talks about how her Native American students can grow up to be whatever they want at the same time she explains how many of the schools' families are trapped in a cycle of poverty, drug abuse, and incarceration. How long will that message ring true for these students given their surroundings? The principal, a Native American woman herself, is "living her American dream," in large part because her family owned land and struck oil.

    1. Valerie Kinloch

      (pictured here) I pulled this photo from her profile at Ohio State here.

    2. Mahiri (2004)

      (Pictured here) I pulled his photo from his profile at Cal Berkeley here.

    3. Malcolm X

    4. e Robertson Treatment, 201

    5. According to Robinson, executive director of ColorofChange.org, “Repeated exposure to unbalanced and distorted portrayals of Black people in media leads to the development of implicit biases against them” (“Not to Be Trust-ed,” 2015, p. 3). For example, patterns in portrayals of Black people in the media can (1) promote antagonism toward the Black community, (2) promote exaggerated views of Black people related to criminality and violence, and (3) reduce attention to structural and other big-picture factors that affect the Black community, such as racial inequalities (“Media Representations and Impact,” 2012).

      We've had a number of readers respond to this text but no notes yet about these three tangible ways traditional media narratives about Black people cause harm. To annotate this with an anti-racist focus, educators could surface examples of how they see the impacts of these with students in varied contexts.

    6. Pedagogies of healing and critical media literacy are important, especially in the wake of racial violence when mainstream media work to stigmatize, characterize, and marginalize Black youth by projecting them as dangerous Others

      The first line reminds me of the authors' description of the background of this piece. https://youtu.be/N5NVySOiu1U

    7. In other words, the same racist brutality toward Black citizens that we see happening on the streets across the United States mirrors the violence toward Black students that is happening in our nation’s academic streets.

      The shooting of Terence Crutcher in Tulsa, OK. always stands out to me as a particularly evil example, in part because of the media that arose from it. There is audio taken from a police helicopter before Crutcher was shot in which a man with a southern drawl describes Crutcher as a "bad dude." At that point in the video all the police officer who was mic'ed up could see was that Crutcher was tall and black. Watching from my own chair in Denver, I was moved to blog the following:

      And the cover up is such a familiar narrative that we can hear this helicopter pilot starting the cover up story even before Terence Crutcher was shot. From his arial vantage point, a white man with a badge describes Crutcher, who had his hands in the air, as a "bad dude" who is probably "on something." The officer who shot Crutcher is being described by some in the Tulsa police and by her attorney as a "drug recognition expert." Instead of calling this murder the way we can all see it, this murder is being quickly reframed as the shooting of a "bad dude" by a "drug recognition expert."

      Even as I angrily blogged, I didn't make the important connection that these authors do, the connection to the way Black students will feel in the weeks after a shooting as their community seeks justice and school marches on. These authors ask "What's next for the students?" This morning I found an article about Black student responses in a Tulsa school to the same shooting. I find them haunting:

      “Why did they have to kill him? Why were they afraid of him? Why does (Crutcher’s daughter) have to live life without a father? What will she do at father-daughter dances? Who will walk her down the aisle? Why did no one help him after he was shot? Hasn’t this happened before? Can we write her cards? Can we protest?” Lee wrote. “One girl closes our group by sharing: ‘I wish white people could give us a chance. We can all come together and get along. We can all be united.’ 

      It is important to note that the healing referenced in the title isn't just for Black people. Our culture needs healing when these murders happen and our media channels tell a story that indicts everyone in the passive audience.

    8. “debasement of Black humanity, utter indifference to Black suffering, and the denial of Black people’s right to exist”

      This is a powerful expression of the way white supremacy relies on the degradation of Black people. The examples that follow in the piece are plucked directly from huge media channels that reach a broad audience. I'm so thankful for the authors for sharing this type of work in a less than "mainstream" channel of another sort- the Journal of English Education.

    9. https://twitter.com/marclamonthill/status/658766053204324352

      Here's a link tot the tweet referenced in case folks want to retweet it or follow Mark Lamont Hill. https://twitter.com/marclamonthill/status/658766053204324352

    10. Adichie, C. N. (2009, October 7). TED Talks. The danger in a single story. Retrieved from https://www.youtube.com/watch?v=D9Ihs241zeg

      This is one of the first texts my students and I read in English class. I see its placement here as powerful in this list of references. I know the authors developed this list intentionally to send a message about what texts count in Critical Media Literacy. https://www.youtube.com/watch?v=D9Ihs241zeg

  15. Feb 2018
    1. Accuracy Motivation and Judgments of Truth Claims

      Here's a question that stems from my own work with students and research: How might playful approaches to the teaching of argument foster this type of motivation? Or, how might a Credible Hulk badge and playlist to support the development of this type of motivation?

    2. Instead, the deliberate distribu-tion of misinformation by some politicians, political organizations, and inter-est groups is common (Hochschild & Einstein, 2015; Lewandowsky, Ecker,Seifert, Schwarz, & Cook, 2012)

      This issue has become branded by the most recent presidential election but I think it is important to see that "fake news" is not a recent, or Russian invention.

    3. When assessing exposure to media literacy, we asked youth if educators haddiscussed how important it was to evaluate evidence that backs up opinions(emphasizing the norm of accuracy motivation) and if they had providedskills (or capacities) that would help them judge the accuracy of informationthey find online (emphasizing the need for skills). It would be wise to testadditional ways to promote the norm of accuracy motivation as well asthe skills or capacities to act productively in response to this motivation.

      Evaluation of evidence is something we can practice with and model for students as we work through reading and writing processes.

    4. In particular, in a polarized environment, judgments of truth claims areoften shaped more by whether or not individuals’ prior perspectives on theissue align with the claims than by how well informed the individuals are ortheir capacities to reason (Lavine, Johnston, & Steenbergen, 2012; Taber &Lodge, 2006).

      Fascinating the way bias ties into the reading process.

    5. To cite one stark example, in 1960, roughly 5%of Republicans and Democrats said they would be ‘‘displeased’’ if their childmarried someone from the other party.

      What are the implications of this on trust in our schools?

    1. To every politician who is taking donations from the NRA, shame on you. Crowd chants, shame on you.

      Amazing that the NRA still has such influence despite their tone deaf responses to school shootings. It isn't surprising to me that the gun debate still persists, but the staying power of the NRA as an organization is shocking.

    1. Two guys had opinions but a woman said their opinions were bad and they should not be allowed to have opinions because they were not certified opinion-havers like her. The end.

      Here are some facts that the Washington Post might have included: Two black men who are social icons and community leaders commented on a presidency marked by lies, and the stupidity of a president who mistakenly believed Frederick Douglass is still alive. The response of a conservative journalist was to question their intelligence and belittle their work by painting the entrepreneurs as dumb physical laborers.

  16. Jan 2018
    1. The purpose of democracy is to empower individual citizens and give them sufficient control over their lives to protect themselves from domi-nation.

      You can write about this line.

      (One possible response frame: The purpose of democracy is to __.)

    2. As I worked my way through the text with those students, I realized for the first time in my own life that the Declaration makes a coherent philosophical argument.

      You can write about this line.

      (One possible response frame: As I worked through _ with my students, I realized for the first time in my own life _.)

    3. Yet if you had peeked in on us, what would you have seen? By and large all we were doing was reading texts closely, and discussing them.

      You can write about these lines.

      (One possible response frame: If you had peeked in on us, what would you have seen? By and large all we were doing was __.)

    4. re-gifted

      Crazy, contemporary word choice.

    5. If the pattern of books published on the Declarationis any indication, we have developed the habit of thinking about the Declarationmainly as an event, an episode in the dramatic unfolding of the American Revolution. But it makes a cogent philosophical case for political equal-ity, a case that democratic citizens desperately need to understand.

      This is a call to action for cult of pedagogy folks like me. As a teacher of English, I'm inspired by the notion that this foundational text needs new reading because the readings to date have a shortcoming, and because our citizens have a real-life need to understand.

    6. are among the most fundamental mysteries of human life

      Not a "best practice," not something scalable for the purposes of spreadsheet data, the learner's growth is a mystery that only the learner can help us solve. If we try to quantify the learning we talk about learning in the language of accountants and auditors. When we avoid the temptation to oversimplify assessment and instead get curious about what changes readers and writers, the job of teaching gives rise to infinite inquiry possibilities.

    7. Or are they merely symbols? My night students’ lives overran with death—from gunshots and overdoses and chronic disease and battery. They were indeed haunted. My day stu-dents, many of them well-heeled and all of them well-insured, were still mostly too young to understand what it means to carry the past around within you.

      The risk factors her night students endure are assets that help them make meaning of the text better than her more privileged day students. Asset focused teaching.

    8. We scrutinized single words. When Antigone, in Sophocles’s play from fifth-century Athens, decides to stand up to King Creon and bury her brother, the chorus describes her as making laws for herself. She is autonomous, they say, which is simply Greek for “making your own laws.”

      This definition of autonomy is an important one for education leaders to think about for so many reasons. It reminds me of last month's reading authored by Linda Christensen, where we read about how teachers actually have more space than we occupy. Some teachers see autonomy where others feel confined.

    1. Those denials echo the same ones that frustrated Dr. King in 1963 as he sat in a Birmingham jail cell and wrote, “Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will.”

      How do people of goodwill combat their shallow understandings? How might the affordances of the open web help promote greater understanding?

    2. Racist is not a fixed category like “not racist,” which is steeped denial. Only racists say they are not racist. Only the racist lives by the heartbeat of denial.The antiracist lives by the opposite heartbeat, one that rarely and irregularly sounds in America — the heartbeat of confession.

      The confession that comes the easiest for me is the admission of my profound blindspots and the ignorance that comes with privilege.

    3. A new vocabulary emerged, allowing users to evade admissions of racism. It still holds fast after all these years. The vocabulary list includes these: law and order. War on drugs. Model minority. Reverse discrimination. Race-neutral. Welfare queen. Handout. Tough on crime. Personal responsibility. Black-on-black crime. Achievement gap. No excuses. Race card. Colorblind. Post-racial. Illegal immigrant. Obamacare. War on Cops. Blue Lives Matter. All Lives Matter. Entitlements. Voter fraud. Economic anxiety.

      This vocabulary list comes with an associated set of skewed arguments that stand in the way of social progress on seemingly race neutral grounds. "Blue Lives Matter" doesn't explicitly posit that black lives don't matter. Instead, it sneakily changes the subject.

    1. to go to jail togethe
    2. we will be able to transform the jangling discords of our nation (Yes) into a beautiful symphony of brotherhood.

    3. We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote.

      Can we find hope in the recent rejection of racism by the state of Alabama? Surely King would notice the role of black women voters in rejecting a racist pedophile.

    4. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

      This line reads not as a threat, but as foreshadowing about the reckoning we must do as a country that has always struggled with its goal of being a melting pot.

    5. It would be fatal for the nation to overlook the urgency of the moment.

      Our nation dies one death after another for overlooking the urgency of inequity.

    6. But we refuse to believe that the bank of justice is bankrupt.

      This line is so important today because of the state of our justice department and because of the way bankers have descended on Washington to solidify the inequality in our country. The conservative response to our public's cry that we have a racist president is, "Look at the economy!" King saw the connection between the banks and justice.

    7. In a sense we’ve come to our nation’s capital to cash a check.

      The notion that King came to the capital to cash a check reminds me of Coates' call for reparations: https://www.theatlantic.com/magazine/archive/2014/06/the-case-for-reparations/361631/ Reparations are not just important for black people in America, but for all Americans to atone for the original sins of this country which is still in search of ways to achieve the greatness its founders envisioned.

    8. But one hundred years later (All right), the Negro still is not free.

      Important for us to think critically each year on this day about the ways this is still true. How have we not lived up to the spirit of the Emancipation Proclamation?

  17. Dec 2017
    1. happening in the world and the way it affects my students’ lives—sometimes in obvious ways like the impact of gentrification on our community,

      The relevance of this kind of curricular planning appeals to me. I was reminded of how important Linda's work is when I saw a news story in my own community about a company's insensitivity about the issue of gentrification and how it led to civic action on social media, as well as some genuine civic unrest in Denver. The New York Times saw fit to report it.

    2. These days I attempt to teach a critical literacy that equips students to “read” power relationships at the same time it imparts academic skills.

      It always stands out to me when teachers frame reading in ways that apply to understanding the world. This kind of framing makes everyone a reader, and highlights how reading strategies are thinking strategies.

    3. When I stopped attending to test scores and started listening to the music of my students’ voices and seeing them as “more than a score,” I increased my capacity to engage them. I knew what didn’t work, but I still didn’t know what did work.

      When we focus on test scores, what are the things that go out of focus for us?

    1. This is highly problematic, because those lists are, in the first place, limiting a teacher’s role to some cognitive and routine tasks that indeed could be done by a computer, and completely ignoring the educational research that suggests the importance of having an adult or more knowledgeable peer supporting a young person’s process of knowledge construction.

      Great point. I love this talk by Dave Snowden on the subject which illustrates issues with the way tech companies think about human systems. https://youtu.be/KAH7o9u5HwY

    2. Teaching writing is about helping learners express themselves clearly and effectively with other human beings. What value is there in a machine giving students feedback?

      I personally think there is a lot of value in having machines ask writers if they've omitted punctuation, created a sentence fragment, or misspelled a word. Spell check, in my view, probably helps language learners acquire vocabulary. I've written about why I think it is okay to leave grading to the machines. http://onewheeljoe.blogspot.com/2012/05/leave-essay-grading-to-machines.html

  18. Nov 2017
    1. Answering it in the morning may differ from the evening. Answering it after a particular conversation on that topic is different from answering it out if the blue.

      I've been learning about this issue with respect to the school culture surveys mandated by the state here in Colorado.You point out how responses can be highly variable based on things like the time of day. It is also important to note how the results of surveys are so malleable in the hands of leaders- the statistics and expert reporting produced with statistics from surveys can be rationalized, interpreted, and dismissed by leaders with ease. Dave Snowden proposes surveys that ask participants to share water cooler stories, or story fragments which they then answer survey questions about. Messing with this approach in the last few months with teachers and students, I've noticed a distinct difference between what people write in open ended comment boxes and what they offer when asked for a story. The stories, in my view, have more utility. Here's an example of a survey that makes story capture central.

    1. Three powerful myths persist in our narratives around education technology.

      What would teachers interested in techquity say about this?

    1. Here the examples are numerous, such as the Teach for America program, which seeks out recent graduates of elite colleges to temporarily join the teaching corps in the toughest schools; or the district-financed leadership academies, which select aspiring principals partly because they lack experience in education; or the recent installation (and removal) of Cathleen Black, a magazine publisher with virtually no experience in education, as chancellor of the New York City public school system.

      In APS we've worked for years under superintendents with military and legal backgrounds who were new to K12 schooling. They both seemed to play an external facilitator's role.

    2. The principal is likewise a hands-on “super teacher” whose primary job is to be involved in the day-to-day business of instructional practice.

      It is fascinating to me how principals are viewed in implementation efforts, and with respect to teacher support and development.

      This recent article from NPR, which received a round of attention on social media, frames principals as former teachers who accept diminished roles in return for larger salaries. I thought this article painted an idealized view of teachers and their role in the school, and a distorted view of the principal's role that complemented the rosy conception of teaching.

    1. Best practices in civic education—as synthesized by a part-nership of business, foundation, and research groups—include formal instruction in government and civics, discussion of controversial social issues, service learning, and participation in school governance (Gould, 2011).

      So important the way these authors challenge contemporary "best practices." This connects back to another piece co-authored by Antero Garcia featured in last year's #marginalsyllabus which pointed out the way notions of best practice are problematic. Here's an annotation about from that text.

    2. we find it important to highlight its potential to instigate sociopolitical innovation

      For all the frequent grumbles about the passivity of most forms of Twitter activism, this was a moment in which the form fit perfectly with the message: The goal of #MeToo, as Milano’s friend told her, was simply to give people a sense of “the magnitude of the problem.”

      excerpted from The Movement of #MeToo by Sophie Gilbert

    3. In looking at youth socialization, engagement, and forms of shared governance in interest-driven spaces like online gaming and fandom communities, Mimi Ito etal. (2015) describes the value of understanding the “little p” politics that youth engage in regularly (p. 162).

      It seems important to me that educators actively value "little p" politics. Youth who haven't engaged in traditionally valued forms of civic participation bring background from spaces like Minecraft servers, where they encounter things like:

    1. But if you’re looking for a little bit more of a serious approach you wont have to wait much longer.

      Sounds like he's interested in sharing a new approach to badging that is unrestrained by the open standards that he sees as limiting?

    2. The vast majority of “badging” has turned into social engagement tracking tools, where conference organisers can issue badges for attendance, and indeed event attendance is the most common trend.

      This seems an accurate description of the current state of badging.

      1. Can we understand this as important data about learner interests and experience?
      2. Can we contrast this with the "minority" outlier examples that demonstrate how badges might do
    3. It’s a quirky engagement tool which looks nice, but very very rarely tells me anything about your actual competencies or skills.

      Does this mean that badges are a quirky engagement tool that don't reveal anything about competencies or skills? It occurs to me that they might if

      1. Expert assessment identified with descriptive accuracy the evidence that led to a learner earning a badge.
      2. The evidence attached to a badge was an artifact that illustrated a learner's skills and competencies.
  19. Oct 2017
    1. This is strikes me as a great start. I really appreciate the purpose behind your game and I believe this game could influence a broad audience and promote empathy. As I was reading, I found myself thinking through the decisions you’ve outlines and Joy’s predicament. I’m a cancer survivor myself- I was diagnosed with stage 3 colon cancer a few years back. I’m fully cured now but the experience was, as you seem to know, a life changing event.

      Overall, your game seems realistic already and does seem like it would foster empathy toward Joy. It also shows that cancer can impact anyone at any stage in life. Basically, I would encourage you to think through and explain in more detail Joy’s symptoms before treatment, her prognosis, and her closest peer relationships, like friends, or boyfriends. As with any writing, more specificity will likely make this game stronger. Also, those details will make the game more educational for the audience.

      As I was reading, I made notes using a tool called hypothes.is, which allowed me to give feedback “in line.” I hope my feedback doesn’t sound too critical because I really like the way this game is shaping up but it engaged me to the point that I wanted to think critically about the design. It is all intended constructively and I hope it reflects my excitement about your game. Here are those marginal notes:

    2. She is supposed to have her first chemotherapy in a month BUT she has to quit anything that makes her make a lot of physical effort in order to not faint at anytime and her case would get worse so joy has the choice to either :

      This sounds realistic in that a doctor's timeline for treatment forces patients to share devastating news with groups of people who will react in different ways.

      I also know that some patients consider delaying or denying treatment, which are realistic decisions.

      This scenario also sounds like Joy has symptoms because she risks fainting before treatment starts. Chemotherapy will definitely make her weak. As a reader, I'm wondering what Joy is experiencing physically already. You might also put leukemia symptoms here to make this choice more illustrative of Joy's predicament.

    3. Im still thinking of the rest of the story so to be continued … p.s this game isn’t intending to make you depressed ; I just want everyone to feel the daily and detailed struggle that they never though of that a cancer patient go through .. Cancer patients actually think that they see death everyday because the cure for their illness actually could make them die

      One key thing to think about:

      What is her prognosis? Doctors describe cancer in stages. Depending on the type of cancer and the stage, the patient will learn about their chances for a cure or, in other cases, they might learn they have no chance of a cure. In the cases where a patient has terminal cancer, the doctors offer treatments to prolong a patient's life.

    4. she is going to die already.

      Is this how she is feeling or is this her prognosis?

      One thought about this scenario is that she would probably try to carry on with her life or her regular routine during chemo until the side effects became too much. At that point, her social circle would really shrink. Maybe this choice makes more sense if she has a bad reaction to the first couple of treatments. That would allow you to share more information about what patients experience during chemo and the different reactions patients have, which doctors can't predict because everyone reacts to the drugs a little differently.

    5. BUT Joy didn’t want to tell her parents cause they always get pretty worried about anything ,but at the same time she didn’t want to lie Joy would go without telling them ( they would get upset if they knew and she doesn’t like to to make them sad ) Joy would take her friend with her( just to not go alone and have a good company ) Joy would tell her parents and they would with her.( they would be nervous until her result  appear )

      This choice makes her parents sound really nervous about everything since the checkup is probably routine. As a reader, I'm not sure why a checkup makes Joy so nervous, unless...

      What if Joy was feeling sick for a while before the checkup and was nervous about what the checkup might reveal? That would explain Joy's nervousness and it would be a good way to insert details about the symptoms that leukemia patients exhibit typically before diagnosis.

    6. Joy was too sad and depressed that she had no clue what to do; she knew she had to talk to her parents ,but she was afraid of their respond and she was sacred that they could get really depressed.

      The way Joy is feeling make this sound like a very realistic scenario. She would definitely be depressed, afraid and confused.

      I notice that this set of decisions all end up with the parents knowing or needing to know and that the decision here is a lot like the decision above.

      Also, it seems to highlight her desire to protect her parents more than the way she might feel isolated and confused by a flood of negative, scary information.

      Since this is the second decision that focuses on the parents, I might consider adding more information that makes this decision different than the one above.

      -Are her parents arguing about what Joy should do? -Are they demanding she move home? -Is her mother acting irrationally?

      Another idea that might make this distinct from the decision above is to perhaps include a best friend, or a boyfriend- someone who might be able to support.

    7. Joy is a part of basketball team and she is one of the best players and her team always counts on her

      I notice that you've thought about Joy's interests and how she relates with her peers.

      I wonder what they count on her for. Does she take charge during games and calm the team? Does she arrange team outings?

    1. We will not tolerate design for addiction, deception, or control. We must design tools that we would love our loved ones to use. We must question our intent

      It seems that there are some forces we want to counteract, namely technologies that capitalize on addiction, deception or control. Some opposing intentions might be:

      1. developing user agency and attentional awareness
      2. supporting understanding of evolving systems
      3. democratization
    1. “As new citizen media from protests and conflicts is uploaded and shared across the web, emerging and existing platforms must prove they are committed to hosting valuable citizen-generated content with attention to its safekeeping and integrity, careful archiving of media in a way that is searchable and accessible, and no monetary cost to promote visibility.

      This activism plays out in large part on commercial channels and it seems like the platform providers don't have to prove this at all. Instead, all they have to do is maintain their industry dominance and marginalized folks will have to compromise their data and privacy while playing by the rules of Silicon Valley.

    2. Our romanticization of these digital freedom fighters makes it harder for us to make sense of the conflicting reports we receive about the long-term impact of these social change movements.

      Our news cycles and the narratives we craft to fit inside the cycles demonstrate that we might not have the attention span to understand the continuing struggles and the slow ebb and flow of change. Power structures don't crumble under the weight of new media, rather they respond with counter measures.

    3. One might argue that her work was always political insofar as providing beauty tips for brown women calls into question what counts as beauty in our culture.

      It is definitely important that she has the agency, as a woman of color, to create a media channel where she can reach a broad audience.

  20. Sep 2017
    1. “How do we use the internet to become better people?”

      How can my network broaden and diversify? is a powerful question. How can I learn about other cultural perspectives?

    2. A heterosexual cis student resolves (individually) to follow 20 trans leaders on Twitter and retweet two things they say a week (with the student possibly using a pseudonymous account not tied to their identity). Other students examine their own bubbles and do similar things.

      In a small group discussion we all agreed that we prefer the latter. I think the possibility of amplifying other voices, marginalized voices is a powerful thing. I don't know that the notion of staying silent resonates with me, though. I want youth to be able to say, "This is what I believe," and then listen with curiosity to how others respond.

    1. What appeals to the white working class is ennobled. What appeals to black workers, and all others outside the tribe, is dastardly identitarianism. All politics are identity politics—except the politics of white people, the politics of the bloody heirloom.

      This paragraph is an important commentary about the emergent notion that identity politics ails the political left.

    2. Black workers suffer because it was and is our lot. But when white workers suffer, something in nature has gone awry. And so an opioid epidemic among mostly white people is greeted with calls for compassion and treatment, as all epidemics should be, while a crack epidemic among mostly black people is greeted with scorn and mandatory minimums

      So true. The suffering of midwestern whites is the catalyst for the reactionary election.

    3. Indeed, there is a kind of theater at work in which Trump’s presidency is pawned off as a product of the white working class as opposed to a product of an entire whiteness that includes the very authors doing the pawning. The motive is clear: escapism. To accept that the bloody heirloom remains potent even now, some five decades after Martin Luther King Jr. was gunned down on a Memphis balcony—even after a black president; indeed, strengthened by the fact of that black president—is to accept that racism remains, as it has since 1776, at the heart of this country’s political life. The idea of acceptance frustrates the left.

      There is a kind of extravagance about the election of Trump, so irresponsible given his lack of experience, policy ideas and moral standing. White America blames working class whites in the mid-west for his ascension, then tunes in daily to watch the reality show the American government has become. TV is winning. Whites are consolidating what was an already fearsome power, and minority groups take turns fearing for their standing in our nation and their very safety.

    1. Thanks to the sanitized images of the Rev. Dr. Martin Luther King Jr. and the civil rights movement that dominate our nation’s classrooms and our national discourse, many Americans imagine that protests organized by the Southern Christian Leadership Conference, the Student Nonviolent Coordinating Committee and countless local organizations fighting for justice did not fall victim to violent outbreaks

      King's image and the civil rights movement are sanitized to make them more palatable for white society. How can contemporary teachers present a more realistic account of King and the movement to empower modern day activism?

  21. Jul 2017
    1. How this relates to the digital, is that after we finish each story, my daughter is often curious and asks questions about the person. When I don’t know the answer, we Google (or DuckDuckGo) it together, and she also likes to see photographs of the women. She has learned that knowledge need not ever stop at the pages of a book, but it can sure be a great starting point.

      My oldest daughter loves the Warriors series by Erin Hunter, which is fantasy fiction about some anthropomorphized cats. She was interested to learn that "Erin Hunter" is a pseudonym for a team of women who write this series and the related branches with dogs and bears as characters. Recently we found a YouTube series where a group of youth had created video recreations of the stories. Hailey was thrilled to see the video sets because she has built the camp several times with Legos. (Note that episode 1 has almost 400,000 views with tutorials and links to how the cats were made.) She learned that the writing of the book series and the creation of the fan videos are both collaborative projects. https://youtu.be/R7fm-_cuxfA

    2. is “Good Night Stories for Rebel Girls.”

      I clicked through to read more about this one and found some youth testimonials. https://youtu.be/uMi2EWODdDo

    1. I had some thoughts about the new doctor and classroom implications:

      White Privilege will read Roo as white in the Hunger Games, and Patriarchal Society will read Dr Who as whoever he needs the Dr to be. When his reading is challenged, White Privilege will rage online for days before he'll look back to see if Roo was really black, probably because the story he internalized is so validating that he doesn't dare look. There is little chance Patriarchal Society will reread Dr Who for signs of femininity when the Internet is right there and it is so much easier to rage against whatever machine you don't like. Who has time to read closely when the social justice warriors are trying to steal your favorite characters?

    1. Why would anyone take a university course entitled “Writing Race & Ethnicity?” Inherent in the title of the course itself is an urgency about matters of the real world. Why does race matter? How has it been written and rewritten in our society? What conversations can we have to improve our understanding of each other? How can we include new voices in such conversations? Considering our headlines and the real challenges regarding race that we face together, I knew deep down that the course needed to connect to the world as we know it in more explicit ways. A prescribed series of academic readings and writings on theories of race seemed to fall short of that urgency.

      This paragraph might deepen someone's interest in this text, Mia's work, and also spark participation in the conversation in the margins.

    1. Soon, newsrooms, educators and organizations will be able to adapt the game to their own needs — it's open source. Teachers can ask students to select news stories to input into the game as a way to challenge their classmates.

      This is a valuable idea because of the way students move from being game players to game masters, and are engaged in critical literacy. I could easily see a students' selections taking a social justice bent related to race relations in the US.

    1. Such people lived then, had lived before, and will, probably, ever have a place on this planet; and their course, in respect to any great change, (no matter how great the good to be attained, or the wrong to be redressed by it), may be calculated with as much precision as can be the course of the stars. They hate all changes, but silver, gold and copper change! Of this sort of change they are always strongly in favor.

      Powerful societal elites, he claims, will always exist. Their concern lies with their finances rather than justice.

    2. To side with the right, against the wrong, with the weak against the strong, and with the oppressed against the oppressor! here lies the merit, and the one which, of all others, seems unfashionable in our day. The cause of liberty may be stabbed by the men who glory in the deeds of your fathers. But, to proceed.

      He attempts to align with his audience by reminding them of their recent status as oppressed people who were weak in relationship to their government.

  22. Jun 2017
    1. This blog was recommended reading in my Sensemaker course.

    2. The approach we used was Cognitive Edge’s SenseMaker®, which allowed us to deeply scan for changes in attitudes and beliefs beyond mere observation of changed behaviours.

      The stories of the constituents as well as their self-assigned meta data is evidence of changing attitudes and beliefs.

    1. A hypothesis could be that LPPs are in part a result of participants multitasking and joining a variety of communities, being involved in them to the degrees that satisfy their own immediate goals.

      This paints a picture of a very active lurker who is a really active learner but inactive from a community participation perspective.

    2. An individual joined because of a course at university [Participant 18], and previous participation in a previous version of CLMOOC seemed to indicate motivation for keeping up a certain level of participation in CLMOOC 2016. The uniqueness of the course itself was another motivating factor. For instance, Participant 6 writes: “The change from ‘Course’ to ‘Collaboration’ for the final C was crucial. Everything that’s good in CLMOOC flows from truly embodying the deep meaning of that change. There have been other attempts – DS106, for example – but none were truly open and egalitarian the way CLMOOC has always been...”


    3. if they are in read-only or consumption mode.

      These are really active labels for lurking which suggest that learning is likely occurring for these folks, which I believe to be true.

    4. Feel part [of the community], but [they are] not sure [if they are] worthy” [Participant 16]. Another participant indicated that they “feel as though [they are] on the edge, where there is a central core of people who appear to know each other really well, and an enormous group like [them] dabbling around the edges” [Participant 13].

      These two points suggest to me that the informal tone and frequent posting of active contributors can raise a barrier to entry for some. The feeling that everyone knows each other is both concerning from an organizing perspective and a mark of strong community development. Hmmm....

    5. In addition, some participants have strong feelings about how they engage in using social media and this can result in them behaving as an LPP on some platforms.

      This section also indicates to me that the people surveyed had a level of familiarity with the digital tools required and that the distributed nature of #clmooc - the way it occurred across platforms- didn't limit participation. I wonder if that is a fair conclusion or an area that the survey didn't address?

    6. that the main concern of lurkers appears to be a loss of privacy.

      First time posters in #clmooc often reported nervousness or a lack of confidence in what they were posting. They didn't want to be contributing incorrectly.

    7. This might suggest a need for learners to have the freedom to lurk, and to determine for themselves what interactions are valuable, and which ones are not. Walker et al. (2010) suggest that in order for lurkers to modulate their behaviours and go from not posting to posting in the context of an online class, the instructor, or the facilitators of the class, needs to provide appropriate external motivators, in other words provide an answer to the common question of “what’s in it for me?”.

      This is both a design consideration and an acknowledgement that all learners have agency and the ability to disengage and opt out. Based on my experience leading online work, and my interest in complexity theory, I think it might be useful to determine a set of "worst practices" for fostering community participation in order to establish an ethos for leaders and to allow for novel discovery, which the introduction of "best practices" can discourage.

    8. They further elaborate that lurkers have different motivations and behaviours as compared to individuals who are posters in a community.

      Understanding the motivations of learners is really vital. The digital footprint of online collaboration allows us to study interactions and ask questions about motivation.

    9. this unquestioned assumption of non-participation

      Agreed. I'm glad this research seeks to hear from them.

    10. active participants

      I'm interested in how the research defines "active." I'll be interested to find out if lurkers reject the notion that they are inactive as opposed to private, or locally networked.

    11. lurkers

    12. “memorably active participants, moderately active participants”, and “lurking participants”

      They're active from the perspective of the network analyst or from the perspective of the active participant.

    13. lurking is a complex behaviour

      Therefore, you must probe, sense and respond to lead lurkers, per the Cynefin Framework.

    14. We then analysed the data by using social network and content analyses and interpreted the research findings using the concept Community of Practice, with the Pareto Principle used to delimit types of learner.

      Pareto Principle Community of Practice

    15. definitions from the lurkers of what they thought lurking was

      I think this is fascinating that you contacted lurkers and important that you asked them to define the term. Still, this begs the question, do they cease to be lurkers as soon as they respond to your solicitation? If they responded, how lurky are they really?

    16. we used a mixed methods approach

  23. May 2017
    1. From my perspective, I felt that Abraham pushed me to the top of my teaching game

      The stance the teacher takes relative to her work with students is both positive and in keeping with a view of the school as a learning organization.

    2. potential incarceration of young people like Abraham

      This is why our systems must constantly search for ways to be more supportive and flexible.

    3. They aim to teach a simplistic form of cause and effect, in that students should come to see how their misbehavior causes consequences in the “real world.”

      High schoolers in particular have heard this all before.

    4. Abraham and I were both stubborn, and we were masters at targeting each other’s weak spots.

      Readers reading.

    5. Our conflict and its escalation in class would usually follow a storyline that went something like this: Abraham would say something to me or emit an attitude that I interpreted as dismissive of me or my teaching. I would take this personally and push back by being a victim and putting emotional distance between us to communicate that my feelings were hurt. He would take this personally and get angry. He would then begin to challenge me directly or make comments under his breath. I would take this personally and not know what to do, at which point my flight response would kick in and I would try to resist the urge to send him out of class. Catching myself here was important

      From a teacher's perspective, this feels so much like work avoidance but it is never really that simple.

    6. Abraham’s academic work was key to his narrative’s revision, and in his essays, he conveyed awareness that painful experience can profoundly impact how we give and receive love.

    7. These one-on-one sessions were valuable from an academic and behavioral standpoint. I grew to appreciate the sharpness of Abraham’s mind, and I also learned that it could be a challenge to get him to produce anything of quality.

      This is the point we can arrive at with students. It is great when we have the tools to strip away the parts of school that might be getting in the way. There are systems constraints, for sure, but this chapter reveals that the real constraints are relationship constraints.

    8. the novel toward the end.

      Interested to know more about this growing investment in the literature.

    9. Newkirk (1997) identifies a paradox about personal narratives—that their therapeutic value may lie in our refusal to treat them as “directly therapeutic” (p. 20). I did not ask Abraham to think about what he was writing as much as how he was writing and which strategies he was using to interpret and convey meaning

      The goals for Abraham seem both appropriate and non-traditional.

    10. Abraham was also gang-affiliated and had had negative encounters with police.

      This alone can lead to a student becoming severely labelled. The relative privilege that Abraham seems to enjoy in this school setting is, in many ways, the opposite of what students in his circumstances feel.

    11. If Abraham was uncooperative, the whole class would feel it, and our relation-ship gave me the leverage I needed to redirect him publicly without sparking an argument—at least, most of the time.

      Abraham's connection to school and learning seems precarious. The teens in the class can become taxed by these negotiations the same way a teacher can.

    12. so I learned to structure his feedback based on a constant risks-benefits assessment of whether it would have the desired effect or make me lose my leverage

      Different than grading or scoring as we traditionally understand it, LaMay views feedback structures as relationship dependent in the way that people who have spouses and children understand that they are.