Critical Literacy
“In graduate school, it’s easy to discuss what literacy
education should look like; it’s easy to read accounts of successful social
justice work; it’s easy to sit back and imagine. But rarely do practicing teachers
have time for such luxuries.” – Laura H. Darolia
This quote from Darolia’s article “I don’t know how to get
there”: Tensions of Transforming Critical Literacy Challenges into Action,
stuck out like a sore thumb. It stuck out because we are in graduate school,
discussing what literacy education should look like, and reading about accounts
of successful social justice work. Many, if not all of us, have mentioned that
we appreciate many of the theories and topics we have discussed in class, but
are worried about our ability to actually introduce them into our classroom
while keeping up with state standards and abiding to curriculum as brand new
teachers. I believe our professors have done a great job at trying to connect
theory and practice with our field experiences, but like Dr. Magee said
multiple times, we won’t truly understand until we’re on our own.
In the article, Darolia asks a lot of questions that I had
as well. She also answers and gives some suggestions as well. One of her
questions, “How do educators in new spaces initiate dialogue about such topics
(critical literacy, culturally responsive pedagogy particularly for African
American students) when no one else is talking about them? Darolia offers a
starting point. Find like-minded colleagues. This may be difficult depending on
where you teach. If you find like-minded colleagues, you can share ideas and
strategies and hopefully have a snowball effect which puts critical literacy into
action in the whole school. If you have trouble finding like-minded colleagues,
try your best to engage in constructive conversations. It is also important to
facilitate conversation with people in power. You yourself can implement critical
literacy practice into your own classroom but sharing ideas with administration
is the first step in creating a bigger impact. 
Another Darolia quote that stuck out to me was, “Children
are the stakeholders who get lost in the mix of best practices and test scores;
they are the ones who are pushed with each pendulum swing and dropped off
wherever they may land.” Obviously, everyone who implements critical literacy
practices probably believes it’s the best practice at the time because our goal
is to help students succeed. I think it is really important, like Darolia
suggests, to have some level of cohesion when it comes to trying new approaches
to teaching. Engaging in conversation with your community of educators is key
when figuring out how to best support students. If you are constantly trying
new practices and some are failing, you are failing your students. Having the “best”
practice takes a great deal of self-reflection and ability to see the big
picture.
Do you believe teachers have time for such “luxuries” like
putting critical literacy into action or having successful social justice work?
What are your concerns about critical literacy in your
classroom?
How would you go about introducing critical literacy to other
teachers or administrators in your school who don’t share your beliefs?
Darolia also talks about being an experienced teacher and
still struggling to navigate context and critical literacy with curricular
programs. What are ways you can bridge the gap of theory and practice when you
have no say over curriculum?
Are you still worried you won’t be able to implement
critical literacy practices or social justice into your classroom? Worry no
more! This video I found is a REAL-LIFE
look at REAL elementary teachers implementing REAL critical literacy practices
into their classroom with REAL results and REAL kids expressing their ideas.
BUT WAIT! THERE’S MORE! It shows students in older and younger elementary
grades! Check it out!!
Of course, all of the great ideas and practices from this
video stand out to me. All of us have clearly shown that we understand the
theory and want to be like the teachers in this video. What stands out the most
is the community of educators that share a passion in critical literacy and
social justice. A concern that I presented earlier in the blog was about finding
like-minded colleagues. Chances are, you will have colleagues who share your
passion and ideas. You just have to find them!
-Will Minito
Darolia, L. H. (2015).
"I don't know how to get there": Tensions of Transforming Critical
Literacy Challenges into Action. Exploring and Understanding Literacy, 26(2),
10-16. Retrieved May 9, 2019.
Okanagan, U. (2018, August
01). Critical Literacy: Children as Changemakers in their Worlds. Retrieved
from https://www.youtube.com/watch?v=yuamzeQX6c4
Will, I loved your opening quote. That one jumped out at me as well.
ReplyDeleteThe luxuries of being a teacher I am finding out are minimal within the classroom and professionally. When reading Laura Darolia’s opening journal entry in the article “I do not know how to get there?” I wanted to laugh and cry at the same time. It just seems so overwhelming to manage school requirements and yet, find time to be innovative within your classroom. For a teacher to have these luxuries, they will need to seek out support from colleagues, administration and the district office. I know it only comes with time, but having a list of social justice and critical literacy of different grade levels would be fantastic. That would also mean you would have read the book and had some preplanned questions ready for discussion.
I believe that as a first-year teacher I will be able to seek out the help from the Liberian and team teachers to introduce critical literacy within the classrooms. I would start by using a few minutes before lunch or at the end of the day to read a critical literacy book and discuss it. So, a simple picture book, such as “The Big Box” that Dr. Taylor read to us, would take several days to read because it would be broken down into sections.
The article by Lewison, Flint and Van Sluys, “Taking on Critical Literacy: The Journey of Newcomers and Novices” was a great example of a new teacher seeking out help by joining a teacher study group on critical literacy. By focusing on one topic over several months, they were able to use trial and error to implement critical literacy in their classrooms. Joining a study group to learn about the “What and How” followed by sharing and peer feedback would be great. I think this process would develop confidence in any first-year teacher so they could implement a critical literacy or social justice environment in the classroom. If the school that I joined did not have such a group, I think I could locate a mentor and plan on starting a group.
Good post, Will.
ReplyDeleteThe quote you started with: “In graduate school, it’s easy to discuss what literacy education should look like; it’s easy to read accounts of successful social justice work; it’s easy to sit back and imagine. But rarely do practicing teachers have time for such luxuries” (Dariola, 2015, p. 15) also stuck out to me, but for a slightly different reason. It is sad that good teaching is considered a luxury and is most commonly found in private schools with high tuition rates. Dariola wrote about her time in Washington D.C. designing and implementing critical literacy lessons and her struggles doing so at the new school. She also wrote that the teaching implemented in the D.C. school “is not accessible to every child, but there is no reason the kind of teaching there should only be for those who can afford it” (p. 15). A luxury is “an inessential, desirable item” and good teaching shouldn’t be in the same category as a yacht or a fancy watch or car. The only difference is that good education should not be considered ‘inessential’ for some. Unfortunately, those who think that ‘run-of-the-mill’ education is sufficient for most are the same people who have the money or connections to afford a ‘luxury’ education.
Will - great post! You gave us so much to consider. First, you saying "Having the “best” practice takes a great deal of self-reflection and ability to see the big picture" reminds me of the host of readings for social studies, and mainly, taking on the responsibility to always be learning. If we are flexible, humble, and reflective, we will always be striving to do our best for our students. Next, you asked how we would go about introducing critical literacy to other teachers or administrators in your school who don’t share your beliefs - to answer this, I look to Darolia's article, "What if I offend someone...". Olivia (in the article) was faced with, what I think was, the same question. Her response was to look for allies by asking for help (as she did with the media specialist and the superintendent) and implement critical texts in her classroom. Although the outcome wasn't a school-wide adaptation of her methods/theory, it started with an entry point. We all have to start somewhere, and we have to be willing and adamant to take risks for the betterment of our students.
ReplyDeleteI'm also concerned with finding the like-minded colleagues. I think I will begin in the school I'm working in, as well as within my district. But if I still feel like my circle is too small, social media, especially Twitter, has so many educator hashtags and groups that could be beneficial and even proactive. I may start looking sooner rather than later for some web allies!
Priscilla, I really like your idea of using social media to reach out to other teachers and organizations who share the same values you have as a teacher! With our world of technology, it's a great way to connect and share ideas with people who may live on the other side of the country but have the same goal, critical literacy and social justice.
DeleteI also thought about Darolia's "What if I offend someone" article when Olivia found others who share her ideas. Not everyone might be so lucky, but I truly believe there are many teachers who value critical literacy and social justice, but may not believe it is possible in their classrooms. Spreading the word and implementing these things in your classroom are the first steps!
Will, you bring up some great points! The reading mentions how, living with a critical perspective in your own life is, “a key part of being a critical literacy practitioner” (Darolia, p. 2). I think this differentiation is what motivates teachers like Olivia (and the two more experienced cl teachers in the other reading) from the teachers who enact cl on a daily basis. I am less concerned about maintaining a critical view of the world and the texts I introduce in the classroom. I’m more concerned with, as you and the reading mention, finding an environment and other educators/staff who support and prioritize critical literacy. I am the type of person who likes to bounce ideas off of people. Consequently, I’ve realized that in the future, if I’m in a position to be particular, I’d like to be at a school with teachers who share similar motivations and values. Since beginning subbing, I’ve been dismayed by the WASPiness of teachers in the area I’m teaching. There’s a uniformity to the way they look, act, and the lesson plans they use that’s off-putting. I fear that if I were to work in such schools, I would eventually lose some of my motivation for incorporating critical literacy within the classroom, instead becoming complacent. I’m sure, as you mentioned, I will eventually find a like-minded school and colleagues, it just might take some time!
ReplyDeleteI really like and appreciate your comment on Darolia's point of finding like-minded teachers. I think teaching can be such an isolating venture unless we have colleagues and peers who we can relate to. Team teaching is something that I think would be interested in exploring. I know at Enlace they do co-teaching and have teachers in the same classroom. I think this method is great, however, I feel it would be so difficult for me to work with a teacher who does not support or share the same values and teaching methods I do. You bring up the point on how to find those like-minded support systems in our schools. I also share the same questions. I would hope that if we find school that correlates with our values the teachers in the building will be great alliances to work with. You bring up great points on how to engage with the colleagues we may work with do not have the same vision as us as well. I think it is so important to prepare ourselves for the conversations we have to have and practice this in our classes this summer. I think the best part of this program is that it is opening our minds to what we want those values to be and what to search for when looking for those like-minded colleagues.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteWill, you bring up some great points! I definitely think that there are plenty of ways in which we can find ways to implement critical literacy in the classroom. And I agree with your point about finding like-minded colleagues, and I'll add to that by saying that I think finding those similar minded people can extend beyond the school you work in. If we find ourselves working in a similar situation as Darolia talks about in the article, it really can get disheartening and make us feel powerless. But maybe we look outside of the school we are in to find other people we know who are implementing critical literacy in the classroom. I also really enjoy how you mention sharing ideas with administration because that can be a great first step as well to showing them how much you really do care about what the students are learning, and how they are learning as well.
ReplyDeleteThe literary consultant in the video you shared, Donna Kozak, says a really powerful thing in the very beginning when she says that teaching critical literacy in the classroom is about "inviting children to look beyond themselves." And I think this is important because all we want is children to recognize that they can think critically about the word around them too, no matter how young. Making learning a social experience can only benefit the children in the long run. To answer one of your questions, I think that my biggest fear when challenging the status quo in the text we read in class is dealing with any sort of backlash from family or other teachers. But making time for building a community that includes the family in the classroom will be the first and most important step to implementing critical literacy with the class.
Emma, I appreciate you adding the part about finding like minded people outside of your school. Priscilla mentioned reaching out to different groups on social media where educators share ideas. I'm sure there are many groups out there who share the same values of critical literacy and social justice, and sharing those ideas is a great way to start implementing critical literacy and social justice in your classroom if you're having trouble finding like-minded individuals in your own school.
DeleteI also appreciate you bringing up Donna Kozak's quote. Inviting children to look beyond themselves is one of, if not the main goal of critical literacy and social justice. It can be hard for anyone to look beyond themselves, and teaching children to do so at a young age will definitely resonate in the future.
Will, great post as usual! This reading really resonated with me… particularly with how I have felt. I am so excited to begin my journey as a teacher but I am also so freakin worried at the same time! This article brought all of it up for me so, you all are in luck… I am going to go classic Austin here, first Blog response!
ReplyDeleteYour initial quote, like many others have expressed, really stuck out to me in this reading. “In graduate school, it’s easy to discuss what literacy education should look like; it’s easy to read accounts of successful social justice work; it’s easy to sit back and imagine. But rarely do practicing teachers have time for such luxuries” (Dariola, 2015, p. 15). This has been a constant concern, approaching fear, of mine from the beginning. I do not want to fail my students… none of my students. As I have read much of the material for this program, in all different classes, for much of those readings I get so excited… I want to put/integrate this, ___, into my pedagogy and curricular application ……. I think to myself ‘I have to implement this, ____, into my classroom!’ But almost like clockwork, at the end or towards the end of the reading I begin to reflect… I begin to think… I begin to get concerned and worried… and then I almost always come to the same question, HOW? How will/does this look in the classroom? Dariola address the disconnect throughout the article and poses this exact question. I begin to fear this disconnect between the theoretical and practical. Although I have never stepped into a classroom and taught 1 word -- as the teacher with my own class – I have heard so many horror stories. I know so many teachers and very few are positive in regards to this… actually being able to teach and innovate. This has seemingly almost completely disappeared. It’s easy and hard to think positively. I want to go in and change things, I think I will be different, I will implement critical literacy in my classroom, I think I have the tools, I think I am going to be ready. But, those teachers rebut, ‘yep, so did I, so was I’. How do we go in as first year teachers and begin to change things? How do we find like-minded teachers, willing to listen and willing to make a change, when it seems the majority of teachers I talk to are frustrated to no end and seem as though they have given up? I think this could/should be an opportunity, maybe they are willing to try anything, something that can energize them. Maybe we have the opportunity to tap into the building frustration and ignite a movement and change. The article, at the beginning made me start looking forward to retirement… I wanted to already retire!!!!!! Ha no, but it did tap into these feelings I have, the questions, concerns, fears.
Like you Will, another quote from Dariola that stuck out (including the previous two sentences) was, “People invested in education often try new approaches to teaching, but without some level of cohesion, this leads only to fractured attempts at change. Our goal is a community of educations should be to invite our varied expertise into conversation, always focusing on how best to support students. Children are the stakeholders who get lost in the mix of best practices and test scores; they are the ones who are pushed with each pendulum swing and dropped off wherever they may land.” (p. 15). I think this passage is extremely powerful and something I will remember and bring up to others. I think being an advocate for the students…what is best for the students and focusing on that is where we have to start. We must think about the students, putting them and their needs first and foremost. I think we could get others to rally around this notion… I WOULD HOPE… at which point cohesion / collaborative efforts can begin to be made.
Austin, I really appreciate your response! I think we have very similar feelings and hesitations about the future. Again, in graduate school it's really easy to look at theory, but I think the key to being able to implement all of these great ideas from our classes is to just not be afraid to do it. Again, easy to say now, but if you're reprimanded as a teacher for implementing what you believe to be the best practices for your students, then you're in the wrong school/district. I also believe using the tools we have gained from this program and implementing critical literacy and social justice into our classroom will open up discussions and a community of teachers. I think there are so many like-minded individuals who, like you said, have lost faith in the idea. If you implement all of your great ideas, it could start a chain reaction and you can build your community.
DeleteAlso, I completely agree with how powerful the quote is about best practices for students. Putting the needs of our students first is something that sounds simple, but it is not. When there is no cohesion or conversation about how to best support students, we can hurt students even if our intensions are good. Building a community of educators with the same goal is extremely difficult and must be done very carefully so we are not swinging our children off the pendulum.
Great work as usual Will. I think it is about planning and practice. We already have broadened our definition of texts to include a variety of media and genres. We know we must look beyond the canon for texts that will help students see themselves in stories. We have discussed the need to see the world from multiple perspectives and have found value in different perspectives during our classroom discussions. You learn more when you discuss and collaborate with others. We all worry about balancing the need to meet standards while also helping students to think critically beyond themselves and develop language around discussing social and political topics in respectful ways. Texts are an accessible entry point to practicing critical literacy. Even within in the canon, there are opportunities to re-contextualize those stories. As stated in the article, “What is constructed can be deconstructed and redesigned” (Darolia, 2015, p. 14). Adopting this approach to all aspects of our classroom will help us to see ways we can incorporate theory into practice. I share the same concern as the author and seemingly many of you, about how we bridge the gap between theory and practice once we are actually doing the work of teaching. Especially in the context of a school like Enlace that uses a scripted curriculum. How do you work these discussions that help students develop a critical eye towards social issues into a classroom structure such as Ms. Abel’s? My brilliant plan is to ask for help. Be vulnerable, humble, and willing to be uncomfortable. That is where hard work gets done, in spaces outside your comfort zone. Even if I don’t agree with my colleagues, if I can justify my teaching practices then I can live with the discomfort that comes with disagreement.
ReplyDeleteWll, nice blog! What stuck out to me was your comment that if we are constantly trying new and different practices which are failing, we are failing our students. This is a big fear of mine entering my first year of teaching. We have been taught so much regarding critical literacy practices, that I’m a little in how to implement this in the classroom. I also am not used to classroom settings with critical literacy as a focus and don’t really know what it looks like besides for our small field experiences. As with everybody, the last thing I would like is to fail my students. Darolia mentions, “Creating critical literacy study groups including both researchers and practitioners could stimulate change in the classroom setting.” (Darolia, 2015, pg. 15) This quote stuck out to me because it mentions a great way to transition a classroom into critical literacy. Anywhere I end up teaching, I will have to get to know all of my teaching peers and hope that some of their values line up with mine. Just like finding like-minded colleagues which you mentioned along with Darolia. For myself starting the process of implementing a critical classroom, I have to surround myself with research and people who have had experience and knows what works. Ineffective practice fails students, so I must do what works to find the best practice for my students.
ReplyDeleteWill, you ask a lot of great questions and echo some fears that I have about being able to introduce critical literacies into my classroom. I think we've discussed a lot over the past year about these ideas and theories that are crucial for our classrooms. However, I still have a fear that I won't be able to effectively introduce these practices in my classroom, because if I'm honest I'm still feel completely unprepared to teach in a classroom period. Part of what makes learning all these theories and best practices so anxiety inducing is the fact that most of us haven't stood in a classroom and had the opportunity to teach for a day. My assumption is that once we get into student teaching we'll be able to have a better idea about how to begin implementing these practices in a realistic way, but as of now we don't know where we'll be teaching, how the administration operates, and how our potential future school culture will respond to things like introducing critical texts. It's really easy for me to say I wouldn't have a problem searching for colleagues and sharing my ideas with them, but I have a feeling it is a lot more difficult than it seems since so few people have examples of instituting these practices into their classrooms, and you just really don't know until you're in it.
ReplyDeleteThe positive side of this is that, at least to our cohort, there should be no question about the necessity for us to implement critical literacies for our students and in our classrooms. As Darolia says, "Critical literacy curriculum does not come in a prepackaged form. There are no teacher guides at its evolution is classroom specific, as student interests and the current political and social conditions bring it into being" (p. 12). Yes, we will have to go out of our way and make a real effort to bring this curriculum into our classes, we'll need to search for resources outside of our schools, and we'll have to position ourselves to have uncomfortable conversations with our fellow teachers and administrators if we want to get anywhere. By now this is something that we should be willing to make ourselves uncomfortable for, because as soon to be teachers our students and their eduction is the only point of what we do. I love that Darolia began keeping a journal when she found herself really struggling, so that she could be reflective and take a deeper look at her roadblocks and gain perspective on what is missing. I think this reflective nature will be incredibly important for us, so that we recognize our challenges and hopefully bring light to any places where we may become complacent. Again, I'm not saying this will be easy, I know it will take a lot of work and time, but if we don't do what's best or our students we're missing the point.