Inclusionary Literacy: Black Millennial Learners

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Sustainable Development Literacy and the Future of Students of Colour

Concluding the Readers to Leaders program, I reflect on the panic and emotions that come with the end of each teaching cycle. Have I done a sufficient job at educating the students in being critical thinkers? Have they learned enough to carry them into the next year? Were my teaching methods and my performance strong enough to make a lasting impression, encouraging future engagement with literacy skills? Have they learned skills that the students can carry confidently as their own into the next year? What will they do without me as their teacher?

What I’m concerned with is sustainable development education and sustainable literacy. Ann Dale and Lenore Newman introduce complexity theory and define sustainable development literacy in their article cited below:

“Sustainable development literacy can be measured in terms of acquiring a set of critical skills, which do provide a sound framework for education. These skills reflect the complex nature of social-ecological reactions, thus interdisciplinary appreciation and skills are integral to sustainable development literacy, epistemology and research” (2005, pg. 351).

Echoing my concerns, sustainable development literacy education challenges rote learning which encourages memorization of specific facts and methods for students to apply as “keys” to their success. Rather, SDL (sustainable development literacy) not only addresses the various and complex lives and life paths of students but give them tools that can be applied to various issues students with encounter within and outside academic institutions that all relate to their education as social citizens.

Dale and Newman quote The Brundtland commission’s definition of sustainable education as “behaviour meets the needs of the present without compromising the ability of future generations to meet their own needs” (pg.352). In my own words, sustainable development literacy and education is a futuristic method that functions under my framework of community cultural wealth, term coined by Tara J. Yosso. Sustainable education uses methods and integrated tools that add to the cache of knowledge students come into the classroom with and can apply throughout their daily experiences which center them within socio-eco, environmental, interpersonal, and institutional systems.

The type of education I aim to employ for students encourages students to learn in a way that prioritizes themselves with the awareness to name and work within a chaotic environment. How do students address fascism and state violence aimed at them that seems random and sporadic? How do students talk about climate change and the prominence of processed foods that are more readily available in their communities  without particular knowledge scientific knowledge of how climate change works? How do students talk about the waves of migration and closing borders that bar them from their various family members or relations? These seemingly random or “chaotic” events are part of larger systems addressed though complexity theory and emergence. “Complexity theory’s notion of emergence implies that, given a significant degree of complexity in a particular environment, or critical mass, new properties and behaviours emerge that are not contained in the essence of the constituent elements, or able to be predicted from a knowledge of initial conditions” (Mason, 2008 p.5).

I believe sustainable education and sustainable literacy can prepare students not for the events and experiences that come from existing in a chaotic world, but SDL can prepare them to be able to think quickly, critically, and problem-solve effeciently within their communities in order to be successful in their life paths.

Dale, A., & Newman, L. (2005). Sustainable development, education and literacy. International Journal of Sustainability in Higher Education, 6(4), 351-362. Retrieved from http://ezproxy.library.yorku.ca/login?url=http://search.proquest.com/docview/ 61923033?accountid=15182.

Mason, M. (2008). Complexity theory and the philosophy of education. Educational Philosophy and Theory, 40(1), 4-18. Retrieved from http://ezproxy.library.yorku.ca/ login url=http://search.proquest.com/docview/61964473?accountid=15182.

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DeLuca, V., & Lari, N. (2014). Developing Students' Metacognitive Skills in a Data-Rich Environment. Journal Of STEM Education, 14(1). Retrieved from http:www.jstem.org.ezproxy.library.yorku.ca index.php?journal=JSTEM&page=article&op=view&path%5B%5D=2172&path%5B%5D=1818

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Self-Assessment and Metacognition

At the beginning of each session, the class is opened with a “check-in” — an exercise in which students are challenged intellectually to encourage students to take accountability for their experience in the classroom.   Often these exercises are physical to help students to unite their minds with their bodies and place themselves psychically and physically in a space of learning. This is an important way to start the day as sometimes students will be physically in the room but not really paying attention. Our check-ins are also important as they also aim to activate students to “learning” outside of what is being immediately taught. Education for one of the learners can come from making a connection between something a student said or did to an event or piece of information that may only be notable to the student themselves. Being able to locate themselves spatially helps students to transfer from “settling in” mode into “preparation mode”.

What I’ve called “preparation mode” is what V. DeLuca names as “metacognitive inventory”, or MI in the article “Developing Students’ Metacognitive Skills in a Data-Rich Environment.  Although MI is used largely within STEM Education, it is also very applicable to language-based study as the Readers to Leaders program uses multiple technologies and teaching methods to engage students and cross-reference important information. MI is “designated to evaluate students’ awareness of their cognitive processes as they approach and solve problems” (2014). Although MI is an assessment test, the appeal is its use of using what students already know, echoing the community cultural wealth (Yosso) pedagogies from which R2L’s framework is built from. Community cultural wealth, or what DeLuca calls procedural knowledge, is first acknowledged and then developed and through processes and strategies which are documented by the students themselves. “However, in order to develop high order thinking skills, students must have the opportunity to apply their content and process knowledge and learn from errors” (2014).

Metacognitive Inventory is shown to be a series of self-evaluations and reflections students keep over themselves in order for both the student and the educator to track cognitive progression. In this article, students’ self-awareness seen through their own tracking, or Metacognitive Inventory data input, allowed for not just better performance or accuracy, but allowed students to learn effectively from their own errors, or cognitive strategy.

What was interesting about this article’s evaluation of the MI study was the inconsequential nature for strategy planning. A large part of the last class, before some of the R2L students were to take the OSSLT, was the stress on planning.

Methods that did work for the R2L students were the check-ins that allowed the students to actively place themselves in the mindset to learn. A method I would like to implement in the future are cognitive process journals where students can track cognitive processes made, cognitive goals reached, and errors they can identify and self-correct. I believe that teaching on how to perform self-correction rather than depend on grading and official assessment will help students rely on and more heavily depend on their own self-awareness and cognition and perhaps detract from the stress induced by expectations around a large (and final) assessment like the OSSLT.

DeLuca, V., & Lari, N. (2014). Developing Students' Metacognitive Skills in a Data-Rich Environment. Journal Of STEM Education, 14(1). Retrieved from http:www.jstem.org.ezproxy.library.yorku.ca index.php?journal=JSTEM&page=article&op=view&path%5B%5D=2172&path%5B%5D=1818

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The paradox of R2L

The opportunity to build Black Space within R2L exemplifies and proves the malleability of the framework. Examples of praxis and proof of the Black Space’s effectiveness to cultivate literacy engagement and confidence speak to its power but also the hypocrisy of progressive education. Although the students are gaining tools and building skills that will assist them in navigating structures of oppression, the paradox lies in the program’s goal — to prepare students for a state assessment that is neither inclusionary or equitable. The tests are inequitable as they assume a stance in which socio-economics, gentrification, and access to equal resources are available for all students. Further, what I hope to uncover is who created the test, why it became compulsory after 2001 after its introduction 1999, and what the government uses for the test are.

Nearing the end of our weeks together in R2L, the students began timed testing. The ELLs do not participate in timed writing of essays, but are pushed to develop their ideas faster. The non ELLs are given 20 minutes to brainstorm and write short narrative and opinion essays in response to a vague question.

During these sessions of essay writing, I think to myself the point of assessment and how it may possibly be used by the state.  

In her essay "Non-discriminatory" testing of african-american children”, Asa Gilliard discusses the idea of predication making through standardized testing:

“[…]Historically the basic goal of educational assessment has been to make predictions,to forecast, to make educational placements based upon forecasts,to describe the learner's condition, which implicitly is presumed to be unalterable,and to match educational services to this presumed unalterable condition. It is these assumptions which have led to the use of educators as agents of social and educational stratification.Educators usually function to help people to find their ‘place’” (1981, pg.5).

Reading this, I aim to “zoom” out of my local engagement with R2L and examine the perpetuation of social violence continues by making state-sanctioned testing mandatory and make graduation or social stratification barred to mainly racialized and minority children. As the test itself is given no in-class preparation, it is easy to see how assessments like the OSSLT can be used to arm the state, or give the state justification, to continuously avoid making education accessible for society’s marginalized.

Still using the words of Hilliard, I do believe that R2L uses the opportunity of engaged learners to practice “education interventions” — being the strengthening of students’ individual and diverse literacy needs.

Gauging students’ progress as academic authorities can be through their individual growth. Hilliard writes:  “[…]The assessment process itself must use the experiences of the [learner] as the raw material for testing. The criterion for the validity of testing instruments or processes must be the measure of the capacity of such […] process for making a contribution to positive changes in learner outcomes (1981, pg.5)”.

Again, although R2L’s programming and framework challenges normative assessment, I wonder: what are macro ways of resisting standardized tests in Ontario and the violence they inflict on racial and ethnic minority children?

Hilliard, A. G. (1981). "Non-discriminatory" testing of african-american children”. Retrieved from http://ezproxy.library.yorku.ca/login?url=http://search.proquest.com/docview/63540284?accountid=15182

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https://eric-ed-gov.ezproxy.library.yorku.ca/?id=ED215459

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Community Cultural Wealth + Integrative Education

Variety of content as well as teaching styles amplifies R2L’s literacy engagement and effectiveness. All teaching styles and pedagogies are approached using the desire-based framework of community cultural wealth. Community cultural wealth is defined by T. Yosso as an array of knowledge, skills, abilities and contacts possessed and utilized by Communities of Color to survive and resist macro and micro-forms of oppression (2005, pg.77). Yosso outlines community cultural wealth under 6 facets: aspirational, navigational, social, linguistic, familial, and resistant capital.

A style that R2L instructors used alongside CCW (community cultural wealth) is integrative education. Dean Walker defines integrative education as  “[…]learning through a process that moves from learner characteristics like developmental level, interests, and cultural embeddedness, to the world in which we find ourselves, then back to the student, who forms new concepts and questions, which initiate the acquisition of still more information and skills” (1996, pg.3)

Through the lens of community cultural wealth and applying integrative pedagogies to graphic literacy teaching, R2L is able to teach the material in ways that will directly reflect some of the realities of our students’ life, family, and/or community experiences.

Integrative education pedagogy, CCW framework, and graphic literacy were all employed with the assistance of Hart House’s Pop-Up Library, hosted by Trish Sterling.

Hart House’s Pop Up Library is a home for diverse and somewhat politically-minded graphic novels. Free of charge, the Pop-Up Library is mobile and can be catered to the specific needs of any group it travels to. For R2L, the titles chosen were: Maus I (Spielgelman, 1980) and Ayanisach from Moonshot (ed. Nicholson, 2015); Dogs and Water (Nilson, 2015) + The Next Day (Gilmore, 2011); and The Arrival (Tan, 2006) + Just So Happens (Obata 2014).

For each pair of books, students were divided into smaller groups and, led by an instructor, read through pre-chosen material. After students “read” material, there was guided discussion around a specific question. For group 1: What does it feel like to not be welcome in your home? Group 2: How does it feel to be [specific emotion, ex: frustrated, angry, curious, isolated, embarrassed). Why do you think some people react in certain ways? Group 3: Under what context do people arrive in different places?

Group 1 texts dealt with the themes of being expelled from home land — as a First Nations people conceptualized in the future and Holocaust victims depicted as mice. Group 2 texts dealt with themes of individual experiences, individual expressions of ranges of emotions, empathy, and conflict resolution. Group 3 texts explored themes of immigration/emigration and belonging.

All students were told that their responses to the material were not being graded and all students engaged in speaking about their perceptions of the material. Within all groups, the facets of CCW were absolutely examined and opened up discussion around the importance of critically thinking about what one “reads” from the environment. The graphic novels chosen acted as launchpads for activating empathy through visuals and being able to process empathy, sympathy, and global citizenship in our current society.

Walker, D. (1996). Integrative education: Empowering students to learn Oregon School Study Council, 1787 Agate Street, College of Education, 5207 University of Oregon, Eugene, OR 97403-5044. Retrieved from http://ezproxy.library.yorku.ca/login?url=http://search.proquest.com/docview/62615485?accountid=15182

Yosso*, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race ethnicity and education, 8(1), 69-91.

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-”Ayanisach” by Todd Houseman and Ben Shannon

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- The Arrival, Sean Tan (2006)

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Graphic Literacy: Reading Images

Graphic novels is an accessible medium to R2L’s millennial learners in order to promote engagement with literacy. Graphic novels are also an extension of the kind of literacy millennials have already adapted to — reading an image. Graphic Literacy then, is not only defined as the ability to read and write proper in response to comic art, but the ability to critique, deconstruct, and find the stories embedded in images. Steve Miller, author of Developing and Promoting Graphic Novel Collections writes on comic art:

Some literary novels contain illustrations and use the images to supplement the story, but these novels can be understood without pictures. […] This is not so with comic art and, in particular, graphic novels. If the images are removed from comic art, the remaining text does not convey the story. The inverse is also true. If the text is removed, […]the images must be carefully woven in order to present the entire messages (2005, pg.3).

Shortly after the American inauguration of Donald Trump, the Toronto Star published its Saturday morning paper with an image of Trump with his fist in the air. The students were asked to look at the image and “read” it. Most students read the body language in the image as aggression and anger which were indeed correct. What none of the students were able to extract from the image was what the raised fist symbolized. Addressing the class, I spoke on the history of the raised fist starting in American culture as a symbol used by The Black Panthers out of resistance against anti-Black oppression. The image of Trump with his raised fist not only contradicts the original meaning of the symbol, but was appropriative and silencing of Black culture.

Although the front page image of the Toronto Star was a photograph, not comic art or caricature, the principles of reading images remain. All of the information portrayed within images are not necessarily obvious but upon looking at an image, learners are still able to participate in literacy exercises — further, what they read cannot be wrong but is added to by the teacher or other learners. According to John T. Guthrie, a core facet to literacy comprehension is motivation and engagement. “One reason that motivation and engagement may influence the development of reading comprehension is that motivated students usually want to understand text content fully and, therefore, process information deeply” (2004, pg.403).

In this specific case of reading the newpaper’s image, all learners were included in the conversation as there were no right or wrong answers then further engaged with newer information around the same image. From there, students were able to share their own insight around cultural appropriation and were furthered challenged to think beyond the image. The students were then asked to think about the following questions: What is good leadership? What is the meaning behind the raised fist? What is resistance? How does the image of Trump’s fist contradict the fist’s historical meaning?

In teaching how to read an image, or graphic literacy, learners already understand that there are surface level readings then critical readings. The surface level reading will always be an ideal starting point thus, learners are less intimidated and will feel engaged with venturing into critical readings of graphics, or images.

Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., ... & Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of educational psychology, 96(3), 403.

Miller, S. (2005). Developing and promoting graphic novel collections. New York: Neal-Schuman Publishers.

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https://www.thestar.com/news/world/2017/01/20/trump-speech-perfectly-fitting-for-1944-mallick.html

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Black Space Matters

The Readers to Leaders program is an intentionally made Black Space. I define Black Space as a site of development and creativity that centralizes the existing strengths of Black and POC students and their varying lived experiences in consideration of social and economic climates perpetuated by white supremacist standards. White supremacist standards are still glaringly perpetuated through IQ tests and other standardized intelligence and performance tests. In the early 1900s, the Stanford-Binet IQ was developed to justify the segregation of POC students and the lack of sufficient education for the. Anthony G. Allen uses his dissertation to examine the history of these tests and quotes Green et al.’s research on the tests. The creator of the Stanford-Binet IQ test “wanted to establish a “gradation of innate ability that could sort all children into their proper stations in life” (Green et al., p. 83). Additionally, he suggested that, because of their poor test performance, Mexicans, Indians, and Negroes should be educated in segregated, special classes focusing on making them resourceful workers. This notion was widely accepted and thus, used as justification for segregated schools for African Americans and other disenfranchised groups deemed innately incapable of becoming educated” (Allen, ).

This type of segregation and exploitation of racially-founded inequity is still seen today as schools such as Westview and C.W. Jeffreys continue to get less resources, insufficient number of teachers for ESL classes, and less funding than TDSB schools where the majority of schools are White. The continuous excuse for these inequities is that the urban students won’t have as much need for more resources which reads that minority students aren’t as “teachable”. The maintained views of teachability within White-dominated society not only centralize and consider their own values and standards when educating students of colour but continue to use these standards to justify deficit models of addressing and teaching BIPOC students (Black, Indigenous, Peoples of Colour).

Readers to Leaders is a type of segregation where only BIPOC students are the majority but rather than perpetuate the systemically-racist models of education, what is introduced is Black Space. Black Space pedagogy is founded in desire-based frameworks which does not gauge intelligence on a standardized scale but locates students’ strengths and builds constructively from where students at. This also considers the years of possible intellectual neglect or oversight by teachers using deficit frameworks to educate.

How to create Black Space can also be used as a mobile pedagogy to be implemented in any BIPOC space to instill confidence in students’ existing knowledge base as well as amplify and build on existing skills. As students begin to strengthen their own knowledge base individually, what is also taught is learning from each other’s strength and knowledge bases or cross-pollination. This counter-educates students around intellectual  competition which would be instilled under White-supremacist standards of educating. Black Space from a desire-based perspective centralizes community cultural wealth which “is an array of knowledge, skills, abilities, and contacts possessed and utilized by Communities of Color to survive and resist racism and other forms of oppression” (Yosso, 2006).

Although Readers to Leaders is a program to prep students for the OSSLT standardized test, students are educated within Black Space which gives students a chance to develop knowledge and skills outside of standardized and are taught how to actively resist intellectual violence and marginalization by being introduced to multiple forms of literacy. Allen, A. G. (2010). A critical race theory analysis of the disproportionate representation of blacks and males participating in florida's special education programs (Order No. 3438342). Available from ProQuest Dissertations & Theses Global. (845694302). Retrieved from http://ezproxy.library.yorku.ca/login?url=http://search.proquest.com/docview/845694302?accountid=15182 Tuck, E. (2009), “Suspending damage: A letter to communities,” Harvard Educational Review, 79(3). Yosso, T. (2006). Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. In A. Dixson & C. Rousseau (Eds.), Critical Race TheoryIn Education (pp. 167-189). New York: Routledge.

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Image from Blast Off, Illustrated by Leo and Diane Dillon https://artisnowpop.wordpress.com/2016/02/17/space-matters-i-love-you-in-a-place/

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Vygotsky and Us

R2L is literacy immersion and experiential learning that builds from the preexisting knowledge of students. Vygotskian theory of proximal development deals with the term internalization “by which a student first experiences an idea, behaviour, or attitude in a social setting then internalizes experiences” (Doolittle, 1977). The teachers of R2L curate an experience by which students can actively see their own development progress; see their own connections develop into well-formed ideas; see their previous knowledge as imperative to their academic and personal growth. Internalization is further defined as: “[…] the [students’] actively processing an experience, modifying the experience based on past experiences, and then integrating this experience into [their] way of thinking in such a manner that the old way of thinking is changed (or developed)”(Doolittle, 1977). This active processing of an experience is curated from the beginning of the day until home time.

What do the students already know?

Internalization, as pedagogy, first acknowledges what students already know. In a room full of strangers, what does anybody know more than themselves? The first class session gave the students a chance to introduce themselves to each other verbally and through writing. Students were asked to introduce themselves by their first names, name their favourite things to eat; journey to school; favourite item; describe the place they keep their favourite item; name a place they wish they could return to if money and time allowed; name a holiday food, song, or tradition; an everyday activity.

The introduction writing exercise was first done on Post-it notes in point form as a rough draft individually and then drafted their versions to be included in small groups. Four groups of about five students compiled their introductory notes into a large group document that read like a poem where each student’s favourite food, favourite item, everyday experience etc. were organized  by line. The end of the activity called for each group to present their group and the compiled “poem” to the rest of the entire class. The class was then asked to analyze the group by asking them to speculate: how can the group be described? What kinds of activities stand out in the poem? Is there a common theme?

In using existing knowledge, all students, regardless of reading, writing, or verbal communication skills, could see themselves in the capacity to express themselves. Already, students are immersed in the experience and can build from a place of existing knowledge. In processing this experience, students are also developing the skill of organizing thought and modify the thought through the incorporation of collaborative writing. Further, verbal presentation and discussion challenges students to think outside their own practice and critique objectively based off of the experience they just engaged in.

Proximal development is a strategy strung throughout R2L as a way of developing critical thinking and sharing knowledge in objective ways. This strategy has also assisted shy students in asserting their knowledge and shows all students how to develop, organize, and conclude a train of thought in order to present. By sharing peer-to-peer, students can gauge their own development by their own standards and be assisted accordingly. 

This is also a best-practice scenario of pedagogy in praxis. Progressive pedagogy shifts away from instilling social capital into students to the activation of community cultural capital. Community cultural capital is defined as“[…] an array of knowledge, skills, abilities, and contacts possessed and utilized by Communities of Color to survive and resist racism and other forms of oppression” […](Yosso, 2006). Internalization is the utilization of community cultural wealth that allows students of colour to build lenses of critical analyses that can lead to success with tests, but more importantly, helps build confidence in one’s own lived experience.  Cited: Doolittle, P. E. (1997). Vygotsky’s zone of proximal development as a theoretical foundation for cooperative learning. Journal on Excellence in College Teaching, 8(1), 83-103.

Yosso, T. (2006). Whose Culture Has Capital? A Critical Race Theory Discussion of Community Cultural Wealth. In A. Dixson & C. Rousseau (Eds.), Critical Race Theory In Education (pp. 167-189). New York: Routledge.

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Here It Is" 2016 by Alice Walker Here it is the beauty that scares you -so you believe- to death. For he is certainly gorgeous and he is certainly where whiteness to your disbelief has not wandered off to die. No. It is there, tawny skin, gray eyes, a Malcolm-esque jaw. His loyal parents may Goddess bless them sitting proud and happy and no doubt amazed at what they have done. For he is black too. And obviously with a soul made of everything. Try to think bigger than you ever have or had courage enough to do: that blackness is not where whiteness wanders off to die: but that it is like the dark matter between stars and galaxies in the Universe that ultimately holds it all together. -AW

http://www.afropunk.com/profiles/blogs/feature-here-it-is-alice-walker-writes-vivd-new-poem-in-response?xg_source=activity

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Teaching Constructively

Readers to Leaders (R2L) is a literacy program for high school students from Westview Centennial Collegiate and C.W. Jefferys Collegiate located within the Jane and Finch region of Toronto, Ontario. This intersection is not only racialized but simultaneously stigmatized within the ever-ambiguous word urban. The Readers to Leaders program is set to assist students in preparation for the OSSLT (Ontario Secondary School Literacy Test -- a mandatory standardized test all Ontario secondary school students must pass n order to earn their high school diploma. Considering the racial minority demographic of the students within the program, they are historically expected to earn lower grades or struggle to pass the literacy test.

Our white supremacist society codes/racializes space to imply deficit or the inability to succeed to a set standard. Throughout this blog documenting my observations while teaching and organizing this year’s program, I will also expand on the varying needs of the students and the real challenges they experience that are not accounted for when the broad term urban is used,  

As a Black woman instructor alongside two TDSB teachers and one community liaison, I observe the class’ progress through a constructivist lens. Patricia Hinchey writes: “The task of a constructivist teacher is to design experiences that will give students an opportunity to develop their own understanding of the data at hand” (Hinchey, 1998). What is so violent about the misunderstanding or rather, the collective consciousness, around Urban Education is that it automatically informs teachers of the “unteachability” of their students rather than the possibilities of how teaching can be done differently that shows students how to think about themselves not just positively but with a sense of agency.

           Through constructivist pedagogy, I can creatively challenge racialized stigmas through my instruction and through the material I provide for my students. This blog will document how challenging how racialized space is viewed while simultaneously challenging how students think about themselves and their own success. I will document how students how the students learn to critically think about the structures that are put into place which produces urban environments rather than simply being an urban product. “It doesn’t matter which novel a student reads; what matters is that the student comes to understand that authors make choices among certain devices in order to try and affect the reader this way or that” (Hinchey). 

 By addressing students’ dreams and actively working towards their personal goals, I will document students’ engagement, motivation, and hard work in relation to the material provided and how they develop insight into seeing themselves as agents of power.

By acknowledging the racialization of space, or more specifically Urban Education as a deficient kind of space, challenge should be put not as to why marginalized students are not statistically competitive under standardization but how are these students being treated and taught and with what.