OK, a few elementary resources related to teaching for social justice....
Social Justice Literature for the Elementary Classroom
I think this site is very exciting
This seems interesting...
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I know people are overwhelmed, but I see space in the curriculum and standards for transformative learning to take place, I always have, but NTC training and Courageous Conversations are the only places where I have ever heard anyone talk specifically and directly about the need for this type of consciousness and instruction, except for my own private conversations and previous academic work, so I just want to know what you all think...is it happening? is it happening enough? is it happening at all levels? should it be happening at all? what is the value of teaching for social justice?
Thanks for the resources Kelly. I can tell this is something that you are very passionate about. I haven't had the time to completely read all of this but I think you might be surprised to know that many elementary teachers teach about such matters but don't call it this. I also see, personally, that county schools teach this more than city schools (as evidenced by my own son's exposure in Bot. County middle school and my other kids exposure in elementary). The elementary school that my youngest attend is doing the Leader in Me program which is not social justice but it is empowerment to be a leader who brings about change. I think sometimes in the city we think our students are in the thick of the social injustice so we don't see them as change agents for it. Just a thought. Of course I am not near as knowledgeable about it as you are so I am sure you can enlighten me more!
ReplyDeleteMy thoughts and feelings are purely related to what I see or don't see at the middle school level in Roanoke City. Of course I make inferences and draw conclusions about why certain behaviors, attitudes and achievement gaps exist in middle school (aside from the typical adolescent triggers), but I wouldn't be at all surprised to learn that many teachers incorporate diversity themes and literature into their curriculums, in fact, I would be surprised to learn otherwise; however, I do think it is especially important for Roanoke City students to explicitly discuss and explore specific issues related to equity and _______.....
ReplyDeleteI think it is an unfortunate irony that there are people who don't see those who are disenfranchised as potentially the most powerful agents for change.
I am not trying to enlighten anyone, since I thought we were all already enlightened :) but whether I am right or wrong, or somewhere in between, I do see the lack of a razor sharp focus on empowering ALL students to be change agents is a glaring omission in current curriculum and instruction from my point of view, which admittedly is limited. That is exactly why I am posting about this issue and asking for feedback.
I agree that sustainability and consistency is absolutely key for any program or initiative to be successful and that is where I know we have issues since teachers are spread far too thin performing far too many tasks to prove they are doing what is right for kids and participating in programs that are imposed on them. I believe in our teachers and I don't mean to imply that I don't think teachers don't believe in kids because that is not what I believe at all, but I do think that sometimes human beings shy away from what is difficult and hover where it is comfortable; it's just human nature
In the end, there isn't one way to make things right. For example, Westside's debate and step programs empower kids through action, participation and collaboration. The talent, pride and confidence those students showcase is astounding, but those same programs may not be as successful at all elementary schools since one size never fits all, no matter what the tag says.
Thanks for the opportunity to rant and rave Beverly! Have a wonderful break!