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21 st Century Literacies Pedagogy to Change the World Locke High School, Los Angeles Jerica Coffey, Kathleen Hicks, Stephanie Cariaga

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21st Century Literacies Pedagogyto Change the WorldLocke High School, Los AngelesJerica Coffey, Kathleen Hicks, Stephanie Cariaga

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• Share concrete examples of Critical Multi-literacy pedagogy in 9th-12th English classrooms

• Discuss lingering questions and teaching implications from year-long inquiry on Critical Multi-literacies

• Demonstrate the urgent demand for Change-Based assessments in urban schools

Session Goals

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The importance of context

Watch the film clip and discuss: • What would it be like

as a young person living in this context?

• What is the role of literacy teachers who work with students in this kind of context?

Legacy of institutional oppression and resistance• 1960 Watts

Riots/Uprisings

• 1992 Los Angeles Riots/Uprisings

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Addressing ALL student needs

Assets

Bilingual

Bicultural

Resilient

Belief in potential of education

Desire to connect with others

Needs

Academic

• Below grade level

Social-Political

• Poverty level three times below state average (US Census)

• Police Brutality

• Deportation Threats

• Lack of access to basic health needs

• Crime average in Watts 300% higher than County (LA Crime Index)

Social, Emotional, Psychological

• Clinical Services at Locke Cluster, 2010-2011: 645 referrals, 518 serviced.

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Inquiry Process for Collaboration

Bi-weekly meetings

Non-evaluative space

Our work mirrors type of inquiry asked of our students

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Inquiry Questions

How do educators develop multi-literacy pedagogy where youth can…

examine their own struggles with oppression?

confront the injustices that plague their communities?

cultivate spaces that provide internal/external healing?

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Community Cultural Wealth ProjectDeveloping Counterstories of Resilience and Resistance

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Unit Guiding Questions

What are different ways people respond to historical and generational trauma?

How do people in our communities resist oppression?

Why is it important that we tell the stories of people in our community?

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Critical Reading With and Against the Grain:Random Family by Nicole leBlanc

Model of 10-year research project written in narrative form

Problematizes “outsider” perspective of communities of color

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Purpose of Counterstories

"Counterstories can build community among those at the margins of society...they bring a human and familiar face to empirical research...can open new realities...and address society's margins as places of possibility and resistance."

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Tara Yosso: Community Cultural Wealth

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Inquiry driven by student’s questions

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Final Project

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Emerging stories bring sense of community and solidarity

Black Power Movement

Civil War in El Salvador

Immigration

Surviving Illness and loss

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Engaging community through technology

Digital Presentation of Research

• Storyboard

• Layering of media: audio narrative, images, music

Presentation of Learning at Community Exhibition

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Student reflection

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Learnings

Research and counter-storytelling create a sense of agency while learning rigorous literacy skills

Counterstorytelling is a tool to transform collective and individual identities from deficit to empowered

Rigor increases with authentic purpose and audience for student work and when students’ learning is guided by their own questions

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SAT

Benchmark 1

Benchmark 2

Benchmark 3

Benchmark 4

CAHSEE

ACT

AP

AWPE

EPT

Community College Placement Exams

CELDT

Benchmark 1

Benchmark 2

Benchmark 3

Benchmark 4

CAHSEE

PSAT

CST

SAT

ACT

AP

EAP

CELDT

Benchmark 1

Benchmark 2

Benchmark 3

Benchmark 4

Mock CAHSEE 1

PSAT

CST

Mock CAHSEE 2

CAHSEE ELA

CELDT

Benchmark 1

Benchmark 2

Benchmark 3

Benchmark 4

Mock CAHSEE

PSAT

CST

CELDT

SRI

Surviving the Zombie Apocalypse:Wake Up and Teach Already

Literature The 41 Tests We Take

ME

Our goal? Access to new worlds. Some we will break into, others we will create ourselves.

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Survival Tip 1: Space

“...if we acknowledge the centrality of language to our development as raced, gendered, and classed, beings, then we must also consider the possibilities for English education to create spaces for the development of resistant and empowered identities”

-Critical Race and Urban Youth

Where are you?

What spaces are you creating?

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Anyon’s Research on Class and Schooling

Survival Tip 2: Zombies are made, not born.

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Tip 3: Zombies Hide Where You Least Expect Them

An excerpt from Kozol’s Savage Inequalties

A wealthy student says, “someone else can’t want a good life for you, you have to want it yourself

…Then she adds, however, “I agree that everyone should have a chance at taking the same courses…” I ask her if she think it fair to pay more taxes so that this was possible. “I don’t see how that benefits me” she says.

Critical literacy “can help students discuss the relationship between literature texts and the ideals and values of the dominant society…”

Morrell’s Critical Literacy and Urban Youth

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Tip 4: There are only skinny survivors—you’d better hurry.

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Fernando

In the end, each school reinforces the areas in which it believes are more important and the ones they believe is best suited for the type of community it is surrounded by. This conflict has marked many schools in both their potential for teaching and the potential their student’s posses as individuals…but despite all the odds I am willing to fight to for my education and prevail against them all.

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Tip 5: Be willing to learn new things to survive.

•The transition to common core demands that we offer richer, more complex literacy opportunities to our students.

• Our local writing projects encourage our students to address real world issues and are offering incentives their efforts.

•Canonical and new literature itself screams for a critical eye—why would we train our students to be mini-psychologists or historians or use other lenses before they know themselves and their own histories?

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Do School Policies Meet Student Needs?

“In Maslow’s Hierarchy of needs it says that we need self-actualization. Yes, Ms. Rezinkova, Mr. DeVilliers, and Dr. Gutierrez give us the chance to reach htat, but how are we supposed to reach that with our stomachs empty?”

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What are the effects of dehumanization?

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Holden’s Resistance:

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Results

Having language to describe what I need from my students makes me feel sane

Being surrounded by like-minded teachers helps me continue teaching

84% of my students maintained or improved over the last 3 years

Significant increase in AP pass rates

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Healing Self, Healing CommunityUsing Inquiry and Dialogue to Foster Critical Thought and Social Change

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Developing more humanizing pedagogy

Duncan-Andrade’s “Note to Educators: Hope Required when

Growing Roses in Concrete”

“Socratic hope requires both teachers and students to painfully examine our lives and actions within an unjust society and to share the sensibility that pain may pave the path to justice.”

“The solidarity to share in others’ suffering, to sacrifice self so that other roses may bloom, to collectively struggle to replace the concrete completely with a rose garden is what I call audacious hope.”

“Too many of us try to create classroom spaces that are safe from righteous rage, or, worse, we design plans to weed out children who display it. The question we should be grappling with is not how to manage students with these emotions, but how to help students channel them.”

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Designing Transformative Curriculum

Timeline Academic Transformative

Week 1: Models of Persuasive Writing as Healing Dialogue and Social Change

• Annotate three real letters about injustice

• Explore Writing and Research process

Week 2-3: Plan and implement research

• Develop inquiry focus: topic, target audience• Research credible sources: interviews, articles, personal experience• Source write-ups

Week 3-4: Write Persuasive Letter

• Multiple drafts• Revise based on peer editing, individual conference feedback

Week 5-6: Plan and perform/facilitate Multimedia presentation at Community Showcase

• Plan, develop and practice engaging presentations

•How can we create more dialogue around injustice in our community?

• How can dialogue lead to healing – personally and collectively?

•How can we use inquiry to affect change in our community?

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Authentic Models of Writing as Healing Dialogue

Persuasive Letter Models

• Presente.Org letter from Widow of Anastasio Hernandez-Rojas

• Open letter to UC Davis Chancellor Katehi

• My letter to Kaiser Permanente Doctors after pregnancy loss

Skills

• Persuasive writing elements

• Citing research

• Vulnerability of sharing pain

• Power of risk-taking and honesty

• Validating experience and need for healing and accountability

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Developing Authentic Assessments

Choice as Agency and Ownership

• Variety of topics

• Audience: perpetrator, fellow victims, or general community

• Presentation format as vehicle for creativity

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Developing Authentic Assessments

Community Showcase as Collective Dialogue

• Students engaged in dialogue with community members

• Validating experiences and ideas

• Immediate feedback and reflection

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Implications for Teaching: Writing/Speaking as Healing Dialogue

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Implications for Teaching: Creating Opportunities for Dialogue and Empowerment

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Inquiry Reflection: Expanding notions of literacy

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Lingering questions

How do we assess transformative curriculum?

How do we make this sustainable?

How can we get support from our schools and districts?

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Questions / Feedback?