Proposal

 Throughout this class, we have examined the social and cultural construction of schooling and the implications of multiculturalism, school structure, and education policy. With each synchronous meeting, I have reflected on my own practices in the classroom and wondered how I can apply my newfound understandings to the community in which I work. 

One social issue that is close to home for me is confronting alt-right and white nationalism in schools, particularly rural school communities. According to Teaching for Change, “Because schools are hubs of our communities, they have become battlegrounds for extremist organizing. There is evidence that white nationalist groups are specifically targeting young people with their messaging.” I work in a school district that is primarily white, working-class, and overwhelmingly voted for President Trump in both the 2016 and 2020 Presidential Elections. Our curriculum reflects the conservative policies of the community and nearly any attempt to revise this to reflect more diverse (and real-word) perspectives is met with pushback and criticism. Furthermore, teachers are often hesitant and even fearful of talking about topics of race, gender, and class in the classroom -especially because there is a precedent that administration will not defend your teaching if it is called into question. 

With the Black Lives Matter movement picking up even more momentum in March of this year after several instances of police brutality, I realized that I needed to begin to do my part to begin to confront these issues head-on in the classroom. But in order to do this, I need research, data, and scholarship on my side in order to defend my pedagogical choices in the classroom.  I subscribed to Western State Center’s Confronting White Nationalism in Schools toolkit and I am also looking for more local organizations that I can learn from to inform my practice. 

Finally, a few days ago #disrupttexts was trending on Twitter - a call to action for teachers across the country and across content areas to question their curriculum and look for ways to rebel against the system. This connects with my proposal because, overall, the curriculum teaches students what to value - and I want to construct a curriculum that values more than just the systems of power that continues to privilege white voices. 

Blog Post #2

In class last week we discussed Marxism and neoliberalism as it relates to education and education policy in the United States. The idea is that neoliberalism tells us that the way to make capitalism more stable is to create markets everywhere, thus making nearly everything a commodity that can be bought and sold for profit. In the context of that class, we discussed how problematic that is in terms of public education because, historically, market forces do not recognize or legitimize class and racial disparities. Furthermore, schools must compete for resources. This opens a market for companies to sell standardized tests so that states can have data to rank schools and dole out resources accordingly. Despite all of this, however, schools that have a majority of black students are also more likely to be underfunded. Clearly, the current policies in place are not working to create equitable education for all.


As Dr. Rose points out in her lecture “How Structural Racism Works

"the major areas of society that systemically oppress black people are not isolated from one another but are interdependent and interlocking. For example, the value of the property in your community directly correlates to the funding of your school system, and due to both historical redlining and modern-day discrimination, certain communities (aka, white) are valued more highly than others."

But education and housing are not the only interlocking areas that impact black Americans. This is explored in-depth in the article, “Law and Order in School and Society: How Discipline and Policing Policies Harm Students of Color, and What We Can Do About It” by Janelle T. Scott, Michele S. Moses, Kara Finnigan, Tina Trujillo, and Darrell Jackson. Their argument is that students of color and students of lower socioeconomic status are more likely to be segregated into school districts that rely heavily on policing, obedience policies, higher suspension rates, and radical disruptive school reforms that result in an unstable learning environment with high teacher turnover.



As I was thinking about the texts this week, I was reminded of an episode of one of my favorite podcasts, Citations Needed. Citations Needed is a podcast about the history of media and its impact on American culture. Nima Shirazi and Adam Johnson are political commentators and media analysts whose work seeks to identify, demystify, deconstruct, and, as they say, “call bullshit” on the media’s ubiquitous reliance on and regurgitation of false and destructive narratives, tropes, and stereotypes. One particular episode covers how the media’s lack of coverage and indifference to COVID-19 stems from structural racism within the criminal justice system.

Blog Post #1

From @courtneyahdesign on instagram

When we talk or think about systemic issues of racism and classism in the United States (both of which are intertwined) we have to remember that regardless of the intentions of politicians or policies, certain groups have been historically set up to struggle more significantly. While social activists, journalists, and academics have been pointing out these equalities for decades, the advent of social media discourse has brought these issues to a wider audience. One example of this occurred during the early stages of the 2020 global Covid-19 pandemic. Local and global media outlets alike were posting think pieces about what “no school” meant for students who rely on schools for things other than education, particularly meals. While most educators have been aware of this issue for decades (with many districts offering some sort of “to-go” meals throughout the summer breaks) this was suddenly “shocking” news for everyday Americans. 

Jack P. Shonkoff, M.D. and David R. Williams, Ph.D. explore a similar issue in “Thinking About Racial Disparities in COVID-19 Impacts Through a Science-Informed, Early Childhood Lens” where they argue that black Americans are at higher risk for exposure and death from Covid-19 due to the ways in which our society has systematically segregated, oppressed, and withheld resources from this group for generations. The authors explain, “there is increasing evidence that health-threatening conditions early in life—including poor nutrition, exposure to pollutants, and excessive family stress associated with poverty, racism, and other forms of economic or social disadvantage—can have disruptive effects on developing immune and metabolic systems that lead to greater risk for a variety of chronic health impairments”

Furthermore, Kimberle Williams Crenshaw explores the issue of health in black communities in her article, “When Blackness Is a Preexisting Condition”  where she argues that “people of color whose chances of survival were handicapped by generations of human-engineered disasters before they found themselves in the path of a natural one. Their deaths will overtake them silently and without fanfare, unless we are able to speak of common threats in a non–color-blind way that matches the devastating scale of the crisis at hand.”

Finally, the documentary In Sickness and In Wealth shows how people with access to power and resources are more likely to survive and be treated for illnesses. 

It is something so obvious when reading the data and hearing about the lived experiences of people in these communities, and yet, what is being done to make sure that all people live equitably? The debate rages on, with many people who continue to blame the individuals and not the system. The “American dream” lingo pervades these discussions with phrases like “if they just tried…” or “if they just got a better job” etc - leveling the blame in entirely the wrong place. Why is it so difficult for people with privilege to recognize that they have privilege? That their ability to access healthcare and better jobs is not necessarily a result of their own “ambitions” but rather a system that allows them to obtain these things without much thought or regard for the struggles of others? 

My Teaching Manifesto

I am a teacher who stands up for this generation of kids against adults who belittle their experiences, who is in favor of embracing their unique perspectives against criticisms that they are lazy, who is a supporter of expression, against censorship, and who is a defender of students and against complaining about “kids these days” in the lunchroom. 

I am a teacher who favors the permanent struggle against the status quo and against silence in the face of injustice. 

I am a teacher who rejects the idea that politics do not belong in the classroom, because it is responsible for maintaining the status quo and institutionalized systems of oppression. 

I am a teacher full of joy, in spite of cynicism. 

I am a teacher who refuses to back down and just “teach what I am told.” I am a teacher proud of advocating for my students.

If I do not struggle for creating an engaging curriculum, then I will no longer be the teacher I promised myself I would be. 

Introductions for SED561/FNED 502

My name is Katie Carroll (she/her) and I am a 2013 graduate of Rhode Island College where I received a BA in Secondary Education/English. I have been teaching English and journalism at Dighton-Rehoboth Regional High School for five years. As of January 2018, I was accepted into the M.Ed program in Advanced Studies in Teaching and Learning. 

When I am not teaching, I volunteer part-time for Ten Lives Cat Rescue, a foster-based rescue that is dedicated to "forgotten felines" -the physically and emotionally scarred, the behaviorally challenged, and those with critical medical care. 

Although I do not have children of my own, I am a dedicated auntie to my nieces: Grace and Julia.

In my spare time, I enjoy playing Dungeons & Dragons, listening to my favorite podcast, Welcome to Nightvale, and spending time with my cats, Lizzie and Buford. Feel free to follow me on twitter where I tweet for an audience of both my colleagues and my students!

 

Reimagining the Classroom as a Newsroom

When I transferred to Rhode Island college in 2008, I never imagined that I would graduate five years later with a certification in teaching. In fact, I was vehemently opposed to the idea. You see, nearly every adult in my family works in public education - both grandmothers, my mom and dad, and a handful of aunts and cousins. And all of them told me that I would make a great teacher. But I didn’t see it. I had a much more glamorous vision for my future. A career in journalism, or public relations, I didn’t have a concrete plan, but I imagined a job with opportunities to travel, see the world, and live in a big city. So I majored in communications and started working for The Anchor, RIC’s student-run newspaper. 

It was an exciting time and place and we took our jobs very seriously. We shared a communal sense of urgency and importance as we covered RIC related events. Perhaps to a fault -we had an almost antagonist relationship with RIC’s Student Community Government -we thought we were working for the Washington Post or something. I remember this one incident where we managed to get an anonymous source to reveal the finance committee’s proposed budget for student organizations. For some reason, the LGTBQ and multicultural clubs’ budgets had both been slashed and it felt like an injustice. We rallied together to print an emergency mid-week copy of the paper as if it was our own Watergate investigation 

At first, I was a layout editor. We would start on Monday afternoons and work until 4 or 5 in the morning to get the paper to the printers. I liked organizing and arranging images and articles in an aesthetically pleasing way.  In my 3rd year, I ran for and was elected as one of two Managing editors. With my new title came new responsibilities and a lot more stress. I enjoyed the friends I made, but for most of my time there I was suppressing a feeling like I did not actually belong or deserve to be there. I doubted my accomplishments and had a persistent internalized fear of eventually being exposed as a fraud. There were aspects of the industry that I didn’t understand and it always seemed like everyone else was more talented than I could ever hope to be.  Ultimately, The Anchor was a place where I had learned and experienced important things but I realized, after 3 years, that this was not a world I wanted to make a career out of. 

So one day, midway through the spring semester of 2010, I literally turned around on my way to Whipple Hall, skipped class, went to Craig-Lee instead, and spoke to an advisor who helped me apply for the secondary education program. Then, I walked upstairs to the Writing Center and asked for an application to become a tutor. By the Fall of 2010, I was taking FNED and working as a writing tutor. A new course and a new path. Both the program and the writing center had a strong sense of community within their spaces, but unlike at the anchor, I truly felt like I belonged. The writing center, specifically, shaped who I am as a teacher and my belief that kids learn best within a community of learners built by telling stories and sharing experiences.

I have always tried to carry these beliefs and experiences with me and within my own classroom. For the past 5 years, I have been teaching English Language Arts at Dighton-Rehoboth Regional High School. I feel like I am at my best when kids are working together in groups and collaborating towards a greater goal. After my first year of teaching, I was offered the opportunity to trade one of my sections of eleventh grade English for a journalism elective. There was a lot of freedom for me to take the club and the class in any direction I wanted and I was excited! I put a lot of time that summer writing out the curriculum. My plan was to rebrand the school’s newspaper entirely - create a new logo, website, and social media. I made press passes ss badges for the kids when leaving the classroom to do interviews. It was going to be great! 

My guidance and expectations were clearly lacking, however, because what I found in the first semester of this elective was a group of unenthusiastic and disinterested kids. Or honestly, it might have been that I actually overplanned. I should have given the students more responsibility and autonomy over the direction of the course. Either way, that imposter syndrome was at it again and I felt like I did not have the authority or credibility to teach the class. Luckily, the course was only 1 semester, so in January I could reevaluate and start over. 

Since then, I have spent the past four years reinventing the course every semester hoping that something finally clicks! There are some aspects of the course that I am happy with. Like our weekly Socratic seminars on student-chosen news articles and current events.  In this way, I can kind of get away with the “no-politics” rule at my school and you can tell the kids really enjoy the opportunity to discuss “controversial” topics and how the media portrays thems. 

Something I want to change is how my students create, share, and publish articles and photographs. I have already worked with the IT department at my school to get a license for InDesign - a program that will teach them graphic design skills and that will allow us to publish one special print edition per semester. 

I believe that kids learn best when they have an authentic purpose, medium, and audience for their work. Reading Mike Wesch’s writing, “Anti-Teaching: Confront the Crisis of Significance” really got my thinking about the structure of my own room both physically and pedagogically. When I look back at my time working for The Anchor, my best memories are when I was collaborating with my peers and publishing meaningful work for the RIC community.  I want to work towards embodying this final quote from Wesh: “I decided to get to work creating a learning environment more conducive to produce the types of questions that create lifelong learners ratty than savvy test-takers.” In this respect, I want to recreate this space and atmosphere in my classroom - where students are given leadership roles and the space to operate as if it were a “newsroom” and not a “classroom.”

I plan on achieving this is by creating a class Remind so that we can communicate even when we are not in class. News happens at all times and on the weekends - and I want students to be able to post ideas for stories as they come up and be able to assign work to themselves and one another in a more organic way.  

Also, we currently have a WordPress site that is overwhelming, difficult to use, and disconnected from the G Suite tools that they are used to work with. Instead, I want to create a class and student-run newspaper using Blogger. Students already have Gmail accounts through the school, and the blogger platform is more user-friendly. As I have played around with it, I have learned that I can toggle permissions in the settings so that students can use their own email account to publish articles to the shared blog. 

Overall, this will allow me to foster a learning environment where students can build a strong sense of community among themselves as well as with their larger community - where other students, parents, and teachers can interact and respond to their writing in a public sphere. 

If you would like to watch this narrative with visuals, feel free to check out my Pecha Kucha! 

A Student-Centered Cloud

I had previously heard the idea that present-day schooling has its roots in industrialization and preparing working-class children for working-class work. Students sit in rows and work on repetitive tasks until a bell rings to tell them to move to the next thing -much like a factory. Suga Mitra discusses another historical aspect of modern-day schooling that I had not previously considered in his TedTalk, A School in the Cloud. He explains that during the reign of colonialism, the British Empire, specifically, had to figure out how to run the whole word and communicate data with paper alone. I was slightly surprised by Mitra’s positive outlook on the impact of British Colonialism but his goal and purpose here are to explore and explain his wish for the future of education - not to dwell on the past. 

He argues that education was developed to create essentially identical people who have good handwriting, read, and do basic math. All of the skills necessary for a “bureaucratic administrative machine” that no longer exists and yet schools have not changed all that much. He maintains his positive outlook - he explains that schools are not “broken” as people like to say but simply that their purpose is outdated, perhaps even obsolete. 

Hearing his stories and experiments of giving children in rural communities a computer to play with and then coming back to see that they have taught themselves some kind of complex topic or programming was absolutely fascinating. I think it really proves the point that students (children) are innately curious and intuitive. They just need an engaging question to hook their interests and an adult figure to support and admire them. 

As we begin to look towards the next school year, it is entirely (and likely) possible that we will be teaching “from the cloud.” My colleagues and I have expressed mixed emotions regarding this… on the one hand, we take the global pandemic seriously and do not want to put ourselves, our families, and our students at risk. On the other hand, we truly believe that face to face learning is crucial for forming bonds, establishing trust, and building a safe learning environment for students to take risks. 

Mitra seems like he disagrees with our final premise and I am struggling to reconcile with how I perceive my own role as an educator. I want to believe that my role is a little bit more important than just being a cheerleader who asks strong questions. In my last post, I discussed how much I strongly resonated with Wesch’s argument that the classroom space is just as important as the content itself. I think Wesch would agree with what Mitra believes about the importance of good questions. As I reassess my role and think about myself in the classroom, I want to continue to reflect on my skill of asking questions and encouraging collaboration.